Academic Assessment and Continuous Improvement Plan …tkeyser/abet/plan2.pdf · Academic Assessment and Continuous Improvement Plan Version 2 Industrial Engineering Program Western

Industrial Engineering Assessment and Continuous Improvement Plan v 2 August 30, 2004 1/64

Academic Assessment and Continuous Improvement Plan Version 2

Industrial Engineering Program Western New England College

1215 Wilbraham Road Springfield, MA 01119

Industrial Engineering Assessment and Continuous Improvement Plan v 2 2/64 August 30, 2004

Table of Contents

Academic Assessment and Continuous Improvement Plan Version 2........................................... 1 1 Introduction............................................................................................................................. 5 2 Improvement Process Timetable............................................................................................. 7 3 Industrial Engineering Department Strategic Plan ................................................................. 7

3.1 Vision.............................................................................................................................. 7 3.2 Mission............................................................................................................................ 8 3.3 Educational Objectives ................................................................................................... 8 3.4 Program outcomes .......................................................................................................... 8 3.5 Department Success ........................................................................................................ 9

3.5.1 Five-Year Plan ........................................................................................................ 9 3.5.2 Infrastructure........................................................................................................... 9 3.5.3 Programs ............................................................................................................... 10 3.5.4 Faculty................................................................................................................... 10

4 Assessment Devices.............................................................................................................. 11 4.1 Surveys.......................................................................................................................... 11 4.2 Student Portfolios.......................................................................................................... 12

4.2.1 Bloom's Taxonomy ............................................................................................... 13 4.3 Senior Project Reports and Presentations ..................................................................... 16 4.4 Student Activities.......................................................................................................... 17 4.5 Co-op and Internship Evaluation and Report................................................................ 18

5 Criterion 1: Students ............................................................................................................. 19 5.1 Graduation Requirements: ............................................................................................ 19 5.2 Advising........................................................................................................................ 19 5.3 Course Substitutions ..................................................................................................... 19 5.4 Transfer Credit .............................................................................................................. 19

6 Criteria 2 and 3: Program Educational Objectives and Outcomes, and Assessment............ 20 6.1 Constituents and Their Responsibilities........................................................................ 21

6.1.1 List of Constituents ............................................................................................... 21 6.1.2 Representatives of Constituents............................................................................ 21

6.2 Process for Generating and Maintaining Program Objectives and Outcomes.............. 22 6.2.1 Plan for Maintenance of Program Objectives and Outcomes............................... 25 6.2.2 Mechanism for Change ......................................................................................... 26

6.3 Initial History of the Department Mission, Program Objectives and Course Level Objectives and Outcomes ......................................................................................................... 26 6.4 Assessment and Continuous Improvement Plan History.............................................. 26 6.5 Archiving of Accreditation Materials ........................................................................... 27

7 Criterion 4: Professional Component.................................................................................... 28 7.1 Capstone Design ........................................................................................................... 28 7.2 At least 1 year of college level mathematics and basic science with experimental experience ................................................................................................................................. 28 7.3 At least 1 ½ years of engineering topics, consisting of engineering sciences and engineering design appropriate to field of study....................................................................... 28 7.4 General education component....................................................................................... 29

7.4.1 Foundations........................................................................................................... 29


7.4.2 Perspectives of Understanding.............................................................................. 29 7.4.3 Learning Beyond the Classroom (LBC): .............................................................. 30 7.4.4 Personal Development .......................................................................................... 31

8 Criterion 5: Faculty ............................................................................................................... 32 9 Criterion 6: Facilities ............................................................................................................ 33 10 Criteria 7: Institutional Support and Financial Resources ................................................ 34 11 Criteria 8: Program Criteria .............................................................................................. 35 Appendix 1: Surveys and Evaluation Forms Used ....................................................................... 36

INDUSTRIAL EMPLOYERS SURVEY............................................................................. 37 RECENT GRADUATES SURVEY..................................................................................... 38 INTERNSHIP / CO-OP / SENIOR PROJECT EVALUATION.......................................... 39 ALUMNI SURVEY.............................................................................................................. 42 Senior Exit Interview / Survey.............................................................................................. 43 Student Portfolio Submission Form...................................................................................... 47 Assessment and Continuous Improvement Plan Change Order Form.................................. 48 Strategic Plan Review........................................................................................................... 49 Course and Assessment Change Order Form ....................................................................... 51

Appendix 2: Course Substitution and Transfer Forms ................................................................. 52 Appendix 3: Advisory Board ........................................................................................................ 54 Appendix 4 Required Internship Report Format .......................................................................... 55 Appendix 5: Course Outcomes ..................................................................................................... 57

IE 205: Modeling of Industrial and Service Systems ............................................................... 57 IE 308:Work Analysis and Human Factors .............................................................................. 57 IE 312: Engineering Economic Analysis.................................................................................. 57 IE 314: Manufacturing Processes ............................................................................................. 57 IE 315: Quality Control and Engineering Statistics.................................................................. 57 IE 318: Industrial Design Laboratory I ..................................................................................... 57 IE 326: Production Planning and Control................................................................................. 58 IE 328: Industrial Design Laboratory II.................................................................................... 58 IE 334: Computer Simulation and Design ................................................................................ 58 IE 410: Engineering Project Management ................................................................................ 58 IE 420: Operations Research .................................................................................................... 58 IE 422: Industrial Safety and Ergonomics ................................................................................ 58 IE 424: Computer Integrated Manufacturing............................................................................ 59 IE 428: Industrial Design Laboratory III .................................................................................. 59 IE 429: Design of Experiments................................................................................................. 59 IE 439: Project Preparation....................................................................................................... 59 IE 440: Senior Design Projects ................................................................................................. 60 IE 490: Computer Applications for Industrial Engineering (to be re-numbered)..................... 60 ENGR 102: First Year Engineering Seminar............................................................................ 60 ENGR 103: Introduction to Engineering .................................................................................. 60 ENGR 110: Engineering Problem Solving ............................................................................... 61 ENGR 206 : Engineering Mechanics........................................................................................ 61 ENGR 208: Foundations of Electrical Engineering.................................................................. 61 ENGR 212: Probability and Statistics....................................................................................... 61 ACCT 201: Financial Reporting............................................................................................... 61


ME 309: Materials Science....................................................................................................... 62 MATH 133: Calculus I ............................................................................................................. 62 MATH 134: Calculus II ............................................................................................................ 62 MATH 235: Calculus III........................................................................................................... 62 MATH 236: Differential Equations .......................................................................................... 62 PHYS 133: Mechanics.............................................................................................................. 63 PHYS 134: Electricity and Magnetism..................................................................................... 63 ENGL 132: English Composition I........................................................................................... 63 ENGL 133: English Composition II ......................................................................................... 63 CHEM 105: General Chemistry I ............................................................................................. 63

Appendix 6: Industrial Engineering Curriculum and Prerequisite Map ....................................... 64


1 Introduction This document represents the current continuous improvement process for the undergraduate program in Industrial Engineering at Western New England College. It is a change from the previous process which included measurement techniques such as course notebooks, interviews, senior projects, instructor self-course assessment and exit surveys. It is the judgment of the Industrial Engineering Program that the plan contained herein is more comprehensive and will lead to accreditation by Accreditation Board for Engineering and Technology (ABET) under the ABET criteria. The plan consists of a multi-loop continuous improvement process. The process involves collecting and providing information, querying constituents, and implementing feedback from our: academic advisory board, employers, alumni, students and faculty. Although, the faculty are only one constituent in the plan it is up to the faculty and department chair to diligently collect and document information and feed that input into the process. The department chair compiles all the information collected as the process continues so as to provide a chronological documentation of process progress. Table 1.1 shows an overview of how the program objectives and program outcomes will be assessed. This document is divided into sections consisting of the improvement process timetable, department strategic plan, and the components of the plan referenced to the ABET 2000 Criteria. The assessment devices are presented early in the document since they represent the bulk of the effort that will need to be done in-order to asses the program education objectives and program outcomes. This document is intended illustrate the new process by which the Industrial Engineering Program at Western New England College will follow in pursuit of continuous improvement efforts. As we are a small department (4 full time faculty), the entire faculty of the program have been involved in the development of this process adopting it starting in August 2002.


Table 1.1: Assessment Device vs. Program Objectives and Outcomes

Program Objectives and Outcomes vs

Evaluation Device/Method

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O1. Apply contemporary tools, knowledge, experience and critical thinking to effectively solve engineering problems. x x x x X O2. Identify, define and implement effective solutions to problems with the successful integration of people, materials, information, equipment, capital and energy. x x X X

O3. Contribute as well-informed, ethical, and dependable members of society. x x x X X

O4. Collaborate and communicate effectively as an individual and as a team member. x x x x X X

O5. Continue to increase their knowledge and experience throughout their career. x x x X X

a. an ability to apply knowledge of mathematics, science, and engineering x x X X X X

b. an ability to design and conduct experiments, as well as to analyze and interpret data x x x X X X

c. an ability to design a system, component, or process to meet desired needs x x X x X X

e. an ability to function on multi-disciplinary teams x x x x X X X

d. an ability to identify, formulate, and solve engineering problems x x x x X X

e. an understanding of professional and ethical responsibility x x x x x X X

f. an ability to communicate effectively x x x x x X X g. the broad education necessary to understand the impact of engineering solutions in a global and societal context x x x x x x X X

h. a recognition of the need for, and the ability to engage in life-long learning x x x X X

i. a knowledge of contemporary issues x x x x X X j. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice x x x x X x IE1. an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy x x x x x X x

P1. an ability to design and improve a safe and productive work environment x x x x X X P2. an ability to code and utilize programming languages and software relevant to industrial engineering x x x x X X


2 Improvement Process Timetable Table 2.1 presents execution dates for the process thru May of 2005. It is anticipated that as the process continues items, their content, and their associated due dates will adjust accordingly.

Table 2.1: Continuous Improvement Process Timetable of Events

Date Item Responsibility Completed 12-03 Collect Outcome Notebooks for IE Courses FC Yes 12-03 Conduct Internship/Co-op Interview DC Yes 12-03 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC Yes 12-03 Collect Course Notebooks DC, SC Yes 3-04 Conduct Junior Preparedness Survey DC Yes 4-04 Conduct Alumni 1 Survey DC In progress 5-04 Compile Student Activities Matrix, Compile Faculty Leadership Criteria DC, FC Yes 5-04 Collect Outcome Notebooks for IE Courses FC Yes 5-04 Conduct Internship/Co-op Interview DC Yes 5-04 Conduct Senior Exit Survey, Collect Senior Project Input DC,FC Yes 5-04 Meet as a Faculty, Review Information, and Suggest Improvements to the Process,

and its components. DC, FC Yes

5-04 Communicate Feedback Information and Suggested Improvements to the Advisory Committee and Query them for Suggestions

DC Yes

6-04 Implement Improvements to Program and to the Process and to the Stat. Plan DC, FC Yes End of 03 – 04 AY Activities 9-04 Meet with Advisory Committee (on-campus) DC, FC 9-04 Advisory Committee Action Item (items resulting from meeting) DC, FC 10-4 Meet as Faculty and Review Assessment Results and Suggest Improvements to be

presented to Advisory Committee DC, FC

12-05 Communicate Feedback and Query Advisory Committee DC 9 and 12/04

Conduct Internship/Co-Op Interviews FC

12-04 Collect Student Portfolio Outcome Evidence FC 3-05 Conduct Junior Preparedness Survey FC 3-05 Conduct Alumni 1 Survey DC 5-05 Collect Student Portfolio Outcome Evidence FC 5-05 "Compile Student Activities Matrix, and Faculty Leadership Criteria" FC 5-05 Conduct Internship/Co-op Interview FC 5-05 "Conduct Senior Exit Survey, Collect Senior Project Input" FC 8-05 Implement Improvements to the Plan FC 5-05 Prepare Additional Required Material and Documentation Required for ABET

Assessment DC

3 Industrial Engineering Department Strategic Plan 3.1 Vision

Industrial Engineering (IE) at Western New England College will be a regional and national leader in communicating engineering knowledge and innovation associated with designing, operating and improving processes for producing and delivering products and services. The industrial engineering will educate the utilization of resources, including people, equipment, capital, materials, information and energy. This will be accomplished by the use of classroom, and laboratory instruction supplemented by repeated exposure to actual industrial projects in “learning beyond the classroom” opportunities.


3.2 Mission

As a strategic partner in alliance with the mission of the College, we strive to educate engineers who have the ability to help their organizations make the most effective use of resources, including people, equipment, capital, materials, information and energy. Our graduates will enable their organization to be productive, flexible, and customer oriented. They will apply engineering skills to design effective systems and to devise procedures with which to operate these systems. And, they will continuously strive to improve both themselves through continuous education, and their organizations through avoidance and elimination of harmful or wasteful practices. Specifically, IE seeks to:

1. educate engineers who will be successful in their professional careers;

2. provide selected research and services to industry and government to meet their specific needs;

3. contribute to the regional and national recognition of the School of Engineering and Western New England College;

4. excel in teaching and learning via classroom and beyond the classroom experiences;

5. enhance the overall reputation of the School of Engineering and Western New England College.

3.3 Educational Objectives Graduates of the BSIE program will:

• Apply contemporary tools, knowledge, experience and critical thinking to effectively solve engineering problems.

• Identify, define and implement effective solutions to problems with the successful integration of people, materials, information, equipment, capital and energy.

• Communicate and collaborate effectively as an individual and as a team member. • Contribute as well-informed, ethical, and dependable members of society. • Continue to increase their knowledge and experience throughout their career.

3.4 Program outcomes

The outcomes that we strive for our students to posses:

• an ability to apply knowledge of mathematics, science, and engineering • an ability to design and conduct experiments, as well as to analyze and interpret data • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate, and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • an ability apply their broad education toward the understanding of the impact of

engineering solutions in a global and societal context • a recognition of the need for, and the ability to engage in life-long learning • a knowledge of contemporary issues


• an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

• an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy

• an ability to design and improve a safe and productive work environment • an ability to code and utilize programming languages and software relevant to

industrial engineering

3.5 Department Success Industrial Engineering has a history of providing a strong ABET accredited undergraduate education (BSIE) and a quality Engineering Management Program (MSEM) at the graduate level. These strengths are accomplished via traditional classroom techniques and experiential industrial-based project work at the undergraduate level. They are supported by high quality faculty with strong industrial and research experience at both the undergraduate and graduate levels. We plan to continue utilizing these strengths, and search for new opportunities to strengthen our ability to achieve our mission.

3.5.1 Five-Year Plan In support of its mission and objectives, Industrial Engineering’s students, faculty, staff, alumni, and friends, over the next five years, are committed to continuous improvement by undertaking new initiatives as outlined in the next three sections. Each item (see Strategic Plan Review in Surveys used section) is evaluated by the faculty. Specific recommendations for changes and recorded in the Annual Program Review notebook via completion of a Change Order Form shown in the appendixes.

3.5.2 Infrastructure • Provide students and faculty with suitable space to support educational, service,

research and curricular requirements [A1&F2]. • Provide students, faculty and staff the necessary computing support [A].

• Provide opportunities that promote efficiency of operation, leadership, and targeting

of resources [A&F].

1 A - indicates administrative responsibility 2 F – indicates faculty responsibility


3.5.3 Programs

• Strengthen curricula and faculty to support programs at the undergraduate and graduate levels [F&A].

• Enhance the graduate program’s attractiveness to current and new markets [F&A].

• Rename the department title to: “Industrial Engineering” from “Industrial Engineering” to better reflect degree granted and the program itself [A].

• Consider new models of education [F&A].

3.5.4 Faculty

• Provide support for non-tenured faculty development [A&F].

• Promote and increase the amount of collaboration (academic/curricular and research) among the faculty within the School and College [F&A].

• Develop future leaders of the School [A&F].

• Commit to improve and sustain a sense of community and collegiality among the student, faculty, and staff within the department [A&F&S3].

3 S – indicates student responsibility


4 Assessment Devices The following assessment devices are included in the continuous improvement process. Table 1.1 shows the relationship of the assessment and measurement devices to the program educational objectives and outcomes. Each of the following assessment devices are evaluated using a scale of 1 to 5. Score Implication 5 Excellent, no change needed, continued monitoring

4 Good, no immediate change needed, closer monitoring needed 3 Average, minor changes needed to outcome, instructional methods,

evaluation method, course topics or assessment methods need re-examining 2 Below Average, major changes needed, outcome, instructional methods,

assessment method, course topics or assessment methods need re-examining. 1 Poor, re-evaluation by program faculty and constituents required.

4.1 Surveys

1. Senior exit surveys. This survey is intended to examine the students experience and his/her opinion of the program after successful completion of the program degree.

2. Survey of graduates 1 year after graduation. This is intended to examine the needs of

the student 1 year after graduation or their immediate preparedness for their chosen career.

3. Survey of graduates 4, 5 and 6 years after graduation. This is intended to highlight the

students appreciation of life long learning and to provide feedback with respect to their preparedness into (past the 1st year) of their careers.

4. Employer surveys. This survey is intended to receive input directly from the

employers of our graduates. This survey will be conducted every three years and is intended to provided input related to their preparedness to the profession.

5. Appropriate surveys and contact with the advisory committee. These are intended to

provide direction to the program from outside experts and be an integral part of the continuous improvement process.

6. Internship / Co-op / Senior Project evaluations will be done by industrial advisor and/or

advisory board. These evaluations will be conducted upon the completion of an internship, co-op assignment or a capstone senior project..

Evaluation Responsibility: Department Chair, Industrial Advisor, Advisory Board Member and Program Faculty as needed

Evaluation Frequency: Item 1-3 Every Year

Item 4-5 Every 3 Years


Item 6 - As Appropriate (at least yearly). Evaluation Criteria: 1 – 5 point scale

4.2 Student Portfolios

It is up to the faculty responsible for each individual course to develop and implement a system of measurement and assessment for each outcome shown by the course subject outcomes (Appendix 4) and the outcomes shown by Course Outcomes vs. Program Outcomes Matrix. However, their system must fit into the program course level assessment process as shown by Figure 6.2. For example, it is up to the course instructor to provide evidence of satisfactory progress for the following outcomes for IE 312: Engineering Economy.

1. Understand the time value of money for engineering projects 2. Be able to compare competing projects under certainty and uncertainty 3. Understand taxes and depreciation 4. an ability to apply knowledge of mathematics, science, and engineering 5. an ability to design a system, component, or process to meet desired needs 6. an ability to identify, formulate, and solve engineering problems 7. the broad education necessary to understand the impact of engineering solutions in

a global and societal context 8. a knowledge of contemporary issues

These outcomes are a combination of the course outcomes from Appendix 4 and the Course Outcomes vs. Program Outcomes Matrix shown by Figure 4.1. The instructor will typically provide evidence of outcome satisfaction through quizzes, exams, projects, presentations, and homework. The previous outcome based notebooks are being replaced by student portfolio’s. Each IE student will have a portfolio housed in the Program Chairs office. Each student portfolio will have a series of sub-folders where each subfolder is dedicated to a Program Outcome. Two to three examples of a student’s demonstration of an outcome should be included in each subfolder upon the student graduation. Although, the outcomes in courses add up to more than 3 possible pieces of evidence only 3 will be collected and place in the student portfolio. This will be done on a first come first serve basis. Additionally, faculty should avoid duplication of outcomes from the same courses (i.e. IE 439 should not provide all 3 pieces of evidence for outcome a). The faculty are responsible for compiling this evidence of the demonstration of student abilities. Faculty will follow Bloom’s Taxonomy when constructing evidence. Evidence will only be collected if it can be categorized as Evaluation, Synthesis, Analysis or Application.


4.2.1 Bloom's Taxonomy

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions. This taxonomy has been widely accepted in education for the past several decades. The faculty will provide evidence in the student portfolios which demonstrate a superior level of knowledge (Evaluation, Synthesis, Analysis or Application). The levels of knowledge and how skills are demonstrated as defined by Bloom are shown below.


Competence Skills Demonstrated Knowledge • observation and recall of information

• knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension • observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Application • use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge

Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis • seeing patterns • organization of parts • recognition of hidden meanings • identification of components

Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis • use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions

Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation • compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity

Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize


Submission of Evidence Each submission of evidence should receive a passing mark as defined by the course instructor, which clearly demonstrate the students’ abilities. Each submission of evidence will be accompanied by the following form:

Example Questions for Bloom Taxonomy Knowledge (avoid this type of question for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. List and define two possible depreciation methods.

Student Portfolio Submission Outcome Assessed (circle all that apply) A B C D E F G H I J K

IE1 P1 P2

Student Name ______________________________ Instructor Name ____________________________ Minimum Passing Score ____________ Maximum Possible Score ___________ Score Received ___________________ Circle level of demonstrated knowledge: Evaluation Synthesis Analysis Application

Figure 1: Outcome Submission Form


Comprehension (avoid this type of question for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. Is straight line depreciation or the SOYD superior, and why? Application (avoid this type of question when possible for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. Using MACRS what is the depreciation allowance in year 2? Analysis (use this type of question for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. Using MACRS, is the replacement milling machine beneficial, why, support your analysis analytically? Synthesis (use this type of question for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. What is the best method of depreciation, why, support your analysis analytically? Evaluation (use this type of question for satisfying assessment) You are working in a small job shop. You are debating whether or not to purchase a replacement milling machine for $95,000. The MARR is 15%, and the expected yearly savings is $30,000. Given the current fluctuations in interest rates, what is the best method of depreciation, why, support your analysis analytically?

Evaluation Responsibility: Individual Faculty Member and Program Faculty

Evaluation Frequency: Every Semester Course has been Taught

Evaluation Criteria: Student meet criteria.

Minimum Criteria: Students must successfully demonstrate a competency in each program outcome by evidence of meeting a stated minimum score.

4.3 Senior Project Reports and Presentations

1. Each senior project report will be copied after a critique is complete. These senior projects will be archived with a copy of the corresponding presentation. The format of this report is to be professional and the details of the reports are at the discretion of the faculty advisor. However, this report should include an introduction, background, methodology, results, conclusions and relevant appendixes sections. Additionally, the report should consider a majority of the following topics:

a. Economic Concerns and Implications


b. Environment Concerns and Implications c. Sustainability d. Manufacturability e. Ethical Concerns and Implications f. Health and Safety Concerns and Implications g. Social Concerns and Implications h. Political Concerns and Implications

2. Each project will be evaluated by the Industrial Sponsor and an Advisory Board

Member. These evaluations will be a direct assessment of students demonstrating Program Outcomes and Objectives (although this is only one data point at the start of their career) during their capstone senior projects. The assessment form is included in the appendixes.

Evaluation Responsibility: Faculty, Industrial Sponsor, Advisory Board

Evaluation Frequency: Upon successful completion of each senior design project.

Evaluation Criteria: A score from 1 to 5 for each outcome that can be assessed. A score of n/a if evidence cannot be seen by evaluator.

Minimum Criteria: Students must achieve a minimum score 3 out of 5 for each

outcome assessed. 4.4 Student Activities

We believe that the involvement of students in professional development activities is an important piece for student development in college. Western New England College has a Student Chapter of IIE and industrial engineering students also participate in student activities for ASEE, APICS and activities for engineering student council. Figure 4.1 illustrates the student activity scoring system used for assessment.

# of students attending IIE meetings (total over the year) _____ x 1 total: _____ (max 75) # of students attending APICS meetings (total over the year) _____ x 1 total: _____ (max 50) # of students attending engineering _____ x 1 total: _____ (max 25) student council (total over the year) # of students attending sponsored field trips (total over the year) _____ x 5 total: _____ (max 100) regional competitions entered by students _____ x 20 total:_____ (no max)


national competitions entered by students _____ x 25 total:_____ (no max) other (describe) _____ total: _____ (max 50) Overall total: _____ Figure 4.1: Level of Student Professional Activity

Evaluation Responsibility: Department Chair and Faculty Advisors

Evaluation Frequency: End of Academic Year Minimum Criteria: A total of 200 points

Additionally, as our students are Industrial Engineering Students it is a requirement that the student chapter of IIE remain active and achieve at least a ‘bronze status’ as decribed by the institute.

4.5 Co-op and Internship Evaluation and Report

Information about student abilities prior to graduation will be gathered by collecting reports from students and having internship employers complete an evaluation as shown in Appendix 1. However, due to the current infrequent participation of our students for these opportunities these reports and evaluations will be used to provide additional information for the direction of the program. A required internship / co-op report format and instructions are shown in the Appendix 4.

Evaluation Responsibility: Faculty Advisors

Evaluation Frequency: At completion of co-op or internship Minimum Criteria: None, information reported to Department Chair


5 Criterion 1: Students 5.1 Graduation Requirements:

Graduation requirements for the Program of Industrial Engineering at Western New England College are outlined and shown by the academic year catalog. Students receiving a Bachelor of Science Degree in Industrial Engineering may graduate under the requirements outlined by the catalog of the year they first began the IE degree program or by any later year catalogs. A degree audit is a computer generated report of student progress and is evaluated every semester by the student’s faculty advisor. Every students progress towards their degree is reviewed each semester with their academic advisor. A final graduation check is done by the assistant dean of engineering prior to the awarding of the degree to ensure all requirements are satisfied.

5.2 Advising

Each student is assigned an academic advisor consisting of a faculty member from the IE Program. It is the responsibility of this faculty member to maintain the folder for each advisee. The engineering office maintains a folder which tracks transcripts, grade reports, supporting documentation, the progress made by the students, any course substitutions, and justification and any transfer credits accepted. In order for students to become registered for each academic semester they must see their academic advisor.

5.3 Course Substitutions

Any course substitution must be approved by the department chair and the assistant dean of engineering at the recommendation of the academic advisor.

5.4 Transfer Credit

Transfer credit from other institutions will be accepted at the discretion of the department chair and the associate/assistant dean of engineering. Either the department chair or the associate/assistant dean of engineering can accept credit received from an articulating institution. Both the department chair and the associate/assistant dean of engineering must approve transfer credit from an institution without an articulation agreement. The forms required for transfer credit and for course substitution are shown in Appendix 2.


6 Criteria 2 and 3: Program Educational Objectives and Outcomes, and Assessment The process for the establishment, assessment and change of Program Educational Objectives and Program Outcomes is shown below. The process uses the assessment devices described above and can be described by the two loops shown below. Figure 6.1 describes the process for the program objectives and outcomes. Figure 6.2 describes the process of changing the curriculum to meet program objectives.

Figure 6.1: Program Objectives and Outcomes Assessment Plan (2 year cycle)


Figure 6.2: Course Outcomes and Assessment Process (1 year cycle)

Overall the two loop process examines the program outcomes and objectives at the end of each academic year while collecting a multitude of input throughout the year. The examination of the objectives and outcomes are done in coordination and consultation with our Advisory Board. The current Advisory Board is shown in Appendix 3. The Program Advisory Board consists of employers, alumni, and graduate faculty. The committee was constituted (10/15/01). Assessment results and the movement through these loops are shown by the yearly “Results from Assessment AY” document which is compiled yearly.

6.1 Constituents and Their Responsibilities

The program constituents and there responsibilities to the process are shown below:

6.1.1 List of Constituents 1. Undergraduate Students 2. Faculty (Non-WNEC) 3. Employers 4. Program graduates 5. Alumni

6.1.2 Representatives of Constituents 1. Undergraduate Students

a. Exit interviews with conducted with students done by department head b. Undergraduate course evaluation forms c. Interviews with current students done during advising

2. Graduate Faculty (Non-WNEC)


a. Member of Program Advisory Board (possible destination of our graduates, and provides an outside perspective of departmental performance versus other programs nationally).

3. Employers a. Employers of program graduates b. Sponsors of a Senior Design Projects c. Members of Program Advisory Board

4. Program graduates a. Graduates 1 year after graduation b. Graduates 4, 5 and 6 years after graduation c. Members of Program Advisory Board

5. Program Faculty a. Responsible for monitoring, compilation and execution of ABET accreditation

efforts, including the collection of all surveys, course evaluation forms and documenting input received from constituents.

6.2 Process for Generating and Maintaining Program Objectives and

Outcomes Continuous improvement efforts are coordinated and monitored by the chair of the IE Department. Table 6.1 and 6.2 show this continuous improvement process. Suggestions from the Program Advisory Board are presented to the faculty of the program by the department chair. Upon the agreement of the faculty and department chair changes are implemented. The process has two key mappings. Table 6.1 shows the mapping of the program education objectives to the program outcomes. By satisfying the program outcomes the majority of the objectives are directly satisfied. The remaining educational objectives can be measured and assessed using the assessment devices described above.


Table 6.1: Map of Educational Objective to Program Outcomes

Program Outcomes

a b c d e f g h I j k IE 1 P1 P2

Industrial Engineering Program Objectives

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1. Apply contemporary tools, knowledge, experience and critical thinking to effectively solve engineering problems.

X X X X X X X X X

2. Identify, define and implement effective solutions to problems with the successful integration of people, materials, information, equipment, capital and energy.

X X X X X X X X X X X X

3. Contribute as well-informed, ethical, and dependable members of society.

X X X X X X X X X X X X X X

4. Collaborate and communicate effectively as an individual and as a team member.

X X

5. Continue to increase their knowledge and experience throughout their career.

X X X

The second mapping is that of Program Outcomes to Program Curriculum. Table 6.2 shows this mapping. A correlation between a course and an outcome are shown by an ‘X’. This implies that an outcome can be satisfied by course material and assessment. These assessment devices are aimed at the assessment of the course objectives and outcomes by methods such as: student portfolios and traditional course notebooks. Additional assessment devices are designed to provide external assessment of the program outcomes (i.e. employer surveys, alumni surveys). Table 1.1 shows how the assessment devices map to program educational objectives and outcomes.


Table 6.2: Map of Course Outcomes to Program Outcomes

Program Outcomes

a b c d e f g h I j k IE 1 P1 P2

Industrial Engineering Program Course Outcome vs. Program Outcomes

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IE 205 X X X X X X

IE 308 X X X X X X X

IE 312 X X X X X

IE 314 X X X

IE 315 X X X X X X

IE 318 X X X X X X


IE 328 X X X X X X X X X

IE 334 X X X X X X X X

IE 410 X X X X X X X X


IE 422 X X X X X X X X X

IE 424 (elective) X X X X X X

IE 428 X X X X X X

IE 439 X X X

IE 440 X X X X X X X X X X X X X X

IE 429 (elective) X X X X

IE 490 Comp. App. IE (elective) X X X X X

ENGL 132

ENGL 133

MATH 133

MATH 134

MATH 235

MATH 236

PHYS 133

PHYS 134


CHEM 105

EC 205

PEHR 151

PEHR 153-199

ENGR 102

ENGR 103

ENGR 110

ENGR 105

ENGR 212

ENGR 208

ME 309

ENGR 206

ACCT 201

HISTORY ELECTIVE HIST xxx CULTURE / SOCIAL SCIENCE ELECTIVE I CULTURE / SOCIAL SCIENCE ELECTIVE II

CULTURE ELECTIVE CUL 2xx

GENERAL ELECTIVE

BASIC SCIENCE ELECTIVE

TECHNICAL DESIGN ELECTIVE I

TECHNICAL DESIGN ELECTIVE II TECHNICAL DESIGN ELECTIVE III

Courses whom have outcomes shaded in gray are required non-IE courses. However, the collection of evidence will be done in the Industrial Engineering Courses as shown. These course will be assessed using ‘traditional’ (prior to EC 2000) notebook collection. Appendix 5 shows the current list of course outcomes. It is up to the faculty member teaching these courses to suggest new outcomes and present the outcomes to the faculty for change. Additionally, it is the responsibility of the faculty member teaching the course to keep an outcome based notebook (IE faculty) for each course and maintain a separate course notebook when requested every 3 years from the School of Engineering Accreditation Committee.

6.2.1 Plan for Maintenance of Program Objectives and Outcomes In general the maintenance of this plan and the objectives and outcomes are accomplished via:

• Annual review by departmental faculty (End of Spring Semester) • Coordination of on-going feedback mechanisms from constituents (continually

throughout the year, coordinated by department chair). • Changes can be implemented every year for the educational outcomes and the

program curriculum, and every other year for educational objectives.


6.2.2 Mechanism for Change Changes to the assessment plan and material contained therein are addressed in one of the following ways:

1. A change order is submitted by a faculty member. This will be discussed and approved or denied at the annual program retreat in May.

2. Evidence from surveys, courses, interviews,… illustrate the need for change in two

consecutive years or two out of three consecutive years.

3. A change is requested by the advisory board after discussion with the program chair.

6.2.2.1 Assessment and Continuous Improvement Plan Change Order A change order form should be completed in detail and submitted when a change to the Assessment and Continuous Improvement Plan is desired. The change will be evaluated by at least one other faculty member and the program chair. A copy of this form is shown in the Appendices. Specific results collected and changes made to the assessment plan, outcomes and objectives are highlighted in the yearly “Results from the Assessments AY” document. Included in this document are the yearly results, summaries, results from the faculty retreat and the minutes associated with the advisory board meeting. Copies of suggested changes will also be included in this document.

6.3 Initial History of the Department Mission, Program Objectives and

Course Level Objectives and Outcomes 1. Historically developed program objectives were revised and included in the

Vision and Mission statement for the Industrial Engineering Department in the Fall of 2001 by Drs’ Keyser, Kamal and Grabiec (9/30/01).

2. This draft served as a working document for the advisory committee.

3. The advisory committee was presented with an overview of the department, the

department strategic plan and objectives, and curricular outcomes (11/01/01) then surveyed to provide input.

4. The input was compiled, implemented, and feedback was given to the board

(01/01/02-05/15/02).

5. Based on further input from the board, the objectives are adjusted and enacted. 6.4 Assessment and Continuous Improvement Plan History

This plan is re-evaluated each year. Major revisions occur every other year (2002, 2004, 2006, …). Major revisions occur in even numbered years after the objectives have been assessed. Minor revisions occur in odd years. The versioning of this document correlates to where in the assessment process the program currently resides.


• A new version is generated after major revisions. o Version 1, Version 2, …

• An updated version is generated after minor revisions and the version number is appended with the academic year.

o Version 1.0304, Version 2.0506 Version 1 of this plan was generated by Thomas Keyser during the 01-02 AY. It was approved by the faculty and the advisory board in late August of 2002. It was subsequently put in place for the 02-03 AY. Version 1.0304 was generated following the assessment of the 02-03 AY and was followed during the 03-04 AY. Version 2 (this document) was generated following the assessment of the 03-04 AY and is to be followed during the 04-05 AY. All minor and major changes are highlighted in the “Results from the Assessments AY” documents. Major changes made between Version 1 and Version 2 includes:

1. Objectives Re-worded. 2. Junior Preparedness Survey Eliminated 3. Faculty Leadership Criteria Eliminated 4. Outcome Notebooks Replaced by Student Portfolios

These changes are a result of our assessment process and the reasons for these changes are shown in the “Results from the Assessments AY” documents.

6.5 Archiving of Accreditation Materials

All original accreditation materials are on file in the program chairs office. These include all documents, all surveys, capstone senior projects, student portfolios… Additionally, documents or portions of documents which are generated in electronic format are available on the World Wide Web at: www.wnec.edu/~tkeyser/abet/index.html


7 Criterion 4: Professional Component A diagram outlining the entire plan of study for Industrial Engineering Students is shown in Appendix 6. This diagram also represents all of the pre-requisites that exist for courses.

7.1 Capstone Design

Each student must complete a capstone design project. The project may be done in teams of 1 or 2 and must follow the format and include the content outlined by section 4.4.

7.2 At least 1 year of college level mathematics and basic science with

experimental experience The mathematics and basic science with experimental experience courses required for a degree in Industrial Engineering at Western New England College are shown below.

MATH 133 Calculus I 4 credits PHYS 133 Physics I 4 credits MATH 134 Calculus II 4 credits PHYS 134 Physics II 4 credits CHEM 105 Chemistry I 4 credits MATH 235 Calculus III 3 credits MATH 236 Differential Equations 3 credits ME 309 Material Science 3 credits XXXX XXX Basic Science Elective 3 credits Total Credit Hours 32

7.3 At least 1 ½ years of engineering topics, consisting of engineering sciences

and engineering design appropriate to field of study The following lists the basic engineering science requirements and the engineering requirements leading to a degree in Industrial Engineering at Western New England College.

ENGR 102 First Year Engineering Seminar 1 credits ENGR 103 Introduction to Engineering 4 credits ENGR 105 C Programming 3 credits ENGR 110 Computer Applications in Engineering 2 credits ENGR 105 Computer Programming 2 credits ENGR 212 Probability and Statistics 3 credits IE 205 Introduction to Industrial Engineering 2 credits ENGR 208 Introduction to Electrical Engineering 4 credits ENGR 206 Statics and Dynamics 4 credits IE XXX Other required IE courses 40 credits IE/ME XXX Other required engineering courses 9 credits Total Credit Hours 71


7.4 General education component

The general college requirements are contained in four areas. These are: 1. Foundations, 2. Perspectives of Understanding, 3. Learning Beyond the Classroom, and 4. Personal Development. The details of these requirements are contained in the 2004-05 College Catalogue beginning on page 39. In addition, each student’s the Audit of Degree Status contains a listing of the specific courses taken to satisfy each requirement. The specific requirements are outlined below.

7.4.1 Foundations Mathematical Analysis: This requirement is met by successfully completing Math 133: Calculus I, Math 134: Calculus II, and Math 236: Differential Equations. A minimum grade of C is required in two of the three courses.

7.4.1.1 Communications: This requirement is satisfied by successfully completing ENGL 132: English Composition I and ENGL 133: English Composition II. A minimum grade of C is required in each course. In addition, oral communication and technical written communication that are components of this requirement are contained in ENGR 102 and ENGR 103.

7.4.1.2 Critical Thinking: ENGR 103: Introduction to Engineering satisfies this requirement. Computer Competence: ENGR 105: Computer Programming and ENGR 110: Engineering Problem Solving satisfies this requirement. Information Literacy: The courses designated to satisfy this requirement are: ENGR 102: First Year Engineering Seminar, ENGL 132: English Composition I, and ENGL 133: English Composition II.

7.4.2 Perspectives of Understanding Students must complete a minimum of seven perspectives courses that: 1. cover the perspectives, 2. include a two course sequence in natural science, 3. include one Integrated Liberal and Professional learning course. Natural Science: Two sequential courses in physics with laboratory satisfies this perspective. The courses are: PHYS 133: Mechanics, and PHYS 134 Electricity and Magnetism. Social & Behavioral:


One course in Psychology, Sociology, Government or Economics satisfies this perspective. Typical courses that satisfy this requirement include: PSY 101: Introduction to Psychology, SO 101: Introduction to Sociology, GO 101: Introduction to Contemporary Global Issues, EC 205: Principles of Economics I, etc. Historical: A freshman, sophomore, or junior-level course in History satisfies this perspective. Typical courses include HIST 105: World Civilization I, HIST 111: United States History to 1877, HIST 354: Civil War and Reconstruction, HIST 359: The United States in Vietnam, etc.). Cultural Studies & Aesthetics: Any Cultures course designated “CA” satisfies the requirements for both the Cultural Studies and the Aesthetics perspectives. These courses include: CUL 265: Weimar Germany, CUL 266:Elizabethan England, etc. The perspectives may also be satisfied by twoindividual courses, one designated “C” and a second designated “A”. Courses labeled “C” include CUL 246: Modern Israel and CUL 273: East Africa. Most art courses satisfy the “A” requirement. These include, ART 201: Ancient & Medieval Art, ART 204: From Pyramids and Castles to Cathedrals and Skyscrapers. Ethical: Most Philosophy courses satisfy this perspective. These include PH 103: Introduction to Philosophy, PH 208: Ethics, PH 310: Ethics in the professions, etc. Two courses in philosophy which do not satisfy this requirement are PH 204: Symbolic Logic and PH 110: Critical Thinking. Comparative (Integrated Liberal & Professional “ILP”): This requirement is satisfied by completing any course labeled ILPXXX. Current offerings include: ILP 225: Gender and Work, ILP 367: Baseball & American Culture, ILP 299: Medical Device Development, ILP 223: Problem Solving and Design.

7.4.3 Learning Beyond the Classroom (LBC): Students must complete two non-credit courses (LBC 2XX & LBC 4 XX). LBC2XX should be completed prior to the junior year and may include activities such as internships or other course-based projects or participation in sports, student activities, etc. Successful completion involves a minimum of 15 hours of involvement of such activities and the preparation of a reflections paper of this activity. The paper must be at least 1000 words and related the experience to material learned in courses. A faculty or staff member of the College must coordinate such activities with the student. LBC 4XX must be completed prior to graduation. The senior project experience (IE 440) is one activity in Industrial Engineering that fulfills the LBC4XX requirement. A separate reflections paper with identical requirements to LBC2XX must be completed.


7.4.4 Personal Development First-Year Seminar: This requirement is intended to assist students in their transition to the academic rigors relating to programs in the School of Engineering. The requirement is satisfied by ENGR102: First Year Engineering Seminar. Personal Health & Wellness: This requirement is satisfied by two 1-credit courses, the first (PEHR 151 Personal Health and Wellness) relates current health issues to personal health and wellness and assist students in formulating a personal wellness plan. The second course is selected from PEHR 153-199 Lifetime Activities Series. These are courses such as: PEHR 153: Racquet Sports, PEHR 154 Walking and Jogging, PEHR 159: Fundamentals of Martial Arts, etc.


8 Criterion 5: Faculty The faculty in the Industrial Engineering program hold a Ph.D. as a terminal degree. The faculty represents a blend of academic and industrial experience and has the expertise to cover the curriculum. The vitae’s of the faculty are maintained by the deans’ office. The current level of 4 full time tenure track faculty members is adequate for the program at its current and for-seeable enrollment levels. Each faculty member is responsible for completing a personal professional development plan each year. In addition, to that submission the previous years submission critiqued by the faculty member and reviewed by the program chair and dean is required.


9 Criterion 6: Facilities Currently adequate classroom space exists. The department maintains a laboratory devoted to the IE Program and we share laboratories with all of the other 3 departments in the School of Engineering. Computing facilities are at an adequate level and are maintained by the Office of Information Technology at Western New England College. Additionally, the program maintains the site licenses of several software packages. These include: MINITAB, Flexsim ED, QUEST, IGRIP, SafeWorks, MATLAB, MathCad and FactoryCAD. The program continues to use resources outside the classroom (local industry) to support our facility needs in addition to participating and leading the Western New England College initiative of ‘learning beyond the classroom’. The goals and needs for infrastructure are outlined by section 3.5.1.1 in the strategic plan.


10 Criteria 7: Institutional Support and Financial Resources In addition to 4 full time faculty, 3 technicians, 3 support staff and a dean, the assistant dean helps support the program. Funding is currently at an adequate level. The goals for the program with respect to administrative support are illustrated by section 3.5.1.2 in the strategic plan. Budget sheets show the level of support provided by the College to the School of Engineering and to the Industrial Engineering Program respectively. The Dean of Engineering and the Industrial Engineering Program Chair keep these budget sheets.


11 Criteria 8: Program Criteria The additional program criteria shown below (industrial engineering requirement – IE1, and WNEC program requirements – P1 and P2) are approved by the advisory committee and accepted by the departmental faculty. The have been included in the program outcomes and objectives shown by section 3.4 of this document.

1. an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy

2. an ability to design and improve a safe and productive work environment 3. an ability to code and utilize programming languages and software relevant to

industrial engineering


Appendix 1: Surveys and Evaluation Forms Used


INDUSTRIAL EMPLOYERS SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. When our graduates solve work related problems they considered the following issues (please circle the appropriate rating): 1.1 Impact of environmental concerns 1…..2…..3…..4…..5 NA 1.2 Ethical concerns 1…..2…..3…..4…..5 NA 1.3 Sociological concerns 1…..2…..3…..4…..5 NA 1.4 Technological concerns 1…..2…..3…..4…..5 NA II. Our graduates have the ability to (please circle the appropriate rating): 2.1 Working in team environments 1…..2…..3…..4…..5 NA 2.2 Apply math, science and

engineering approaches 1…..2…..3…..4…..5 NA III. Our graduates take advantage of the professional development and improvement opportunities (please circle the appropriate rating): 1…..2…..3…..4…..5 NA IV. What is your overall satisfaction with this employee (please circle the appropriate rating): 1…..2…..3…..4…..5 NA IV. Additional comments: Thank you for your time, interest and support of the Industrial Engineering Department at Western New England College. We value your input to our continuous improvement process.


RECENT GRADUATES SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. Please rate your ability to: (please circle the appropriate rating) 1.1 Identify, formulate and

Solve engineering problems 1…..2…..3…..4…..5 NA 1.2 Include ethical concerns into your solution

when applicable 1…..2…..3…..4…..5 NA 1.3 Apply modern engineering tools when

reaching solutions 1…..2…..3…..4…..5 NA 1.4 Be an effective team member 1…..2…..3…..4…..5 NA 1.5 Be an effective team leader 1…..2…..3…..4…..5 NA 1.6 Communicate your ideas and

solutions effectively 1…..2…..3…..4…..5 NA II. Additional comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for your time, interest and support of the Industrial Engineering Department at Western New England College. We value your input to our continuous improvement process.


INTERNSHIP / CO-OP / SENIOR PROJECT EVALUATION (To be completed by the Industrial Advisor or Advisory Board member)

Thank you for completing this assessment of our student’s ability as demonstrated by their internship or capstone senior project. Please assess the student’s final report and/or your work with the student over these past few months. We take your input very seriously and use your suggestions to improve our program and most importantly its students. Student Name(s) ________________________ ________________________ Industrial Advisor Name (s) ________________________ ________________________ Company Name __________________________ Position ___________________________ Please circle the level of evidence demonstrated by the student(s) (5 = highest; n/a = not applicable) Do the students posses:

a. an ability to apply knowledge of mathematics, science, and engineering

n/a 1 2 3 4 5

b. an ability to design and conduct experiments, as well as to analyze and interpret data

n/a 1 2 3 4 5

c. an ability to design a system, component, or process to meet desired needs

n/a 1 2 3 4 5

d. an ability to function on multi-disciplinary teams

n/a 1 2 3 4 5

e. an ability to identify, formulate, and solve engineering problems

n/a 1 2 3 4 5


f. an understanding of professional and ethical responsibility

n/a 1 2 3 4 5

g. an ability to communicate effectively

n/a 1 2 3 4 5

h. an ability apply their broad education toward the understanding of the impact of engineering solutions in a global and societal context

n/a 1 2 3 4 5

i. a recognition of the need for, and the ability to engage in life-long learning

n/a 1 2 3 4 5

j. a knowledge of contemporary issues

n/a 1 2 3 4 5

k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

n/a 1 2 3 4 5

ie1. an ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy

n/a 1 2 3 4 5

p1. an ability to design and improve a safe and productive work environment

n/a 1 2 3 4 5

p2. an ability to code and utilize programming languages and software relevant to industrial engineering

n/a 1 2 3 4 5


The student demonstrated the ability to:

1.1 Apply contemporary tools, knowledge, experience and critical thinking to effectively solve engineering problems.

n/a 1 2 3 4 5 1.2 Identify, define and implement effective solutions to problems with the successful integration of people, materials, information, equipment, capital and energy.

n/a 1 2 3 4 5 1.3 Communicate and collaborate effectively as an individual and as a team member.

n/a 1 2 3 4 5 1.4 Contribute as well-informed, ethical, and dependable members of society.

n/a 1 2 3 4 5 1.5 Continue to increase their knowledge and experience throughout their career.

n/a 1 2 3 4 5

2. If you had a position open in your firm would you hire this / these students? Yes No Additional Comments:


ALUMNI SURVEY Please assist Western New England College with our continuous improvement process by providing the information below. Please indicate your level of satisfaction in the following areas using the scale: (1) = LOW (2) = FAIR (3) = AVERAGE (4) = GOOD (5) = HIGH NA = NOT APPLICABLE I. Please rate your ability to: (please circle the appropriate rating) 1.1 Apply contemporary issues toward your

engineering solutions and designs 1…..2…..3…..4…..5 NA 1.2 Incorporate ethical considerations

into your solutions when applicable 1…..2…..3…..4…..5 NA 1.3 Incorporate social and global considerations

into your solutions when applicable 1…..2…..3…..4…..5 NA 1.4 Design, analyze and implement systems

consisting of people, material, equipment, information and energy 1…..2…..3…..4…..5 NA

1.5 Recognize the importance, and need for,

professional development activities. 1…..2…..3…..4…..5 NA II. Please rate your success as a professional at this point in your career: 1…..2…..3…..4…..5 NA III. Please rate your contribution to the profession at this point in your career: 1…..2…..3…..4…..5 NA IV. Additional Input


Department of Industrial Systems Engineering WESTERN NEW ENGLAND COLLEGE

Senior Exit Interview / Survey (circle one) 1. Do you believe in life-long learning and plan to pursue life long learning related to an engineering field? Yes No 2. While a students were you a member of an active engineering society? Yes No 3. Do you plan on being a full member of engineering societies after graduation? Yes No 4. Have you taken the Fundamentals of Engineering Exam? Yes No 5. If you have not taken the Fundamentals of Engineering Exam do you plan to take in the near future? Yes No 6. Do you plan on one day taking the Fundamentals of Engineering Exam and then the Professional Engineering Exam? Yes No 7. I received significant guidance in writing and speaking both in the School of Engineering and from the College? Strongly Disagree = 1 2 3 4 5 = Strongly Agree 8. My oral and written communication skills have prepared me to be an effective communicator/ Strongly Disagree = 1 2 3 4 5 = Strongly Agree 9. The education and guidance I received at WNEC has prepared me to use time-management and interpersonal communications skills as an engineering professional? Strongly Disagree = 1 2 3 4 5 = Strongly Agree 10. My teamwork experiences and education has provided me a knowledge of team dynamics and the skills to be successful when working in teams. Strongly Disagree = 1 2 3 4 5 = Strongly Agree


11. The education and guidance I received at WNEC has prepared me to work as part of an multi-disciplinary team? Strongly Disagree = 1 2 3 4 5 = Strongly Agree 12. The education and guidance I received at WNEC has prepared me to use appropriate engineering tools and information gather techniques when faced with a problem. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 13. The education and guidance I received at WNEC has significantly increased my understanding of global issues related to the engineering profession. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 14. The education and guidance I received at WNEC has significantly increased my understanding of an engineers’ role in society. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 15. The education and guidance I received at WNEC has significantly increased my understanding of an engineers’ ethical responsibilities. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 16. Upon graduation I feel prepared to independently design and conduct experiments. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 17. Upon graduation I feel prepared to code and utilize computer packages relevant to industrial engineering. Strongly Disagree = 1 2 3 4 5 = Strongly Agree 18. Upon graduation I feel prepared to design and analyze a safe and productive work environment. Strongly Disagree = 1 2 3 4 5 = Strongly Agree


19. My overall education and guidance received at WNEC has prepared me to be a successful engineering professional? Strongly Disagree = 1 2 3 4 5 = Strongly Agree

20. Why did you choose to major in Industrial Engineering at Western New England College? 21. Of the courses you took in the IE department which one was the “best”? Why? 22. Of the courses you took in the IE department which one is the “worst”? Why? 23. What was the most positive aspect of your education experience at WNEC?


24. What was the most negative aspect of your education experience at WNEC? 25. What are your short term plans? 26. What are your long term plans? 27. If you would like us to keep in touch with you please list an address, phone number and e-mail address where you can be reached.


INDUSTRIAL ENGINEERING

Student Portfolio Submission Form Student Portfolio Submission

Outcome Assessed (circle all that apply) A B C D E F G H I J K

IE1 P1 P2

Student Name ______________________________ Instructor Name ____________________________ Minimum Passing Score ____________ Maximum Possible Score ___________ Score Received ___________________ Circle level of demonstrated knowledge: Evaluation Synthesis Analysis Application



Assessment and Continuous Improvement Plan Change Order Form Submitted by: _______________________ Date: ______________ Requested Change:

Reason for Change:

How will the effect the current plan?

Date Discussed:_______________ circle one: approved / denied Reason: Evaluated by: ____________________________ ____________________________ ____________________________


Department of Industrial Engineering WESTERN NEW ENGLAND COLLEGE

Strategic Plan Review Date of Review ________

1. Infrastructure

Suitability of student and faculty space to support educational, service, research and curricular requirements.

Suitability of computing support for students, faculty and staff.

Provide opportunities that promote efficiency of operation, leadership, and targeting of resources.

2. Program

Evaluation of the strength of the curricula and faculty to support programs at the undergraduate and graduate levels.

Recent enhancements to the Graduate Program.

Recommendations for new models of education.

3. Faculty

Evidence of support for non-tenured faculty development.


Evidence of promotion and increased collaboration (academic, curricular and research) among the faculty within the School and College.

Status of IE faculty as leaders within the School of Engineering and College.

Status or level of the sense of community and collegiality among the student, faculty, and staff within the department.



Course and Assessment Change Order Form (This form is used to track to work to be done and by whom)

(Industrial Engineering) Type of Change: Initiation Review Implementation

Complete

Person Responsible:

Program/ Department

Signed:

Date:

Details of Problem: Justification for Change Detailed Implementation Strategy:


Appendix 2: Course Substitution and Transfer Forms Course Substitution Form and Approval

(Industrial Engineering Record or Substitution) Student Name ______________________________ Date ______________ Student SS # _______________________________ Course Substituted Course Substituted For ______ ________________________ _____ ___________________________ ______ ________________________ _____ ___________________________ ______ ________________________ _____ ___________________________ Explanation: _______________________________ Date: _________________ Student Signature(required) _______________________________ Date: _________________ Advisor Signature Approved by: _______________________________ Date: _________________ Industrial Engineering Chair Signature (required) _______________________________ Date: _________________ Assoc./Assist. Dean of Engineering Chair (required) Notes:

• please include supporting material • original to student folder kept by academic advisor • copy to student


TRANSFER CREDITS Course Substitution Form and Approval

(Industrial Engineering Record or Substitution) Student Name ______________________________________ Date ______________ Student SS # _______________________________________ Transfer Institution __________________________________ Courses Transferred WNEC Transfer Course Equivalent ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ ______ ______________________________ _____ ___________________________ Approved by: _______________________________ Date: _________________ Industrial Engineering Chair Signature (required) _______________________________ Date: _________________ Assoc./Assist. Dean of Engineering Chair (required) Notes:

• please include supporting material • original to student folder kept by academic advisor • copy to student


Appendix 3: Advisory Board The industrial advisory board is composed of professionals who are associated with Industrial Engineering. It is comprised of Western New England College graduates, employers, working professionals and other academicians. The purpose of the board is to provide guidance toward the future direction of the department. We are grateful to the current board members who have volunteered to serve:

Roger Bemont Engineer Hamilton Sundstrand Nelson Diaz President and CEO InPhase Technologies Jane Fraser Chair, Engineering Colorado State University - Pueblo Mathew Gidman Engineer K & M Electronics Steve Kitrosser Chairman of the Board InPhase Technologies Gary Newmaster Engineer Columbia Manufacturing Carolyn Palmer Engineer Pratt & Whitney Aircraft Stephan Parker Vice President - Operations National Conveyors Company, INC. Mike Rozolsky Senior Project Manager Hazen Paper Company


Appendix 4 Required Internship Report Format

Internship Required Report Format Students are expected to complete a report following their internship. Faculty who sponsor the internship need to assess the students experience and submit a graded copy of their report as an addendum to be placed in that student’s portfolio. The instructor should clearly indicate evidence contained in the report that meet objectives and outcomes. You should present your work in a report format with the following sections: Executive Summary

• Briefly present the problem(s), methodologies used, and summarize the most relevant results.

Introduction • Described all the major tasks you were asked to do and present a detailed

description of two tasks that you were asked to accomplish. If no clear definition of tasks is evident then describe your duties clearly.

Methodology • Present what you did to solve the tasks. (ie the how and why you approached the

tasks) • Present what tools you utilized which you were introduced to at WNEC and

which course. • Present any new methods or extensions of existing knowledge that you used

during your internship. Results and Conclusions

• Provide several examples of you work and describe how your finding were used (or plan to be used).

References

• Present any sources (handbooks, internet, textbooks,…) of information used to accomplish the work using MLA format.

Appendixes

• Present relevant supporting information (computer printouts, large input / output data files, …).

Other specifications

• all text will be typed / word processed • 1” margins


• 12 point Times New Roman font • double spaced • only include relevant material • eliminate spelling and grammar mistakes (MS Word has a spelling and grammar

checker) • all tables / graphs / equations / figures / appendix material will be numbered with

an appropriate title and will be referenced in the text • no handwritten tables / graphs / equations / figures • footnotes should be referenced consecutively at the bottom of the page in which

they are noted


Appendix 5: Course Outcomes IE 205: Modeling of Industrial and Service Systems The ability to apply basic industrial engineering tools and methods.

To understand the profession and typical problems faced by industrial engineers To understand ethical issues which face engineering IE 308:Work Analysis and Human Factors The student will demonstrate the ability to apply fundamental knowledge of mathematics, statistics, andmanufacturing operations, in the evaluation, design, and implementation of successful work measurement systems. The student will recognize human factors research methodologies, and identify the impact of work environment conditions such as noises and illumination on work performance. The student will demonstrate the ability to conduct hands-on human factor-related projects.

IE 312: Engineering Economic Analysis Understand the time value of money for engineering projects

Be able to compare competing projects under certainty and uncertainty

Understand taxes and depreciation

IE 314: Manufacturing Processes To understand basic information on materials and processing.

Master the ‘language of manufacturing’ through vocabulary appropriate to each process

To understand basic mechanisms involved in processes such as conventional machining, CNC machines, casting, welding/joining processes, non-traditional machining processes To understand the interrelationship of a single process to other process(es) in the fabrication of a complete assembly or product. IE 315: Quality Control and Engineering Statistics Apply the principles of total quality management and statistical process control to reduce process variability. Define and implement the concept of process capability analysis in reducing process variability.

Describe and implement lot-by-lot acceptance sampling plans.

IE 318: Industrial Design Laboratory I Ability to form a process plan for parts consisting of basic prismatic shapes.

Ability to apply manufacturing principles to perform fundamental machining operations

An ability to understand and implement basic contemporary computer based tools related toward industrial engineering.


IE 326: Production Planning and Control Review of classical Inventory EOQ and Order Point systems

Review of Push and Pull demand systems

The relationship of inventory and production control within the functions of the entire manufacturing system. IE 328: Industrial Design Laboratory II Ability to design, assess, and implement a team project in an industrial environment

Ability to design, assess, and implement projects in an interdisciplinary team environment

Ability to apply manufacturing principles to successfully perform CNC machining operations

Ability to utilize TQM, QFD, and quality engineering principles to improve product quality and inspection. Ability to design, implement and monitor a continuous improvement plan.

IE 334: Computer Simulation and Design Ability to apply basic concepts of computer programming, mathematics and statistics in the design of computer simulation models. Ability to assess, design, and conduct simulation models and interpret results, including the comparison of alternative models. Ability to function effectively in team projects

IE 410: Engineering Project Management Understand the requirements for effective project management.

Integrate the concepts of systems and organizations into project development.

Learn people related issues in project management.

IE 420: Operations Research Be able to formulate (mathematically) linear, non-linear, and integer based mathematical programming problems. Understand the impacts of constraints to problems

Use various techniques to solve (optimally and sub-optimally) mathematical programming problems and interpret their solutions. IE 422: Industrial Safety and Ergonomics Describe the concept of anthropometry and its far-reaching impact on industrial safety design.

Identify the responsibilities of the safety and health manager in industrial settings.

Describe the duties and responsibilities of OSHA and EPA, and fully recognize OSHA’s primary standards. Define the role of ergonomics in industrial workplace design, and design a product, process, or industrial system which meets sound ergonomic principles.


IE 424: Computer Integrated Manufacturing A knowledge of automated processes in a modern manufacturing environment.

Using engineering design, and modeling techniques towards flow lines, robotics, numerical control and the integration of computer control/usage in manufacturing. A contemporary knowledge of automated manufacturing principles.

IE 428: Industrial Design Laboratory III Ability to design, assess, and implement industrial projects

Be able to apply principles of design methodology to the solution of facilities design and planning problems. Be able to design and evaluate materials handling equipment and systems.

Have a working knowledge of the application of analytical models to layout and location problems. Conduct productivity measurement and time management.

Develop project plan and schedule.

Be able to utilize the techniques in CPM and PERT.

Evaluate and select projects through cost analysis.

IE 429: Design of Experiments Design single and multi-factor experiments.

Execute and interpret experimental designs and results.

Demonstrate an understanding of statistical differences within experiments

IE 439: Project Preparation The ability to properly apply engineering ethics An awareness of contemporary issues w/r/t engineering theory and practice An awareness of patent laws Write a capstone design project proposal An awareness of life-long learning Prepare and deliver an oral report (proposal)


IE 440: Senior Design Projects Specify project objective/goals

Identify and analyze problems

Formulate multiple alternative solution hypotheses or designs

Evaluate and compare alternatives

Select solution, solution specs and implementation procedures with appropriate engineering tools and methods Document, report and present results

IE 490: Computer Applications for Industrial Engineering (to be re-numbered) Demonstrate the ability to understand and utilize tagged language

Demonstrate the ability to understand object oriented programming constructs

An ability to understand and implement basic contemporary computer based tools related toward industrial engineering. ENGR 102: First Year Engineering Seminar To learn and adopt methods to promote your success in College. Participate in the campus and the external community which will become learning laboratories for all students outside the classroom and course setting. Participate in learning opportunities including workshops, freshman focus programs, and industrial for developing the student as a whole person ENGR 103: Introduction to Engineering Follow a design process Reduce & present data in an engineering manner Work on a design team Communicate technical information effectively Articulate concepts of professional ethics and the social responsibility of engineers ENGR 105: Computer Program Design Demonstrate an Engineering approach to designing software programs; Utilize structured programming facilities (e.g. looping, decision and user functions) available in languages such as C; Show proficiency in the algorithmic approach to design and use of programming entities such as data structures, I/O mechanisms, and computation; Utilize standard (high-level language) library functions and operating system services, including file system processes to satisfy design objectives; Demonstrate proficiency in the use of a program-development environment.


ENGR 110: Engineering Problem Solving Develop the concepts necessary to solve engineering problems using engineering software and insure that any solution process used is producing valid and meaningful results. To present and demonstrate the successful solution of an engineering design problem. The engineering project will be conducted during the course of the semester and must use proper engineering methods. The ability to work in design teams. ENGR 206 : Engineering Mechanics Determine centroids and area moments of inertia for simple and composite bodies Solve problems involving friction Solve 2D and 3D equilibrium problems Determine resultants of 2D and 3D force system ENGR 208: Foundations of Electrical Engineering An understanding of the basic principles of electricity and magnetism.

An ability to construct and analyze electronic circuits including direct and alternating current.

ENGR 212: Probability and Statistics Identify the distribution of a random variable of interest in an experiment, and calculate the probability that the random variable can take on certain values Determine measures of central tendency and variation from a data set, and estimate population parameters Conduct a hypothesis test and construct confidence intervals for population mean, variance, or proportion, or compare two populations Apply the principles of linear regression to predict the outcomes of certain experiment parameters ACCT 201: Financial Reporting The ability to compile, interpret, and analyze financial information.

The ability to assemble accounting information using the accounting cycle.

An understanding of internal control and its application to the decision-making process and management’s stewardship role A knowledge of generally accepted accounting principles (GAAP), financial accounting concepts, and their application to financial statements. An understanding of alternative methods and the effect of a chosen method on financial information.


ME 309: Materials Science To understand the atomic bonding, atomic arrangement and imperfections in the atomic arrangement in order to predict and control the mechanical properties. To understand phase equilibrium, phase diagrams and the microstructures of metals. To review mechanical testing and properties of materials, in particular, metals. To develop, in detail, the methods to control the size, shape and distribution of phases in metals through dispersion strengthening by solidification, phase transformation and heat treatment. To investigate the processing of ferrous and nonferrous alloys by controlling the microstructure of the material, thus, influencing the mechanical behavior. To interpret and apply these concepts to designs/materials MATH 133: Calculus I An ability to interpret and formulate problems mathematically.

An ability to solve for a derivative of a function and utilize a derivative towards a solution of a problem. MATH 134: Calculus II An ability to solve and apply anti-derivatives of functions.

An ability to relate the distance and area of problems.

The ability to solve differential equations that can be directly integrated or separated.

The ability to construct a Taylor series of a function and use it to approximate a function.

MATH 235: Calculus III An ability to utilize vector to solve problems. Including the use of integration and derivation of vector functions. To ability to perform and evaluate directional derivatives, and partial derivative.

The ability to evaluate double and triple integrals of functions.

The ability to apply double and triple integrals to solve problems.

MATH 236: Differential Equations The ability to recognize and solve first order differential equations.

An understanding of linear dependent and linear independent function.

The ability to utilize first and second order linear differential equations as models for physical phenomena and interpret their solutions. The ability to find general solutions for second order, homogeneous linear differential equations with constant coefficients with two real roots, two repeated roots, or two complex roots. The ability to utilize Laplace transforms and various properties to find the initial value problems, including those with discontinuous forcing functions.


PHYS 133: Mechanics The ability to demonstrate the concepts of forces and motion in one two and three dimensions.

An understanding of kinetic and potential energy, and the conservation of energy.

An understanding of torque, equilibrium, angular momentum, gravitation and elasticity.

PHYS 134: Electricity and Magnetism An understanding of the basic principles of electricity and magnetism.

An ability to construct and analyze electronic circuits including direct and alternating current.

ENGL 132: English Composition I The ability to read, write and speak effectively in an academic environment. ENGL 133: English Composition II The ability to prepare a logical organization of paragraphs, appropriate transitions, correct and varied sentence structure and standard grammar, diction, idiom, and spelling. The ability to demonstrate a knowledge of standard terms in literary analysis and the demonstration of research procedures requiring evaluation of sources, synthesis, and documentation. CHEM 105: General Chemistry I To demonstrate the knowledge of fundamental ideas and applications of chemistry in sufficient depth to allow further study in chemistry and other sciences. To enable critical thinking, interpretation and apply quantitative procedures in the context of chemistry. The ability to define and explain the fundamental terms and laws used to describe the composition of matter and its changes. The ability to describe the kinetic theory of gasses and use it to explain the observed properties of gasses. The ability to describe the quantum mechanical theory of atomic structure and use it to determine the electronic structure of any element. The ability to perform calculation involving metric units, chemical formulas and equations, molarity, and gas laws both on a basic level and in an integrated way to reflect their usage in chemistry. The ability to perform thermo-mechanical calculations and relate them to the heat effects involved in the breakage and formation of covalent bonds. The ability to predict the properties of a substance from a knowledge of the particles that comprise it and the attractive forces between them.


Appendix 6: Industrial Engineering Curriculum and Prerequisite Map

Academic Assessment and Continuous Improvement Plan …tkeyser/abet/plan2.pdf · Academic Assessment and Continuous Improvement Plan Version 2 Industrial Engineering Program Western

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