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BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 1
PROGRAM PLANNING REPORT SAN JOSE STATE UNIVERSITY
AVIATION AND TECHNOLOGY DEPARTMENT
BACHELOR OF SCIENCE IN INDUSTRIAL TECHNOLOGY COLLEGE OF ENGINEERING HTTP://AVTECH.SJSU.EDU
Department Chair or School Director: Dr. Seth P. Bates, [email protected], 408 924‐3227/3190
Faculty Program Plan Leader: same
External Reviewer: ATMAE (atmae.org) last accreditation 2010
next accreditation 2017
Date of Report: Fall 2015
Date Due to PPC: Spring 2015
Current Chair of Program Planning Committee: Brandon White, [email protected]
UGS Administrative Support for Program Planning: Nicole Loeser, [email protected]
Submissions: Reports are to be submitted electronically via email. Please email the program plan, request for
external reviewer (if applicable), and external reviewer’s report to [email protected]. In addition, please
cc the above email on all communications with the dean, external reviewer, Program Planning Committee, and
UGS on matters pertaining to your program plan.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 2
TABLE OF CONTENTS <please indicate page numbers by each section>
1. PROGRAM DESCRIPTIONS ........................................................................................................ 3
a. Program Mission and Goals
b. Curricular Content of Degrees, Minors, and Certificates
c. Service Courses
2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS .............................................. 6
a. Progress on action plan of previous program review
b. Significant changes to the program and context
3. ASSESSMENT OF STUDENT LEARNING ..................................................................................... 6
a. Program Learning Objectives (PLO)
b. Map of PLOs to University Learning Goals (ULG)
c. Matrix of PLOs to Courses
d. Assessment Data
e. Assessment Results and Interpretation
f. Placement of Graduates
4. PROGRAM METRICS AND REQUIRED DATA ............................................................................ 15
a. Enrollment, Retention, and Graduation rates
b. Headcount in Sections
c. FTES, Induced Load Matrix
d. FTEF, SFR, Percentage T/TT Faculty
5. PROGRAM RESOURCES ......................................................................................................... 18
a. Faculty
b. Support Staff
c. Facilities
6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES AND CHALLENGES ................................. 22
7. DEPARTMENT ACTION PLAN .................................................................................................. 22
8. APPENDICES list included with Report ................................................................................... 24
a. Required Data Elements
b. Curriculum flow charts for CENT and MFGS concentrations
c. Four year roadmaps for CENT and MFGS concentrations
d. Assessment rubric examples: Tech 145, Tech 190
e. GE Assessment Report: Tech 198 (SJSU Studies Area V)
f. Accreditation Report as submitted to ATMAE, minus appendices
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 3
1. PROGRAM DESCRIPTION
The Department of Technology, one of the precursors of today’s Aviation and Technology
department, is among the oldest programs at SJSU. The origins of the Department of Technology
were in the Industrial Arts (originally ‘Manual Arts’) Department which appeared in the 1867 catalog
for the California State Normal School, before it moved to San Jose. The department at that time
and up through the 1970s specialized in preparation of K‐12 teachers for the Single Subject
Credential in Industrial Arts. It was and has remained the largest department in the state in that
subject matter (Industrial Arts).
The current BS Industrial Technology degree program was established from the foundation of the
Industrial Arts BA degree program in the 1960s and was first accredited in 1967. It was one of the
first three programs accredited by the newly‐established National Association of Industrial
Technology (NAIT). In 2009, NAIT changed its name to the Association for Technology Management
and Applied Engineering (ATMAE, atmae.org). Our Industrial Technology programs have been
continuously accredited since 1967. The current accreditation runs from 2010 to 2017.
Due to changes in State law, notably Proposition 13, the Industrial Arts program (BAIA) became
much smaller starting in 1980, and as early as 1990 there were only intermittent students pursuing
the BAIA degree. The BSIT degree achieved early success due to its careful matching to industry
needs, and the program at SJSU has remained the largest in California for most of the years since its
inception.
The Technology faculty in the Department of Aviation and Technology offer the BS in Industrial
Technology, an MS in Quality Assurance (MSQA), and several minors, shown in the list below, from
the current catalog. The MSQA degree is currently not accepting students, at the request of the
department faculty: because it no longer met the needs of our BS graduates the program is being
redesigned. Because it is no longer accepting students and because the new program has not yet
been proposed or approved, the MSQA is not included in this Program Planning Report. A Graduate
Certificate Program in Quality Assurance offered by the graduate faculty is in abeyance since the
suspension of admissions to the MSQA. It is of value and is likely to be reviewed to make sure it
meets the new SJSU requirements for Certificate programs, once the graduate program is revised
and approved.
Technology Degrees, Concentrations, minors, and other programs offered by the department:
BS ‐ Industrial Technology, Concentration in Computer Electronics and Network Technology
BS ‐ Industrial Technology, Concentration in Manufacturing Systems
Minor ‐ Electronics
Minor ‐ Industrial Technology
Minor ‐ Manufacturing
MS ‐ Quality Assurance (Not Accepting Students)
Supplementary Authorizations for Teaching Credential
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 4
The Technology degree programs are housed administratively in the Department of Aviation and
Technology in the Charles W. Davidson College of Engineering. The department office is located in
the Industrial Studies building, room 111. The department website may be found at
http://avtech.sjsu.edu.
1a. Program mission and goals
Program Mission
Our mission is to be a leading provider of high quality, practice‐oriented aviation and industrial
technology graduates through excellence in education, research, and scholarship.
Program Goals
The goals of the B.S. Industrial Technology degree program are to provide students with
opportunities to develop both in‐depth knowledge and hands‐on experience in basic and advanced
industrial processes and procedures as well as an understanding of the managerial sciences, for
success in positions in technology management. In each of the two areas of concentration, students
will:
BS Industrial Technology Core Learning Objectives:
C1: Demonstrate strong communication, critical thinking and interpersonal skills
C4: Use skills in team development, dynamics, and management to work as team players
C5: Demonstrate ethical behavior and concern for colleagues, society, and the environment
C9: Demonstrate leadership skills for a technology professional
1b. Curricular Content of Degrees, Minors, Certificates, and Credentials
The BS Industrial Technology degree programs respond to an identified need in industry for
technically competent managers in a wide range of businesses and industries. It is most accurate to
think of these programs as “applied engineering and management.” Graduates typically work in
Engineering roles and with engineering titles (manufacturing engineer, production engineer, process
planner, production manager, systems engineer, network manager, etcetera) alongside graduates of
other engineering degree programs, and focus on the operational management of technical
systems. Over the years, graduates of the BS Industrial Technology have enjoyed strong success in
placement as well as in salaries, in careers directly related to their major studies, and form a large
and growing contingent of technical managers in many industries and businesses in the greater
Silicon Valley area, with many serving in careers with global reach.
http://avtech.sjsu.edu/bs_it
In terms of curricular content, the degree program consists of a combination of foundations in Math
and the Sciences, Business Management, economics, and global focus courses, with Technical
courses and learning activities in subjects for the discipline. These are described in a bit more detail
in the next paragraph.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 5
The degree comprises two concentrations; Manufacturing Systems (MfgS) and Computer Electronics
and Network Technology (CENT). The degree curricula start with general education which includes a
strong base in mathematics, physics, chemistry, economics, and business management, with a core
of studies and learning activities in Technical subjects appropriate to each program. The two
concentrations share a core program covering a range of critical technical subjects such as
electronics, computer programming, quality management, networking, lean manufacturing, and
automation. Each concentration adds content development in either Computer Electronics and
Network Technology or in Manufacturing Systems, respectively. The Manufacturing Systems
concentration is focused strongly on product development and sustainable practices, both in
product design and in product manufacturing. MfgS includes a study of the product life cycle, the
process and role of design, prototyping, manufacturing planning, and execution. The CENT
concentration focuses primarily on computer and network systems design, implementation, and
management, starting with technical foundations in electronics, and continuing to advanced studies
in computer and networking technology. This program is gradually evolving with an increasing focus
on networks and wireless connectivity.
The degree includes a required minor in Business which includes statistics and a range of
coursework which both enhances our Technology curriculum and is also valuable to our graduates.
The curriculum is highly experiential, with a strong focus in laboratory‐based courses. Thus, both
programs are designed to be very hands‐on, practical, and to focus on operations management
within each area of specialization.
Employment has been strong and consistent (usually measured at over 90% in careers directly
related to the degree program), with salaries comparable to graduates of other programs in
business and engineering.
Four‐year Academic Roadmaps for the two degree concentrations are included in the Appendices.
1c. Service Courses
The department offers several service courses, both for the university and for other departments or
programs in the College of Engineering. At the university level, we offer TECH 198: Technology and
Civilization, a general education course in area V. This course enrolls roughly 100 students per
semester from all over the campus including many in the College of Engineering. We also offer
several courses which are cross‐listed and used by other departments in the College of Engineering,
specifically:
TECH 041: Machine Shop Safety – crosslisted with Mechanical Engineering
TECH 042: Manufacturing and Machine Shop Projects and Practices – crosslisted with Mechanical Engineering
TECH 145: Lean Manufacturing – crosslisted with Industrial and Systems Engineering.
TECH 098: Technology and Women, is an approved lower division GE course which has not been offered in several years.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 6
2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS
2a. Progress on action plan of previous program review
No prior Program Planning Report or response is available.
2b. Significant changes to the program and context, if any
No prior Program Planning Report or response is available.
The program has been involved in several important and substantive changes since 2006. These
include a comprehensive review of the degree and both concentrations in 2008‐2009 which resulted
in a refined and improved curriculum reduced to 122 units (prior to the system‐wide 120 unit
mandate), and participation in the campus‐wide effort to reduce degree programs to 120 units
which was initiated in 2013 and finalized in Fall 2014.
In addition, during the last 8 years, the department has worked diligently to increase its visibility,
profile, and level of understanding among faculty advisors and students throughout the college.
This has been one reason for the success in program growth, as students more attuned to and with
stronger aptitude to the character of our programs find their way to our degree major.
Additional information about ongoing projects and proposed actions is found in section 7.
3. ASSESSMENT OF STUDENT LEARNING
The BS Industrial Technology including both concentrations is accredited by the Association for
Technology Management and Applied Engineering (ATMAE). The last accreditation review was in
2010 and the next one is in 2017. This and related documents are included in the appendices to this
Program Planning Report, with key sections listed below.
Appendix: SJSU‐ATMAE Self‐Study Binder.pdf
Relevant sections: 6.3.11 Competency Identification (p. 46), 6.3.12 Competency Validation
(p. 49), 6.3.13 Program Development, Revision, and Evaluation (p. 52), 6.6.2 Scholastic
Success of Students (p. 90), 6.6.3 Placement of Graduates (p. 94).
Outcomes assessment at each level is underway but course level assessment of Student Learning
Outcomes is not at the level it should be at this time. The department faculty view bringing our
assessment process to completion and to round one review closure to be our primary program
objective for this Academic Year.
3a. Program Learning Objectives (PLO)
The PLOs for the BS Industrial Technology were established through a thoughtful two‐year review
process in 2007 and 2008. This project was headed by the program faculty and engaged input from
community college partners and our Industry Advisory Board.
With respect to the WASC PLO Rubric, we have achieved most of the enabling steps, but are only
now collecting data on most courses to make course level assessment a reality.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 7
Roadmap of Progress on WASC Program Outcome Rubric – Industrial Technology
Status Spring 2015 Plan Complete
Comprehensive List Developed Developed course rubrics Fall 2012
Reviewed Fall 2014
Assessable Outcomes Developed continued review, threshold Fall 2015
expectations developed
Alignment Developed Aligned to University (ULOs) Fall 2014
Assessment Planning Emerging Data analysis, rubric and AY 2015‐16
threshold review
Student Experience Not developed Student involvement in SLO Fall 2016
And rubric development
PLOs for the BSIT Concentration in Manufacturing Systems
M1. Demonstrate skills in the planning and design of manufacturing processes.
M2. Describe the product life cycle and how products are manufactured.
M3. Design and plan industrial facilities
M4. Select and operate computer numerical controlled and other machines
M5. Describe the uses, advantages, and disadvantages of current and evolving manufacturing
techniques including laser machining, electrical discharge machining, water jet and abrasive
water jet machining, and rapid prototyping.
M6. Select analysis and use polymers, composite materials, and materials in the design of
manufactured products.
M7. Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided
design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and
settings.
M8. Use the principles of production scheduling & planning in an industrial environment
M9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and
Materials Resource Planning (MRP)
M10. Integrate design, manufacturing, and materials into the design and development of new
products
M11. Apply the principles of Lean Manufacturing to manufacturing and soft systems
M12. Apply OSHA and NIOSH principles to facilities design and management
PLOs for the BSIT Concentration in Computer Electronics Network Tech (CENT)
E1. Solve electronic circuit and electronic systems problems or designs in analytical and creative
ways.
E2. Analyze and troubleshoot analog and digital communication circuits and systems
E3. Use microprocessors and associated circuits in test simulations and system interfacing of
processes.
E4. Develop and implement software systems for control of electronic industrial processes.
E5. Analyze the role of instrumentation and automation in the electronics industry.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 8
E6. Apply telecommunications theory to industrial settings and problems
E7. Setup and manage computer networks
E8. Design and Analyze electronic circuits and systems using simulation and hands‐on
experiments
E9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and
Materials Resource Planning (MRP)
3b.1. Map of PLOs to University Learning Goals (ULG) for Manufacturing Systems
University Learning Goals
Specializd
Knowled
ge
Broad
IntegrativeK
nowle
dge
Intellectu
alSkills
Applied
Knowled
ge
Social
Global
Resp
onsib
ililities
BS Industrial Technology
Manufacturing System SLOs
M1. Demonstrate skills in the planning and design of manufacturing processes.
X X X
M2. Describe the product life cycle and how products are manufactured.
X X X X
M3. Design and plan industrial facilities X X X
M4. Select and operate computer numerical controlled and other machines
X X X
M5.
Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including laser machining, electrical discharge machining, water jet and abrasive water jet machining, and rapid prototyping.
X X X X
M6. Select analysis and use polymers, composite materials, and materials in the design of manufactured products.
X X X
M7.
Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and settings.
X X X X
M8. Use the principles of production scheduling & planning in an industrial environment
X X X
M9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and Materials Resource Planning (MRP)
X X X
M10. Integrate design, manufacturing, and materials into the design and development of new products
X X X X
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 9
M11. Apply the principles of Lean Manufacturing to manufacturing and soft systems
X X X
M12. Apply OSHA and NIOSH principles to facilities design and management
X X X
3b.2. Map of PLOs to University Learning Goals (ULG) for the CENT concentration
University Learning Goals
Specialized
Knowled
ge
Broad
Integrative
Knowled
ge
Intelle
ctual
Skills
Applied
Knowled
ge
Social
Global
Resp
onsib
ilities
BS Industrial Technology / CENT SLOs
Computer Electronics Network Tech
E1.
Solve electronic circuit and electronic systems
problems or designs in analytical and creative
ways.
X X X
E2. Analyze and troubleshoot analog and digital
communication circuits and systems X X X X
E3.
Use microprocessors and associated circuits
in test simulations and system interfacing of
processes.
X X X X X
E4. Develop and implement software systems for
control of electronic industrial processes. X X X
E5. Analyze the role of instrumentation and
automation in the electronics industry. X X X
E6. Apply telecommunications theory to
industrial settings and problems X X X
E7. Setup and manage computer networks X X X
E8.
Design and Analyze electronic circuits and
systems using simulation and hands‐on
experiments
X X X X
E9.
Demonstrate an understanding of materials
management including Just‐in‐Time (JIT) and
Materials Resource Planning (MRP)
X X X
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 10
3c. Matrix of PLOs to Courses
Tables 3.c.1 and 3.c.2 show the matrix illustrating courses in which each PLO is supported (x) for the two concentrations.
For the assessment schedule, see the six‐year assessment plan table below.
3.c.1 Matrix of Student Learning Outcomes to Courses of Manufacturing Systems program
BS Industrial Tech/Manufacturing Systems PLOs SLOs
Course List a b c d M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12
Tech 020: Design and Graphics X X X
Tech 025: Introduction to Materials Technology X X X
Tech 031: Quality Assurance and Control (C) X X X X
Tech 041: Machine Shop Safety X X
Tech 045: Sustainable Facilities Design & Planning X X X X X X X
Tech 046: Machine Operation and Management X X X X X X X X
Tech 060: Introduction to Electronics (C)
Tech 065: Networking Theory and Application (C) X
Tech 115: Automation and Control (C) X X X X X
Tech 140: Green & Sustainable Product Design X X X X X X X
Tech 145: Lean Manufacturing (C) X X X X X X X X X X
Tech 147: Green Manufacturing Analysis & Mgt X X X X X X X X X X X X
Tech 149: Computer Integrated Manuf. Systems X X X X X X X X X X X X X X X
Tech 190: Senior Seminar in Technology (C) X X X X
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 11
3.c.2 Matrix of Student Learning Outcomes to Courses of CENT program
BS Industrial Technology/Computer Electronics and Network Technology PLOs SLOs
Course List a b c d E1 E2 E3 E4 E5 E6 E7 E8 E9
TECH 031: Quality Assurance and Control (C) X X
Tech 060: Introduction to Electronics (C)
TECH 065: Networking Theory and Application (C) X X
TECH 115: Automation and Control (C) X X X X X X X X
TECH 145: Lean Manufacturing (C) X X X X X
TECH 160: Microprocessors Theory and Applications X X X X
TECH 163: Telecommunications Systems X X X
TECH 165: Wireless Communications Technologies X X X
TECH 167: Control Systems X X X X X
TECH 169: Applied Electronic Design X X X X X X X X X X
TECH 190: Senior Seminar in Technology (C) X X X X
3d. Assessment Data
Assessment in our programs takes place at several levels. First, established PLOs are reviewed for
relevance to the SJSU University Learning Goals. Second, assessment of student outcomes takes
place at key courses in both the core curriculum and the more specialized curricula for each option.
Third, Surveys are collected every 2 to 3 years for feedback from current students and from program
alumni. Finally, data from the course assessment and the surveys is provided to the faculty and the
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 12
program advisory board for review and recommendations. Examples of course level data collection
rubrics are provided in the Appendices. Summaries of the most recent surveys of students and
alumni are presented in section 3.f. below. Recent surveys of students and alumni were conducted
in 2010, 2012, and 2014.
In addition to surveys of our Alumni, the program faculty use an outcomes assessment tool
externally established and validated by the Professional Certification group at ATMAE, our
accreditation agency. Every student in the programs takes one of two ATMAE exams in the spring
semester of their final year at SJSU. One is more targeted toward the Manufacturing Systems
program, and the other is a more general Technology Management assessment tool that is used
with our Computer Electronics and Network Technology concentration students. We have two
years of these data (Spring 2013, Spring 2014) in house and are reviewing them at this time, both in
terms of our own PLOs and to see where we can use the data to help us improve each program.
We have had a model for course assessment in place for several years, but until Fall 2014 it has been
applied primarily only to the General Education SJSU Studies course Tech 198. Again it has been
used specifically to assess learning of General Education Learning Objectives. These reports are
submitted to the University annually. The course coordinator is Dr. Patricia Backer. The most recent
assessment report for Tech 198 is included in the Appendices. For other courses and for Program
Learning Objectives, the department is playing catch‐up with respect to course assessment. While
program assessment through the use of surveys of both current students and graduates are
collected every 2 to 3 years, and assessment using the ATMAE externally validated exams are
collected now each spring, course level assessment other than for General Education has not be
conducted since 2008‐2009. To address this, the faculty have developed rubrics for key courses in
each program, based on the Outcomes mapping presented in this report. Degree PLO measures will
be added to the GE outcomes assessment of Tech 198 starting with the Fall 2015 semester.
After a hiatus of several years, the faculty have begun to gather course level assessment data this
spring, starting with retroactive collection of data on two key courses, Tech 145 and Tech 190,
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 13
delivered in Fall 2014. In addition to the Fall 2014 collection, we are gathering assessment data on
three additional courses delivered spring of 2015. The remainder of the courses in our key courses
list will be assessed in Fall semester 2015, and evaluation of the assessment data gathered up to
summer 2015 will begin at that time. By spring of 2016 we will have gathered and reviewed
assessment data on all key courses in the assessment schedule. The assessment schedule is
presented here in table form.
Six Year Assessment Schedule, B.S. Industrial Technology
AY 2014‐15 AY 2015‐16 AY 2016‐17 AY 2017‐18 AY 2018‐19 AY 2019‐20
Course # Course Role Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr Fall Spring
Tech 031 CORE M R I/M R I/M R I/M R I/M R I/M
Tech 060 CORE M R I/M R I/M R I/M R I/M
Tech 115 CORE M R I/M M R I M R
Tech 145 CORE M R I/M R I/M R I/M R I/M R I/M
Tech 149 Advanced MfgSyst M R I/M R I/M R I/M R I/M R I/M
Tech 169 Advanced CENT M R I/M R I/M R I/M R I/M R I/M
Tech 190B Capstone M R I/M R I/M R I/M R I/M R I/M R
Tech 198* CORE/GE M R I/M R I/M R I/M R I/M R
M Collect data ('Measure')
R analyze and review
I Implement changes coming out of review
I/M Implement and Measure again
* Tech 198 is reviewed each year through the General Education Assessment process cycle. The course coordinator is Dr. Patricia Backer.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 14
3e. Assessment Results and Interpretation
At this time we are collecting data from Fall 2014 and Spring 2015, and revising the assessment tool
for Tech 198, our GE SJSU Studies course to assess Program Learning Objectives as well as GE
Learning Objectives. Review and evaluation is beginning in Fall of 2015.
As the current data sets are not yet complete, there are no recommendations at this time.
Recommendations are expected to arise from the faculty and advisory board review in Spring of
2016.
3f. Placement of Grads
The department conducts a follow up survey of alumni every 2 to 4 years. An online survey was last
developed and conducted by the Aviation & Technology Department in consultation with SJSU
Office of Institutional Effectiveness and Analytics in Fall of 2014, and the prior survey in Fall of 2012.
Surveys were sent to 455 program alumni, and a total of 68 responses were received, for a 15%
response rate. The summary results of the survey are listed here.
2014 BS Industrial Technology Alumni Survey, Highlights/Selected Findings:
General
38% of alumni responding had a concentration in Manufacturing systems, 31% had a concentration in Electronics and Computer Technology, and 20% had a concentration in Computer Electronics and Network Technology (q3).
Employment
77% are employed in a field related to their undergraduate major (q6).
77% obtained their first full‐time job 6 months or less after graduation (q8). o 45% obtained first job prior to graduation
37% obtained their first full‐time job from “other sources”, 29% from a friend or relative, 16% from an employment agency, and 13% from a newspaper (q10).
First Major‐Related Job
34% said their first major‐related job was in industry, 33% in electronics and networking products, and 19% in other types (q14).
86% said their primary role in their first major‐related job was as an engineer (q15)
67% said teamwork was a competency extensively used in their first major‐related job, 64% said technical skills and knowledge, 63% said computer skills, 60% said written communication, and 55% said oral communication (q16).
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 15
Current Job
70% are not in their first major‐related job any longer (qa).
60% said their primary role in their current job was as an engineer, 27% said administrative or management (q25).
83% said oral communication was a competency extensively used in their current job, 80% said written communication, and 73% said teamwork (q26).
52% are regularly involved with quality control in their current job, 51% are regularly involved with training and development, and 49% are regularly involved with report writing (q30).
Degree Satisfaction
81% agree or strongly agree they are satisfied in their current position (q31.b).
26% agree or strongly agree ,compared to their co‐workers with BS degrees, their undergraduate preparation was superior (32.c). Only 7% disagree or strongly disagree with this.
Graduate and Continuing Studies
46% are interested in pursuing a master’s and/or doctoral degree (q36).
45% feel the BS Industrial Technology degree program was either outstanding or good in preparing them for advanced study (q38).
The faculty are reviewing these Survey data and will include them in the program assessment review
this academic year, with recommendations, if any, in the Spring of 2016.
4. PROGRAM METRICS AND REQUIRED DATA
The Required Data Elements discussed in this section are attached in Appendix A of this report.
4a. Enrollment, retention, graduation rates, and graduates
Please refer to the attached RDEs for the BS Industrial Technology.
It is worth noting that the heavy majority of BS Industrial Technology students come to the program
as third year transfer students. Thus the numbers for first time freshmen are not included in this
analysis: the numbers are so low as to be statistically unreliable.
The faculty understand graduation rates in our major to be slightly higher than for the university
overall and higher than for the College of Engineering. This assumption is under review based on the
current RDE.
Enrollment rates in terms of number of majors has grown steadily and significantly from 80 majors in 2009 to over 220 majors in Fall of 2015.
While both Freshman and Transfer admits have increased in the past six years, the ratio of Freshman to Transfer new students has been pretty consistent through the past two decades. A significant number of majors also come to these programs as Change of Major applicants from other programs in the College and across the university.
1st year retention rates vary considerably for the Freshman cohorts due to the low numbers in those cohorts. However, 1st year retention rates for new transfer students vary from just under
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 16
80% to 100%.
Graduation rates for FTF at 6 years is 100% for the Fall 2004 and 2005 cohorts, and 33% (URM) for the 2007 cohort. There are no data provided for the 2006 cohort.
Graduation rates for UGT (3‐year) shows a low of 20% for the 2006 and 2009 cohorts but otherwise typically is in the range of 40 to 45%. These are comfortably higher than the College of Engineering graduation rates but slightly lower than university wide rates.
The graduate program has been quite small but shows a graduation rate of 100% for the 2006
and 2008 cohorts and 33.3% for the 2010 cohort.
4b. Headcount in sections
Please refer to the attached RDEs for the BS Industrial Technology.
As has been reported in the previous section, enrollment of majors in the BS Industrial Technology
was at a low of approximately 79 students (for both programs combined) in Fall of 2008, and started
growing after that on a steady curve. The RDE shows UG majors totaling 89 in Fall 2010 and rising to
123 in Fall 2012 and to 194 in Fall 2014. The table shows this growth to be fairly steady at slightly
less than 25% per year. The program has technical impacted status but is currently not using any
supplementary admissions criteria, and does not expect to do so until the program reaches about
350 to 450 majors.
Part of this growth is attributable to increased applications, up from 52 for Fall 2010 to 98 for Fall
2013 and 84 in Fall 2014. We think this growth is related to outreach and improved
communications of our programs in local Community Colleges by the faculty and college. A portion
of this growth in major headcount however is directly attributable to work done by the faculty to
increase visibility in the community and in the university, and to improve communication of
program outcomes and goals to students throughout the College of Engineering. The faculty,
particularly Dr. Garcia and Dr. Bates, have worked very closely over the past five years with the staff
of the Engineering Student Success Center to improve in‐college retention of students who are not
successful or not comfortable with other majors in the College, with the result that Change of Major
applications to our programs have been a major source of new students.
Numbers of lecture and lab sections have increased at a much lower rate than the growth in majors,
as we are able to improve section enrollments with careful scheduling. That is, the increase in
majors has permitted increases in average section size, and improvements in Student‐Faculty ratios.
This has reduced the cost per FTES significantly in the past five years. The RDE shows that overall
courses and sections offered have remained largely constant since 2010, though there has been a
minor increase in lab sections. Head count per section has increased overall from about 17.5 in
2010 to over 25 in Fall 2014.
Average section size, as with SFR, was historically low in the period prior to 2010 due to the then
low number of majors. As the number of majors has grown from a low of about 80 in 2008‐2009 to
over 200 today, lecture section enrollment has risen dramatically, from a historical low of about 24
to 29 students to an average of 37 in 2014 (now it is much higher), and this average is rising still due
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 17
to the continued increase in major count coupled with better scheduling. The average enrollment in
lower division class lecture sections has been somewhat higher than in upper division courses (42 LD
compared to 34 UD in Fall 2010), which reflects the upward direction of program majors headcount.
As the number of majors in each program increases it will be possible to further improve average
section size and, correspondingly, SFR. Availability of a larger lecture room for core classes will also
help, and was finally achieved in Summer 2015 by the addition of doorways to our larger lecture
room. This has increased the room capacity to over 100 seats. Current SFR is higher than that
shown in the RDE and is expected to increase steadily to above 20, much closer to the College
average. Increases beyond that will require faculty review and redesign to reduce the number of lab
courses in the curriculum. The faculty will be discussing this option starting in Fall of 2015.
4c. FTES, Induced Load Matrix
Please refer to the attached RDEs for the BS Industrial Technology.
The department has expected, and realized, significant growth in FTES due to the increased number
of majors in the program. On the other hand, our GE/SJSU Studies course Tech 198 was responsible,
in 2009, for roughly one‐third of total FTES for the department. This class was dropped by several
departments in the College of Engineering in their work to reduce the program units to 120, as
required during the 2013‐2014 systemwide unit reduction process. While we expected to lose some
significant FTES from this change, that has not materialized to the degree expected.
There are two discrepancies between the FTES categories used in the RDE and the current reality of
the program. First, the Electronics and Computer Tech category shown in Data Exhibit 7 was
changed to Computer Electronics and Network Technology (CENT) in Fall 2009. We will arrange with
IEA to correct the naming of this majors category. Second, the “Industrial Technology” category
listed is no longer available to any student – they must declare a concentration when they enter the
program. This is shown in the table as the number of majors in this category dropped to 1 in Fall
2012 and has remained at zero since then. Other than this the numbers in Exhibit 7 reflect very
closely our own calculated numbers. The increased major headcounts have resulted in a slow and
steady increase in overall FTES for the Program, from about 80‐90 FTES in 2010‐1011 to 106.8 in Fall
2013. FTES for AY 2014‐2015 was approximately 112 FTES total as reported to the Dean’s office this
fall. This is not in the current RDE.
Table 4.c.1. Induced Course Load Matrix, BS Industrial Technology (incl MSQA)
Year HeadCt LD UD GR Total
Fa 2010 83 68 84 18 170
Fa 2011 98 67 132 12 211
Fa 2012 113 107 138 10 255
Fa 2013 149 142 192 27 361
Fa 2014 172 158 233 19 410
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 18
Table 4.c.1 is extracted from the five tables in the RDE, Data Exhibit 4.The induced course Load
Matrix clearly reflects the growing program, showing an increase from 170 total in Fall 2010 to 410
total in Fa 2014.
4d. FTEF, SFR, Percentage T/TT Faculty
Please refer to the attached RDEs for the BS Industrial Technology.
The RDE show clearly that the FTEF and SFR for the program are increasing as the program grows.
This is discussed in more detail above in sections 4a and 4b.
FTEF is growing slowly but entirely in the area of Part Time or adjunct faculty. Student‐Faculty ratios
for the Industrial Technology programs have been historically low, primarily because this is an
intensively hands‐on, real‐world curriculum with lab sections limited for safety reasons to 20 to 25
students. This can be seen in the RDE which shows SFRs from 2009 to 2013 with a high of 16.8. As
the program has grown in recent years and with review by the faculty, lecture sections have been
larger, covering two lab sections together, and improving SFR. The most recent reporting through
our Dean’s office indicates that the SFR for AY 2014‐2015 was close to 20, a significant
improvement. These data are not in the RDE yet.
The Industrial Technology program FT (tenure line) faculty are mostly at or close to retirement age,
resulting in a faculty that are heavily tenured in. Five of the 7 faculty in the program have entered
the FERP program since 2009, and one completed his FERP in Spring of 2015. Thus the faculty in the
IT program are both ‘tenured in’ and also ‘FERPed in’, with four of the 6 remaining tenure line
faculty enrolled in the FERP program. In addition, one of our FTT faculty is on semi‐permanent
assignment to research work at the college or university level. A number of dedicated and talented
part time faculty augment the faculty and provide effective instruction for our majors. Part‐Time to
Full‐Time faculty ratios were 27/73% in Fall 2013 and 31.5/68.5% in Fall 2014. Additional FERP
departures are expected in 2016, 2017, and 2018, which will result in much higher PT to FT faculty
ratios. The department will request a new tenure‐line faculty search for AY 2016‐2017, as the PT to
FT ratio will reach problematic levels at that time.
5. PROGRAM RESOURCES
5a. Faculty
The profile of the Department of Aviation & Technology's full‐time faculty has changed significantly
over the past 8 years. Over this period, we have experienced five of our seven tenure line faculty
entering the Faculty Early Retirement Program (FERP). No new full‐time faculty have been hired
during this period, in spite of the growth in majors. FTES do not yet support more than the current
number of tenure line faculty even though the majority are in the FERP program. The ratio of full‐
time to part‐time faculty has remained at an acceptable balance up to now, partly because several
Technology faculty have taught part‐time for other departments in the College of Engineering
(General Engineering, Mechanical Engineering, and Industrial and Systems Engineering). By Fall
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 19
2017 however, the program will be down to 2 Tenured and 1 FERPing faculty, while the majors are
expected to reach 250 to 280 and the FTEF will rise to over 140. The result will be an excessive ratio
of part time to full time faculty if no new hires are brought in. The faculty distribution for the
Technology program is shown in the table below.
Instructional FTEF by Tenure Status
Department of Technology
FTEF 2008‐09 2010/11 2011/12 2012/13 2013/14 2014/15
Avg Avg Avg Avg Avg Avg
Tenured/TT 5.1 * 5.2 4.5 4 3.3 2.7
Temporary 5.3 0.6 1.8 1.5 2.1 2.8
Total 10.4 5.8 6.3 5.5 5.4 5.5
* includes 0.5 FTEF Probationary
Full‐time faculty resumes (See Appendices) outline the extent, recency, and relevance of industrial
professional level experience. We believe that our present team of Industrial Technology faculty
members is quite impressive; each member of this team is doing an excellent job of instruction in
his/her area or areas of technical concentration as well as engaging with the professional and social
community. All full time professors are active members of ATMAE (our professional association) as
well as other professional organizations that are listed on their resumes.
Qualifications for employment in our industrial technology program place an emphasis on the
following criteria: (1) University level teaching and/or industrial experience in a specific discipline;
(2) Preference to applicants who have additional technical experience related to other curricular
areas of concentration; (3) Awareness of and sensitivity to the educational goals of a multicultural
student population; and (4) Cross‐cultural experience and/or training (e.g., bilingual, multicultural
background).
In recent years, several faculty have assumed instructional responsibilities for courses in other
departments. The previous chair, Dr. Patricia Backer, served for a number of years as Director for
the General Engineering program, and is now engaged full time in research for the University, as
well as with the Academic Senate.
5b. Support staff
The Aviation and Technology department retains one office administrator, two instructional
technical support staff, and several student assistants. The office administrator manages all office
functions and routine faculty support for the department including both the Aviation programs and
the Technology Programs. One of the two ITS staff positions is dedicated primarily but not
exclusively to support for the Technology programs and laboratories. The other is dedicated
primarily (but not exclusively) to the Aviation program and laboratories, and must be capable of
addressing its unique and specialized needs, including operation and maintenance of flight
simulators, and service and maintenance of the department aircraft and the hangar facility. The
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 20
Aviation ITS staff position is currently unfilled following the resignation of the last ITS last year, and
this is causing difficulty with supporting some of the specialized labs and equipment used by the
program. Other than this, the staff support is sufficient to the needs of the Technology programs.
5c. Facilities
The Industrial Studies Building is the home of the Department of Aviation and Technology on
campus; this 100,000 square foot facility was designed and constructed approximately fifty years
ago, primarily to serve the Department’s Industrial Arts teacher credential programs. The building
has proven to be an excellent facility for the instruction of technology‐related subject matter over
the years, adapting well to changes in program and technology. In the last twenty five years,
Industrial Technology programs have moved into the forefront of our technology curricula largely
displacing their Technology Education (Industrial Arts) forerunners. The original building design
remains flexible and quite responsive to the implementation of numerous curricular changes.
The department provides an office suite comprised of three rooms for the main office, the office
Admin, and the Department chair. The office provides mail services and a heavy duty
copier/printer/scanner/fax machine that is networked and supports all faculty and staff. The
department has primary scheduling control over a number of specialized laboratories, several small
planning centers which can function as smaller classrooms, two computer laboratories with 30
workstations in each, and one large multimedia teaching laboratory.
Laboratory facilities in the building are constructed on 20 foot modules. Each individual center is 40
feet wide by (typically) 40, 60, 80 or 100 feet long, housing work stations for 24 or 30 students.
Adjacent to some of the labs is a small “planning center” used by a majority of the instructors to
catalog technical reference materials and deliver their lecture presentations or demonstrations.
There are four primary specialized laboratories for the Technology program. One is in the
Engineering building and the other three are in the Industrial Studies building. An electronics and
computer/networking technology lab that also doubles as a multipurpose computer lab is located in
IS 117. This lab provides instruction for up to 30 students in a number of classes (see table below).
Another is the manufacturing prototyping and processes lab, which provides specialized spaces and
equipment for project planning, wood working, composites fabrication, sheet metal work, and part
layout. It is located in IS 119. Our major manufacturing processes laboratory is in IS 122, and
provides a wide range of conventional machine tools including lathes, mills, and a variety of
stationary tools such as saws and drill presses, a foundry, welding stations, and material storage to
support class and special projects. Finally, we have an Advanced Manufacturing Processes lab which
is located in Engineering room 101, and which focuses on advanced processes including computer
numerical control (turning and milling), 3D printing, Laser cutting, and other processes.
Classroom space is at a premium throughout the campus. The department has used its dedicated
lab and classroom spaces as a positive opportunity to streamline and improve operations. In spite
of turning over significant space to the university in the past 10 years, the department has adequate
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 21
space and is able to provide a superior program in both manufacturing and electronics/network
technologies. The facilities also support classes in Aviation as needed. The two tables below in this
section describe the specialized laboratories and the classrooms which the department has primary
scheduling control over.
There is a continuing need for large lecture rooms for instructional purposes and ancillary academic
activities both for the department and for the College of Engineering. The Engineering building,
remodeled and rebuilt in 1988, is adjacent to our building; it houses a large lecture facility (small
auditorium) that is available to us through the College of Engineering Dean’s office or the university
Scheduling Office. For the department, our primary large lecture center is IS 216, a multimedia
teaching facility that was recently upgraded with additional doorways to accommodate up to 110
students at one time.
Distinct and separate laboratories (described above) are in place for both areas of technical
concentration, although some laboratories (Eng 103, IS 117) are configured to serve the needs of
both programs. We continue to renovate, refurbish and improve these technical centers to sustain
their effectiveness in delivering quality programs. The department is currently finishing a two‐year
$250,000 laboratory improvement program, primarily funded through the College of Engineering
Showcase Lab project. These improvements have brought state‐of‐the‐art processing equipment to
the labs and refurbished older equipment to effective working condition.
Department Faculty are aggressive in their pursuit of current equipment to support state‐of‐the‐art
instruction and laboratories. With the limited equipment budget provided by the State, donations
and leveraged purchases are essential to continuing to meet program facility goals. As a result of
these purchases and donations, all areas of technical concentration remain viable and pertinent to
contemporary industrial affairs.
Industrial Technology Laboratory Facilities
Room Lab Classes served
IS 117 * Instrumentation and Automation
Lab
Tech 062, Tech 063, Tech 115, Tech 145, Tech 160,
Tech 163, Tech 167
IS 119
(w IS 122)
Prototyping and Process Lab Tech/ME 041, Tech/ME42, Tech 046, Tech 140,
Tech 147, Tech 149
IS 122
(w IS 119)
Manufacturing Process & Projects
Lab
Tech/ME 041, Tech/ME42, Tech 046, Tech 140,
Tech 147, Tech 149
Eng 101 Advanced Manufacturing
Processes Lab
Tech/ME 42, Tech 140, Tech 147, Tech 149, special
projects
Eng 103 * Computer Aided Design Lab Tech/ME 20, Tech 031, Tech 140, Tech 141, Tech
147, Tech 149, Tech 065, Tech 165
Eng 105 ** Materials Lab Tech 025
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 22
* these rooms provide computer workstation, internet connectivity, display and LCD projectors,
and connections for instructor laptop computers.
** Engr 105 is scheduled by the Department of Biomedical, Chemical, and Material Engineering
and shared by the Industrial Technology program.
Industrial Technology Classroom and Multiuse Facilities
Room Class Classes served
IS 120, cap 22
(20x20 feet)
Product Ideation and Realization, Rapid
Prototyping
Tech 041, Tech 046, Tech 140, Tech
147, Tech 149, (ME 110)
IS 121, cap 22 *
(20x20 feet)
Manufacturing Planning Center Tech 041, Tech 046, Tech 140, Tech
147, Tech 149, (ME 110)
IS 216, cap 110 *
(40x70 feet)
Multimedia Teaching Center All classes, lecture sections, Tech 198,
Tech 098 (cap 60‐70)
* these rooms provide computer workstation, internet connectivity, display and LCD projectors,
and connections for instructor laptop computers.
6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND CHALLENGES
Major gifts and donations
External funding
Unique student compositions and backgrounds
External funding and support: The Technology program benefits from strong alumni and other
support through Tower Foundation. We have both endowed funds in excess of $250,000 as well as
several scholarship funds. These provide both scholarships for our students and ongoing support for
laboratory and classroom improvement as well as faculty professional development.
Unique student constituency: Our student body is a unique asset, reflecting strongly the diversity of
the community and including many students who are first time college enrollees in their families.
Student club: A strong student club (SJSU Chapter of SME, chapter S‐192) provides a number of
services including social events and community building, professional development, tours of
employer and manufacturing sites, leadership opportunities, and intercollegiate competitions for
our students.
7. DEPARTMENT ACTION PLAN
Instructional facilities: The faculty believe that modern, well‐equipped and maintained instructional
spaces are crucial to both effective learning and to student confidence in the University. We expect
to continue our work to develop and improve our instructional spaces including both laboratories
and classrooms. Both General Funds and Tower funds as well as industry donations play a role in
this work, and the program has been able to continue this work with available funds. We also have
sufficient technical support to carry out such work, so long as our currently‐vacant technical support
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 23
position is filled during AY 2015‐2016. Recent campus‐wide ITS initiatives help with this to a degree,
though some must be funded and guided by the department. The projects are ongoing, but our
current projects are expected to be completed by Summer 2016.
Curriculum Development: the move to the 120 unit curriculum was challenging for our programs,
as they are based on solid math and science foundations and on highly technical coursework. The
faculty will monitor the current curriculum model carefully to identify challenges and opportunities.
In particular we will be implementing the program‐wide senior capstone sequence in Fall of 2016,
and this will require review of current “pre‐capstone” courses for curriculum realignment. Our
outcomes assessment processes will help with this, and initial outcomes will be available to our
faculty and advisory boards in Spring of 2016. If needed, curriculum changes will be proposed in Fall
of 2016 for implementation the following Fall.
In addition, there are two curriculum initiatives which have been waiting for completion of this
Program Planning process to go forward. They are:
Renaming of the degree program: The national accrediting organization changed its name in 2009
following a two year nationwide study of our programs and graduates to Association for Technology
Management and Applied Engineering. The Industrial Technology degree name is changing on the
national level to variants on the terms Applied Engineering and Technology Management. The
faculty voted several years ago to adopt a new name to match the evolving discipline, and expects
to initiate that process next academic Year (2016‐2017).
Review and Redesign of the M.S. degree program offered by our department. For twenty years,
we have offered a M.S. in Quality Assurance. While relevant to many of our majors, this program
was too narrowly targeted to a specific subset of Technology Management, and never grew beyond
30 majors because it did not meet the needs of enough of our graduates. Our most recent survey
shows strong support both for an MS program and specifically for a program that focuses on
technical and technology management content. This proposal, as with the name change, is
expected to be developed in the next academic year (2016‐2017).
Enrollment Growth: the steady growth of the degree program is both an opportunity and a
challenge. The increased number of majors provides program stability and permits the program to
improve instructional efficiency, reducing SFR and cost per FTES. However, it also will produce a
steadily increasing load on the tenured faculty for advising, instruction, and program work.
Obtaining approval for a faculty search at the earliest possible time is important to help handle the
increased faculty load. Our goal is to obtain approval for a new faculty search for the 2016‐2017
academic year when three of our remaining FERPing faculty will retire, and bringing in at least one
new faculty to support instruction, curriculum development, and the other work that is needed for
support of a strong program.
BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 24
APPENDICES
a. Required Data Elements
b. Curriculum flow charts for CENT and MFGS concentrations
c. Four year roadmaps for CENT and MFGS concentrations
d. Assessment rubric examples: Tech 145, Tech 190
e. GE Assessment Report: Tech 198 (SJSU Studies Area V)
f. Accreditation Report as submitted to ATMAE, minus appendices
REQUIRED DATA EXHIBITS TO SUPPORT THE SELF STUDY REPORT AND PROGRAM PLANNING PROCESS
San Jose State University(Prepared by the Institutional Effectiveness & Analytics: January 15, 2015)
The data exhibits developed to support the self study reports and program planning process at San José State University are intended to provide basic contextual information to Program Planning Committee and reviewers as
The program is expected to comment on data trends that are unusual, and to highlight data that figure in the self study report. Many programs may regularly compile the data required, but not all do so in a systematic or regular way. If your program has readily available data that are consistent with the basic requirements in the exhibits, you may provide the information on your own forms or in your own formats and are not required to use the exact forms
The information prepared in the data exhibit formats for all academic programs, corresponding colleges, and overall university is available at www.iea.sjsu.edu/ProgramPlanning.
For further assistance in completing the forms, please contact the Office of Institutional Effectiveness & Analytics.
Table of Contents
Curriculum and Instruction (Enrollment by Course Prefix):
Data Exhibit 1: Number of Course and Section Offered (for Fall Semesters Only)
Data Exhibit 2: Average Headcount Enrollment per Section (for Fall Semesters Only)
Data Exhibit 3: Student/Faculty Ratios (for Fall Semesters Only)
Data Exhibit 4: Course Enrollment by Student Majors – Induced Course Load Matrix (Fall Semester)
Students (Majors Only):
Data Exhibit 5: Application, Admission, and Enrollment of New Students (for Fall Semesters Only)
Data Exhibit 6: Headcount Enrollment by Class Level with FTES(for Fall Semesters Only)
Data Exhibit 7: Headcount Enrollment by Major and Concentration (for Fall Semesters Only)
Data Exhibit 8: Degree Awarded by Major and Concentration (for Academic Years, Summer + Fall + Spring)
Data Exhibit 9: 1st Year Retention Rates (for Fall Semesters Only) by Under-represented Minority (URM) and Non-under-represented Minority (Non-URM)
Data Exhibit 10: Graduation Rates by Under-represented Minority (URM) and Non-under-represented Minority (Non-URM) (First-time Freshmen: 6-Year; New Undergraduate Transfers: 3-Year)
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Curriculum and Instruction (Enrollment by Course Prefix):
Data Exhibit 1: Number of Course and Section Offered (for Fall Semesters Only)
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Course 7 5 7 6 6
Section 9 10 12 10 11
Course 8 9 12 10 11
Section 11 12 13 10 11
Course 5 3 3 4 4
Section 5 3 3 4 4
Course 20 17 22 20 21
Section 25 25 28 24 26
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Course 1 1 1 1 2
Section 3 5 6 5 7
Course 1 1 1 1 2
Section 3 5 6 5 7
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Course 6 4 6 5 4
Section 6 5 6 5 4
Course 6 7 8 9 9
Section 9 10 8 9 9
Course 12 11 14 14 13
Section 15 15 14 14 13
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Course 3 3 2 3 2
Section 3 3 2 3 2
Course 3 3 2 3 2
Section 3 3 2 3 2
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Course 2 2 4 1 2
Section 2 2 5 1 2
Course 2 - 1 1 2
Section 2 - 1 1 2
Course 4 2 5 2 4
Section 4 2 6 2 4
Lecture
Total
Total
Lab
Lower Division
Upper Division
Graduate Division
Total
Lower Division
Seminar
Lower Division
Upper Division
Total
Upper Division
Graduate Division
Total
Supervision
Graduate Division
Total
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 2: Average Headcount Enrollment per Section (for Fall Semesters Only)
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Lower Division 21.1 19.8 21.6 26.8 29.0
Upper Division 20.5 21.3 21.4 30.2 29.1
Graduate Division 4.0 4.3 3.7 6.8 4.8
Total 17.4 18.6 19.6 24.9 25.3
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Lower Division 19.0 18.4 20.7 18.8 21.3
Total 19.0 18.4 20.7 18.8 21.3
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Lower Division 22.2 21.2 22.5 34.8 42.5
Upper Division 24.8 25.2 33.6 33.4 34.6
Total 23.7 23.9 28.9 33.9 37.0
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Graduate Division 5.7 4.3 5.0 8.7 8.0
Total 5.7 4.3 5.0 8.7 8.0
Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Upper Division 1.0 1.5 1.8 1.0 4.5
Graduate Division 1.5 - 1.0 1.0 1.5
Total 1.3 1.5 1.7 1.0 3.0
Supervision
Total
Lab
Lecture
Seminar
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 3a: Student/Faculty Ratios - SFR (for Fall Semesters Only)
Course Level Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Lower Division 13.7 16.3 12.5 17.0 15.3
Upper Division 20.1 19.7 17.1 16.6 19.5
Graduate Division 7.0 6.8 5.7 5.3 10.6
Total 16.1 16.5 14.2 15.8 16.8
Note: Student/Faculty Ratios (SFR) = Full-time Equivalent Students (FTES)/Full-time Equivalent Faculty (FTEF)
Data Exhibit 3b: Full-time Equivalent - Students - FTES (for Fall Semesters Only)
Course Level Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Lower Division 26.5 30.9 27.9 35.6 41.7
Upper Division 59.0 44.9 50.9 55.5 60.4
Graduate Division 5.5 5.0 3.3 2.8 6.7
Total 91.0 80.7 82.1 93.8 108.8
Data Exhibit 3c: Full-time Equivalent - Faculty - FTEF (for Fall Semesters Only)
Course Level Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Lower Division 1.9 1.9 2.2 2.1 2.7
Upper Division 2.9 2.3 3.0 3.3 3.1
Graduate Division 0.8 0.7 0.6 0.5 0.6
Total 5.7 4.9 5.8 6.0 6.5
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 4: Course Enrollment by Student Majors – Induced Course Load Matrix (Fall Semester)
Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total
Aerospace Engineering 9 1 7 1 9
Animation/Illustration 4 3 1 - 4
Anthropology 1 - 1 - 1
Art 4 1 3 - 4
Aviation 15 2 13 - 15
Biological Sciences 5 2 2 1 5
Bus Admin/Accounting 5 2 5 - 7
Bus Admin/Accounting Info Syst 1 - 1 - 1
Bus Admin/Corp Financial Mgmt 1 - 1 - 1
Bus Admin/Finance 1 - 1 - 1
Bus Admin/Management 3 - 3 - 3
Bus Admin/Management Info Syst 4 3 4 - 7
Bus Admin/Marketing 3 1 2 - 3
Chemistry 1 1 - - 1
Child and Adolescent Development 1 - 1 - 1
Civil Engineering 9 - 9 - 9
Communication Studies 4 - 4 - 4
Communicative Disorders and Sci 2 1 1 - 2
Computer Engineering 13 5 8 - 13
Computer Science 1 - 1 - 1
Design Studies 2 2 - - 2
Economics 2 - 2 - 2
Electrical Engineering 11 1 10 - 11
English 3 3 - - 3
Global Studies 1 - 1 - 1
Health Science 2 1 1 - 2
Hospitality, Tourism, Event Mgmt 2 2 - - 2
Industrial Design 3 3 - - 3
Industrial Technology 83 68 84 18 170
Industrial/Syst Engineering 2 1 1 - 2
Journalism 3 - 3 - 3
Justice Studies 5 1 4 - 5
Kinesiology 6 1 5 - 6
Liberal Studies 1 1 - 1
Materials Engineering 2 1 1 - 2
Mathematics 1 - 1 - 1
Mechanical Engineering 60 50 12 - 62
Meteorology 1 1 - - 1
Music 2 - 2 - 2
Nursing 1 - 1 - 1
Occupational Therapy 1 1 - - 1
Courses Offered (seats)Fall 2010
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Philosophy 2 - 2 - 2
Physics 1 - 1 - 1
Political Science 2 1 1 - 2
Pre-Nursing 1 - 1 - 1
Psychology 16 6 10 - 16
Recreation 1 - 1 - 1
Social Science 1 - 1 - 1
Social Work 2 - 2 - 2
Sociology 3 1 2 - 3
Software Engineering 2 1 1 - 2
Television-Radio-Film 1 1 - 1
Undeclared 25 21 7 - 28
Total 338 190 225 20 435
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total
Aerospace Engineering 4 - 4 - 4
Anthropology 1 - 1 - 1
Art 1 - 1 - 1
Aviation 22 6 16 - 22
Biological Sciences 2 - 2 - 2
Bus Admin/Corp Financial Mgmt 1 - 1 - 1
Bus Admin/Management 6 1 5 - 6
Bus Admin/Management Info Syst 6 1 6 - 7
Bus Admin/Marketing 1 - 1 - 1
Chemical Engineering 1 - 1 - 1
Chemistry 2 1 1 - 2
Child and Adolescent Development 1 - 1 - 1
Civil Engineering 17 5 13 - 18
Communication Studies 2 - 2 - 2
Computer Engineering 18 5 14 - 19
Computer Science 1 - 1 - 1
Design Studies 4 - 4 - 4
Economics 2 - 2 - 2
Electrical Engineering 8 4 6 - 10
Engineering 1 - - 1 1
Geology 1 1 - - 1
Global Studies 1 - 1 - 1
Health Science 1 - 1 - 1
Industrial Technology 98 67 132 12 211
Industrial/Syst Engineering 2 1 2 - 3
Journalism 5 3 4 - 7
Justice Studies 4 - 4 - 4
Liberal Studies 1 - 1 - 1
Materials Engineering 2 - 2 - 2
Mechanical Engineering 99 92 13 - 105
Nutritional Science 1 - 1 - 1
Political Science 1 1 - - 1
Psychology 1 - 1 - 1
Sociology 1 - 1 - 1
Software Engineering 2 - 2 - 2
Undeclared 12 10 8 - 18
Total 333 198 255 13 466
Courses Offered (seats)Fall 2011
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total
Aerospace Engineering 8 3 5 - 8
Animation/Illustration 1 - 1 - 1
Anthropology 1 - 1 - 1
Art 1 - 1 - 1
Aviation 10 2 9 - 11
Biological Sciences 1 - 1 - 1
Biomedical Engineering 1 1 - - 1
Bus Admin/Accounting 1 - 1 - 1
Bus Admin/General 1 2 1 - 3
Bus Admin/Human Resource Mgmt 1 - 1 - 1
Bus Admin/Management 2 - 2 - 2
Bus Admin/Management Info Syst 1 - 1 - 1
Bus Admin/Marketing 2 - 2 - 2
Chemical Engineering 2 3 - - 3
Chemistry 1 1 - - 1
Child and Adolescent Development 2 - 2 - 2
Civil Engineering 6 5 4 - 9
Computer Engineering 35 6 37 - 43
Computer Science 1 1 - - 1
Design Studies 2 - 2 - 2
Economics 1 - 1 - 1
Electrical Engineering 6 2 5 - 7
Engineering 4 2 2 - 4
English 1 - 1 - 1
Geology 1 - 1 - 1
Global Studies 1 - 1 - 1
Health Science 2 - 2 - 2
Industrial Technology 113 107 138 10 255
Industrial/Syst Engineering 11 2 10 - 12
Interior Design 1 - 1 - 1
Journalism 2 - 3 - 3
Kinesiology 5 - 5 - 5
Materials Engineering 1 - 1 - 1
Mathematics 1 - 1 - 1
Mechanical Engineering 109 101 14 1 116
Nursing 3 - 3 - 3
Physics 1 - 1 - 1
Psychology 5 - 5 - 5
Recreation 1 - 1 - 1
Software Engineering 4 1 3 - 4
Theatre Arts 1 1 - - 1
Undeclared 22 19 8 - 27
Total 376 259 278 11 548
Fall 2012 Courses Offered (seats)
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total
Aerospace Engineering 3 2 2 - 4
Animation/Illustration 1 - 1 - 1
Aviation 13 - 14 - 14
Biomedical Engineering 3 2 1 - 3
Bus Admin/Accounting 1 1 - - 1
Bus Admin/Finance 1 - 1 - 1
Bus Admin/Human Resource Mgmt 2 - 2 - 2
Bus Admin/Management 2 - 2 - 2
Bus Admin/Marketing 3 - 3 - 3
Chemistry 1 1 - - 1
Child and Adolescent Development 1 - 1 - 1
Civil Engineering 5 2 3 - 5
Computer Engineering 33 1 32 - 33
Computer Science 1 1 1 - 2
Design Studies 2 - 2 - 2
Economics 1 - 1 - 1
Electrical Engineering 8 4 5 - 9
Engineering 3 4 - 4
English 1 - 1 - 1
Environmental Studies 1 - 1 - 1
Graphic Design 1 - 1 - 1
Health Science 2 - 2 - 2
Hospitality, Tourism, Event Mgmt 1 - 1 - 1
Industrial Technology 149 142 192 27 361
Industrial/Syst Engineering 15 2 14 - 16
Justice Studies 1 - 1 - 1
Kinesiology 3 2 1 - 3
Mechanical Engineering 84 75 10 - 85
Music 1 - 1 - 1
Nutritional Science 1 1 - - 1
Pre-Nursing 1 - 1 - 1
Psychology 1 - 1 - 1
Social Work 1 - 1 - 1
Sociology 1 - 1 - 1
Software Engineering 3 2 1 - 3
Undeclared 18 26 1 - 27
Total 369 268 302 27 597
Courses Offered (seats)Fall 2013
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total
Aerospace Engineering 3 5 - - 5
Animation/Illustration 1 - 1 - 1
Art 1 - 1 - 1
Aviation 15 1 15 - 16
Biomedical Engineering 2 3 - - 3
Bus Admin/Corp Financial Mgmt 1 - 1 - 1
Bus Admin/Entrepreneurship 1 - 1 - 1
Bus Admin/Finance 1 - 1 - 1
Bus Admin/Human Resource Mgmt 1 - 1 - 1
Bus Admin/Management 1 - 1 - 1
Bus Admin/Marketing 2 - 2 - 2
Chemical Engineering 2 2 1 - 3
Chemistry 1 1 1 - 2
Child and Adolescent Development 1 - 1 - 1
Civil Engineering 2 2 - - 2
Communication Studies 2 - 2 - 2
Computer Engineering 29 9 23 - 32
Electrical Engineering 4 5 - - 5
Engineering 4 6 - - 6
Health Science 1 - 1 - 1
Industrial Design 2 2 - - 2
Industrial Technology 172 158 233 19 410
Industrial/Syst Engineering 14 3 11 - 14
Journalism 1 - 1 - 1
Materials Engineering 1 1 - - 1
Mechanical Engineering 89 97 5 - 102
Music 1 - 1 - 1
Political Science 1 - 1 - 1
Recreation 1 - 1 - 1
Sociology 1 - 1 - 1
Software Engineering 4 2 3 - 5
Television-Radio-Film 1 - 1 - 1
Undeclared 19 22 8 - 30
World Languages and Literatures 1 - 1 - 1
Total 383 319 320 19 658
Courses Offered (seats)Fall 2014
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Students (Majors Only)
Data Exhibit 5: Application, Admission, and Enrollment of New Students by Cohort Type (for Fall Semesters Only)
# Admit Enroll Show # Admit Enroll Show # Admit Enroll Show
Applicant Rate Rate Rate Applicant Rate Rate Rate Applicant Rate Rate Rate
First-time Freshman 20 70% 20% 29% 16 63% 19% 30% 21 62% 24% 38%
New Undergraduate Transfer 24 75% 67% 89% 33 91% 42% 47% 39 85% 49% 58%
First-time Graduate 8 75% 63% 83% 7 43% 29% 67% 9 67% 44% 67%
Total 52 73% 48% 66% 56 77% 34% 44% 69 75% 41% 54%
Note: Admit Rate (Admission/Application); Enrollment Rate (Enrollment/Application); Show Rate (Enrollment/ Admission)
# Admit Enroll Show # Admit Enroll Show
Applicant Rate Rate Rate Applicant Rate Rate Rate
First-time Freshman 24 75% 46% 61% 27 67% 26% 39%
New Undergraduate Transfer 57 86% 46% 53% 56 95% 50% 53%
First-time Graduate 17 76% 41% 54% 1 100% 0% 0%
Total 98 82% 45% 55% 84 86% 42% 49%
Data Exhibit 6: Headcount Enrollment by Class Level (for Fall Semesters Only)
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Freshmen 4 7 7 13 16
Sophomores 7 5 10 5 8
Juniors 31 30 37 54 52
Seniors 47 61 69 91 118
2nd/Post Bac - - - - -
Graduates 14 8 10 15 14
Total Headcount Enrollment 103 111 133 178 208
Total FTES Enrollment 70.33 88.93 102.50 133.83 158.70
Fall 2013 Fall 2014
Cohort Type
Fall 2010 Fall 2011 Fall 2012
Cohort Type
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 7: Headcount Enrollment by Major/Concentration (for Fall Semesters Only)
UG Grad Total UG Grad Total UG Grad Total
Industrial Tech/Elec and Compute 18 - 18 56 - 56 59 - 59
Industrial Tech/Manufacturing 18 - 18 38 - 38 63 - 63
Industrial Technology 53 - 53 9 - 9 1 - 1
Quality Assurance - 14 14 - 8 8 - 10 10
Total 89 14 103 103 8 111 123 10 133
UG Grad Total UG Grad Total
Industrial Tech/Elec and Compute 89 - 89 103 - 103
Industrial Tech/Manufacturing 74 - 74 91 - 91
Industrial Technology - - - - - -
Quality Assurance - 15 15 - 14 14
Total 163 15 178 194 14 208
Fall 2013
Fall 2010 Fall 2011 Fall 2012
Fall 2014
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 8: Degree Awarded by Major and Concentration (for Academic Years=Summer + Fall + Spring)
Bachelor Master Total Bachelor Master Total Bachelor Master Total
Industrial Tech/Elec and Compute 17 - 17 9 - 9 16 - 16
Industrial Tech/Manufacturing 5 - 5 4 - 4 11 - 11
Industrial Technology 1 - 1 1 - 1 - - -
Quality Assurance - 2 2 - 3 3 - 2 2
Total 23 2 25 14 3 17 27 2 29
Bachelor Master Total Bachelor Master Total
Industrial Tech/Elec and Compute 12 - 12 18 - 18
Industrial Tech/Manufacturing 10 - 10 15 - 15
Industrial Technology - - - - - -
Quality Assurance - 1 1 - - -
Total 22 1 23 33 - 33
2012/13 2013/14
2009/10 2010/11 2011/12
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 9: 1st Year Retention Rates (for Fall Semesters Only)
Industrial Technology
First-Time Freshmen Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 1 2 4 3 5
1st Year Retention Rate 100.0% 50.0% 100.0% 100.0% 60.0%
# URM Entering 1 - 1 - 1
1st Year Retention Rate 100.0% - 100.0% - 0.0%
# Non-URM Entering - 2 3 2 2
1st Year Retention Rate - 50.0% 100.0% 100.0% 50.0%
New Undergrad Transfer Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 8 6 16 14 19
1st Year Retention Rate 87.5% 66.7% 87.5% 85.7% 78.9%
# URM Entering - 1 2 2 5
1st Year Retention Rate - 0.0% 100.0% 100.0% 40.0%
# Non-URM Entering 7 5 11 9 12
1st Year Retention Rate 100.0% 80.0% 81.8% 77.8% 91.7%
First-Time Graduate Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 2 2 5 2 4
1st Year Retention Rate 100.0% 50.0% 60.0% 100.0% 75.0%
# URM Entering - 1 1 - 1
1st Year Retention Rate - 100.0% 0.0% - 0.0%
# Non-URM Entering 2 - 3 1 2
1st Year Retention Rate 100.0% - 66.7% 100.0% 100.0%
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
College of Engineering
First-Time Freshmen Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 625 428 395 593 470
1st Year Retention Rate 81.0% 85.7% 87.6% 86.7% 86.8%
# URM Entering 162 115 113 148 113
1st Year Retention Rate 76.5% 81.7% 77.0% 79.1% 81.4%
# Non-URM Entering 408 276 237 383 302
1st Year Retention Rate 83.1% 87.3% 91.1% 89.8% 89.1%
New Undergrad Transfer Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 262 174 258 320 294
1st Year Retention Rate 81.3% 83.9% 91.5% 88.4% 86.4%
# URM Entering 53 25 56 50 49
1st Year Retention Rate 77.4% 76.0% 91.1% 92.0% 79.6%
# Non-URM Entering 168 106 149 204 201
1st Year Retention Rate 83.3% 86.8% 91.9% 87.3% 87.1%
First-Time Graduate Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 534 493 627 597 567
1st Year Retention Rate 81.6% 87.6% 86.1% 85.3% 86.9%
# URM Entering 17 19 31 35 38
1st Year Retention Rate 64.7% 78.9% 90.3% 82.9% 78.9%
# Non-URM Entering 146 106 192 221 191
1st Year Retention Rate 73.3% 82.1% 80.2% 78.3% 78.0%
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
San Jose State University
First-Time Freshmen Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 3598 2764 2761 3947 3384
1st Year Retention Rate 79.8% 84.3% 87.1% 82.9% 87.0%
# URM Entering 1031 762 824 1278 966
1st Year Retention Rate 75.2% 77.0% 83.6% 77.1% 83.6%
# Non-URM Entering 2248 1684 1663 2264 2008
1st Year Retention Rate 81.7% 87.0% 89.4% 86.6% 89.4%
New Undergrad Transfer Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 2573 2088 2802 2947 3108
1st Year Retention Rate 83.8% 86.0% 88.0% 86.4% 86.2%
# URM Entering 606 488 662 736 822
1st Year Retention Rate 82.7% 79.9% 86.9% 85.5% 86.1%
# Non-URM Entering 1571 1187 1660 1681 1737
1st Year Retention Rate 83.8% 87.7% 88.1% 86.8% 86.3%
First-Time Graduate Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
# Total Entering 1984 1552 1666 1792 1652
1st Year Retention Rate 81.9% 86.0% 85.2% 83.5% 86.8%
# URM Entering 322 257 250 290 293
1st Year Retention Rate 82.3% 86.0% 85.2% 86.9% 88.1%
# Non-URM Entering 987 714 806 943 785
1st Year Retention Rate 80.3% 84.6% 82.6% 80.4% 83.4%
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
Data Exhibit 10: Graduation Rates (First-time Freshman: 6-Year; New Transfer: 3-Year; First-time Graduate: 3-Year)
Industrial Technology
First-Time Freshmen Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007
# Entering 4 4 2 3 4
Graduation Rate 50.0% 50.0% 100.0% 0.0% 25.0%
# URM - 2 - 2 1
Graduation Rate - 0.0% - 0.0% 0.0%
# Non-URM 3 2 2 - 3
Graduation Rate 33.3% 100.0% 100.0% - 33.3%
New Undergrad Transfer Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 6 12 8 6 16
Graduation Rate 16.7% 41.7% 37.5% 16.7% 62.5%
# URM - 2 - 1 2
Graduation Rate - 50.0% - 0.0% 100.0%
# Non-URM 5 10 7 5 11
Graduation Rate 20.0% 40.0% 42.9% 20.0% 45.5%
First-Time Graduate Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 4 3 2 2 5
Graduation Rate 25.0% 0.0% 100.0% 0.0% 40.0%
# URM - - - 1 1
Graduation Rate - - - 0.0% 0.0%
# Non-URM 1 2 2 - 3
Graduation Rate 100.0% 0.0% 100.0% - 33.3%
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
College of Engineering
First-Time Freshmen Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007
# Entering 381 413 389 390 504
Graduation Rate 40.7% 45.0% 40.6% 39.2% 39.9%
# URM 74 93 83 103 135
Graduation Rate 27.0% 32.3% 22.9% 26.2% 25.2%
# Non-URM 255 272 264 247 325
Graduation Rate 46.3% 50.4% 46.2% 44.1% 43.4%
New Undergrad Transfer Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 229 283 262 174 258
Graduation Rate 31.4% 25.8% 30.2% 28.2% 39.5%
# URM 49 60 53 25 56
Graduation Rate 24.5% 21.7% 30.2% 8.0% 25.0%
# Non-URM 138 160 168 106 149
Graduation Rate 32.6% 27.5% 29.2% 31.1% 40.9%
First-Time Graduate Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 553 545 534 493 627
Graduation Rate 70.9% 70.1% 68.9% 77.5% 68.7%
# URM 14 13 17 19 31
Graduation Rate 50.0% 38.5% 29.4% 57.9% 58.1%
# Non-URM 140 128 146 106 192
Graduation Rate 47.9% 50.0% 42.5% 56.6% 49.0%
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Program Planning: RDE for Aviation and Technology Prepared Spring 2015
San Jose State University
First-Time Freshmen Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007
# Entering 1980 2394 2554 2728 3276
Graduation Rate 47.1% 48.0% 46.6% 46.3% 47.7%
# URM 441 643 675 773 963
Graduation Rate 41.5% 38.1% 37.0% 36.7% 38.8%
# Non-URM 1227 1517 1618 1663 2008
Graduation Rate 49.3% 52.2% 50.9% 50.6% 51.5%
New Undergrad Transfer Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 2658 3208 2573 2088 2802
Graduation Rate 44.8% 42.8% 51.8% 53.2% 54.6%
# URM 641 758 606 488 662
Graduation Rate 41.8% 39.7% 49.3% 46.3% 51.4%
# Non-URM 1547 1868 1571 1187 1660
Graduation Rate 46.0% 43.4% 52.5% 54.6% 55.7%
First-Time Graduate Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
# Entering 2009 1977 1984 1552 1666
Graduation Rate 63.1% 64.6% 62.2% 71.1% 66.0%
# URM 260 277 322 257 250
Graduation Rate 62.7% 62.8% 60.2% 68.5% 64.4%
# Non-URM 928 927 987 714 806
Graduation Rate 56.1% 60.6% 56.7% 66.4% 58.8%
Note: Under-represented Minority (URM) = African-American, Hispnic, and American-Indian students Non-under represented Minority (Non-URM) = White and Asian/Pacific Islander students. Excluded Foreign Nationals, Non Responses, and Decline to State
Cohorts
Cohorts
Cohorts
Student Major: Industrial Technology
Updated: July 1, 2014
BS Computer Electronics and Network Technology
In Bus
CENT
Tech 60
Co- Req
Math 71
CmpE 30
Pass WST
ENG 100W
Tech 198
Co-Req
Bus 90
Tech 62
Tech 163
Tech 63Tech 115
Bus 140 or 145
Bus 141 or 144
Tech 65
Tech 169
Tech 160
Tech 165
Tech 190 Tech 145 Or ISE 140
Technical Elective 1
Technical Elective 2
Bus 142
`
Math 008(or HS
algebra equivalent)
Phys 2A
Phys 2B
Co-Req
Tech 167
Chem 1A
Bus 186
Tech 31
Technical Elective 3
Econ 1B
Updated: July 1, 2014
BS Manufacturing Systems
Manufacturing Systems
Phys 2AMath 71
Phys 2B
PASS WST
ENG 100W
Tech 198
Co-req
Bus 90
Tech 20/ ME20
Tech 115
Bus 140 or 145
Bus 141 or 144
Bus 186
Tech 65
Tech 190
Tech 31
Tech 145
Or ISE 140
Chem 1A
Technical Elective 1
Technical Elective 2
Tech 25
Co-Req
Tech 46
Tech 45
Tech 41Bus 142
Tech 147
Tech 149
Tech 140
Co-Req
Math 008(or HS algebra
equivalent)
Tech 60
CmpE 30
Co-Req
Technical Elective 3
Co-Req
Econ 1B
Major Academic Planner Student Name:
Major: B.S. Industrial Technology Student ID (SID):
Concentration: Computer Electronics & Network Tech (CENT) Catalog: FA 2014
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
English 1A * ‐‐‐‐ GE A2 3 English 1B * ‐‐‐‐ GE C3 3
GE Area C1 course ‐‐‐‐ GE C1 3 Econ 1B * ‐‐‐‐ GE D1 4
GE Area A1 course ‐‐‐‐ GE A1 3 Phys 2A * ‐‐‐‐ GE B3 4
Math 71 ‐‐‐‐ Major 3 Phys 2AW (1) Coreq: Phys 2A Optional 0
Math 71W (1) Coreq: Math 71 Optional 0 Tech 63 Tech 60 Major 3
Tech 060 Coreq: Math 008/ HS Algebra Major 3
Semester Total: 15 Semester Total: 14
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
Bus 090 Math 71 Minor 3 GE Area A3 course ‐‐‐‐ GE A3 3
Phys 2B * Phys 2A GE 4 GE Area C2 course ‐‐‐‐ GE C2 3
GE Area D2 course ‐‐‐‐ GE D2 3 CmpE 30 ‐‐‐‐ Major 3
Tech 62 Tech 60, Math 71 or 30. Co‐req: Phys 2B Major 3 Tech 031 ‐‐‐‐ Major 3
Tech 065 Tech 60 Major 3 Engr 10 ‐‐‐‐ GE E 3
Pass the WST ENGL 1B
Semester Total: 16 Semester Total: 15
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
Engr 100W ** ENGL 1B, Pass WST, Upper Division GE R, Z 3 GE Area D3 course ‐‐‐‐ GE D3 3
1 Tech Elective ‐‐‐‐ Major 3 Chem 1A ‐‐‐‐ GE B1 5
Tech 115 Tech 60, Math 71, Physics 2A/2B Major 3 Bus 140 OR 145 Upper Div Standing Minor 3
Tech 163 Tech 62, Tech 63 Major 3 Tech 160 Tech 63, Tech 115, CmpE 30 Major 3
Tech 165 Tech 63, Tech 65 Major 3 Tech 145 Bus 140 or 145 Major 3
Semester Total: 15 File for graduation Semester Total: 17
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
Bus 142 Upper Div Standing Minor 3 Bus 141 OR 144 Upper Div Standing Minor 3
Bus 186 ** Pass WST, Upper Div Standing GE S 3 1 Tech Elective Major 3
Tech 198 ** Pass WST, Upper Div Standing GE V 3 1 Tech Elective Major 1
Tech 167 Tech 62, Tech 63, Tech 115 Major 3 Tech 169 Tech 167 Major 3
Tech 190A Instructor Consent Major 3 Tech 190B Tech 190A Major 3
Semester Total: 15 Semester Total: 13
NOTES total units for the degree: 120* course meets a core GE requirement
** course meets a SJSU Studies (UDGE) requirement
Courses offered in Fall Semester only
Courses offered in Spring Semester only
Courses offered in Fall and Spring Semesters
4‐Year Roadmap
This sheet is available on the "All Major Forms" page of the AvTech web last updated October 1, 2015
Spring Semester Year Three
First Year
Fall Semester Year One Spring Semester Year One
Fall Semester Year Three
San Jose State University
Fourth Year
Fall Semester Year Four Spring Semester Year Four
Second Year
Fall Semester Year Two Spring Semester Year Two
Third Year
Major Academic Planner Student Name:
Major: B.S. Industrial Technology Student ID (SID):
Concentration: Manufacturing Systems (Sustainable Manufacturing) Catalog: FA 2014
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
English 1A * ‐‐‐‐ GE A2 3 English 1B * ‐‐‐‐ GE C3 3
GE Area C1 course ‐‐‐‐ GE C1 3 Econ 1B * ‐‐‐‐ GE D1 4
GE Area A1 course ‐‐‐‐ GE A1 3 Tech 020 ‐‐‐‐ Major 2
Math 71 ‐‐‐‐ Major 3 Tech 041 Tech/ME 20 Major 1
Math 71W (1) Coreq: Math 71 Optional 0 Phys 2A * ‐‐‐‐ GE B3 4
Tech 060 Coreq: Math 008/ HS Algebra Major 3 Phys 2AW (1) Coreq: Phys 2A Optional 0
Semester Total: 15 Semester Total: 14
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
Bus 090 Math 71 Minor 3 Tech 045 Tech/ME 20 Major 3
Phys 2B * Phys 2A GE 4 CmpE 30 ‐‐‐‐ Major 3
Tech 046 Tech/ME 20 Major 3 Chem 1A ‐‐‐‐ GE B1 5
Tech 065 Tech 60 Major 3 Tech 025 Math 008; Coreq: Chem 1A Major 3
Engr 010 ‐‐‐‐ GE E 3 Pass the WST ENGL 1B
Semester Total: 16 Semester Total: 14
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
GE Area D2 course ‐‐‐‐ GE D2 3 GE Area A3 course ‐‐‐‐ GE A3 3
Tech 115 Tech 60, Math 71, Physics 2A/2B Major 3 GE Area C2 course ‐‐‐‐ GE C2 3
Engr 100W ** ENGL 1B, Pass WST, Upper Division GE R, Z 3 GE Area D3 course ‐‐‐‐ GE D3 3
Bus 140 OR 145 Upper Div Standing Minor 3 Tech 031 ‐‐‐‐ Major 3
Tech 140 Tech/ME 20 , Chem 1A, Math 71 Major 3 Tech 145 Bus 140 or 145 Major 3
1 Tech Elective Major 1
Semester Total: 15 File for graduation Semester Total: 16
Meet with your advisor each semester. Meet with your advisor each semester.
Course Prerequisites Area Units Course Prerequisites Area Units
Bus 142 Upper Div Standing Minor 3 Bus 141 OR 144 Upper Div Standing Minor 3
Bus 186 ** Pass WST, Upper Div Standing GE S 3 1 Tech Elective ‐‐‐‐ Major 3
Tech 147 ch 115, Tech 45, Tech 46. Coreq: Tech 14 Major 3 1 Tech Elective Major 3
Tech 198 ** Pass WST, Upper Div Standing GE V 3 Tech 149 Tech 147, Coreq: Tech 145 Major 3
Tech 190A Instructor Consent Major 3 Tech 190B Tech 190A Major 3
Semester Total: 15 Semester Total: 15
NOTES total units for the degree: 120* course meets a core GE requirement
** course meets a SJSU Studies (UDGE) requirement
Courses offered in Fall Semester only
Courses offered in Spring Semester only
Courses offered in Fall and Spring Semesters
San Jose State University
Fourth Year
Fall Semester Year Four Spring Semester Year Four
Second Year
Fall Semester Year Two Spring Semester Year Two
Third Year
4‐Year Roadmap
This sheet is available on the "All Major Forms" page of the AvTech web last updated October 1, 2015
Spring Semester Year Three
First Year
Fall Semester Year One Spring Semester Year One
Fall Semester Year Three
Course number
Tech 145
Instructor Dianne Hall
C1
C4.
C5.
C9.
M1.
M2.
M3.
M12.
N = not met at 70% mastery
Apply the principles of Lean Manufacturing to manufacturing and soft systems
Demonstrate ethical behavior and concern for colleagues, society, and the environment
Demonstrate leadership skills for a technology professional
Demonstrate skills in the planning and design of manufacturing processes.
Describe the product life cycle and how products are manufactured.
List measures used to assess learning:
Nguyen,Vu
Nguyen,Vu Tran
Olmez,Onur Sami
Patel,Mitesh A
Vestberg,Agnes Adela Bianca
Von Dran,Michael Vincent
SLO C4 SLO M12Student Name
Banks,Jenner William
Zeng,Kai
Som,Morady
Stauffer,Phillip Thomas
Rabanal,Jessa Lilyann
Shuck,Jeret Michael
Title Semester
Fall 2014Lean Manufacturing
SLOs measured
How Measured
E = ExceededM = Met
Select outcomes to be measured for semester, and score each student for each outcome:
Final Examination
Semester Team Project
Design and plan industrial facilities
Demonstrate strong communication, critical thinking and interpersonal skills
Use skills in team development, dynamics, and management to work as team players
Cheung,Yin Ming
Done,Ashley
Ershad,Hamed
Leigh,Justin G
Lorenzo,Daren John
Mai,Kenny T
Montejo,Kenneth Loise
Nguyen,Anh Le Hai
Nguyen,Bryan Nhat Huy
Nguyen,Calvin Duong
Course Assessment form, Aviation and Technology Department
Course number
Tech 190 Instructor Name
Joseph,Anita
Krishna,Varun
(eg: Research paper, homewk assignmt)
List measures used to assess learning: How Measured
(eg: Team semester project)
Yang,Jia Qi
Yu,Wen Wei
Done,Ashley
Hatami,Jaffar Bryan
Cheung,Yin Ming
Chiu,Calvin K
Buzdas,Kameron A
Calimpong,Gregory Adam
Course Assessment form, Aviation and Technology DepartmentTitle
Senior SeminarDianne Hall
SLO (eg: A2) SLO (eg: A7)
SLOs measured
Student Name
Wang,Aaron
Warren,Brandon Terell
Von Dran,Michael Vincent
Vue,Sarah Hli
Sullivan,Steven Robert
Tinajero,Oscar Abel Valencia
Singh,Ikjap
South,Christopher J
Rabanal,Jessa Lilyann
Rodriguez,Alfonso DeJesus
Olmez,Onur Sami
Pascobillo,Jon Paulo
Nguyen,Vu
Oliveros,Kevin Bascos
Nguyen,Bryan Nhat Huy
Nguyen,Calvin Duong
Mai,Kenny T
Mir,Ata
Lum,Sunny
Lien,Brendan Erling
Lorenzo,John Daren Cabebe
Demonstrate strong communication, critical thinking and interpersonal skills.
Use skills in team development, dynamics, and management to work as team players.
Demonstrate ethical behavior and concern for colleagues, society, and the environment.
Demonstrate leadership skills for a technology professional.
Semester
Fall 2014
Li,Michael
Liang,Feihu
Badran,Alan W
Baltar Jr,Pedro Sison
Borromeo,Paul Gerard
Lue,Daniel Chan
Program Review: GE Component: Department of Aviation and Technology
Part I: The department summarizes its involvement in GE over the past program planning cycle and any plans for the next program planning cycle. It also reflects on how well its courses contribute to their GE Area Goals and to the larger General Education Program Outcomes. (This summary and reflection shall be no more than two pages.) The department must also include an assessment schedule for all GE courses for the next program planning cycle.
Technology and Civilization (Tech 198) is an advanced general education course (Area V: Culture, Civilization & Global Understanding) in the College of Engineering at San José State University (SJSU) that is designed to introduce students to the realm of history and usage of technology in society from an international perspective and to increase their awareness of both the uncertainties as well as the promises of the utilization of technology as a creative human enterprise. Tech 198 is cross-listed with AE, ME, ENGR, and CMPE. During this review cycle, the department had another GE course, Tech 98; however, this course has been deactivated.
Tech 198—Technology and Civilization, was approved as a SJSU Studies course in the Earth & Environment area until Spring 2000. In Fall 2000, after a revision to the university General Education program, the course was approved in another SJSU Studies Area (Area V--Culture, Civilization & Global Understanding) allowing for more breadth in content and added opportunities for students to cultivate academic skills.
At SJSU, Tech 198 is required for several majors in the College of Engineering and the course provides assessment data for ABET and other accrediting bodies. Tech 198 is a required course for all BS Industrial Technology, BS Aviation, and BS Computer Engineering majors (prior to Fall 2014); in addition, it attracts students from other engineering majors and other majors at SJSU. This course is delivered in a novel way. It has a hybrid structure and is composed of three units that are delivered through self-paced multimedia CD (Units 1, 3, and 4), one unit that is delivered through WWW instruction (Unit 2), and three units that are delivered either through a traditional classroom model or using the Desire2Learn (D2L) course management system. This course is evaluated each semester under SJSU’s GE program guidelines. Table 1: Content, Title and Instructional Delivery Method for Each Unit in Tech 198 Unit Title of Unit
1 Nature of Science and Technology Multimedia 2 History of Technology Web-based 3 Technology and Work Multimedia 4 Technology and Gender Issues Multimedia 5 Technology Transfer and Cultural
Issues Lecture or D2L Online Module
6 Quality of Life Lecture or D2L Online Module 7 Ethics Lecture or D2L Online Module
The development and assessment of this course has been presented at various conferences including Frontiers in Education [1], American Society for Engineering Education annual conference [2][3], and the SALT conference [4]. In addition, the results of the assessment of this course has been published in several scholarly journals including the Journal of Technology Studies [5] and the Computers in Education Journal [6]. Tech 198 aligns with the GE goals for Area V. In addition, it contributes to the broader General Education program at SJSU. The faculty teaching this course work together to continuously improve this course based on the yearly assessment data. Also, we work on revising the master greensheet each year to improve the content, delivery, and student learning in the course.
1 P. R. Backer, “Implementation of a Hybrid Multimedia General Education Course in
Engineering,” in Proceedings of the 40th ASEE/IEEE FIE Conference, Arlington, Virginia, October 2010, Session S1D.
2 Backer, P.R. (2000). Effectiveness of a multimedia General Education course. ASEE Proceedings.
3 Backer, P. R. (2007). Assessment of multi-media and web-based instruction in a science-technology & society course (AC 2007-227). ASEE Proceedings.
4 Backer, P. R. (2012). Assessment Techniques Using A Course Management System for a General Education Course. Proceedings New Learning Technologies 2012 SALT Conference (February, 2012).
5 Backer, P.R. (2004, Spring). Using Multimedia to Teach a Class on Technology and Society. Journal of Technology Studies. 30(2), 70-79.
6 Backer, P. R. (2014). Effectiveness of an Online Writing System in Improving Students’ Writing Skills in Engineering. Computers in Education Journal, 5(1), 14-27.
General Education Assessment Schedule Area V: CULTURE, CIVILIZATION, & GLOBAL UNDERSTANDING Course Prefix and Number _Tech 198__ Course Title: __Technology and Civilization_______ Course Coordinator: _Patricia Backer____________ email: [email protected]_____ Submission Date: __10/19/15________ College:____Engineering_______________ Instructions: Each GE assessment schedule must indicate the plan for assessing all SLOs during the program planning cycle. Departments may assess any combinations of SLOs in a given year, but they must assess all GE area SLOs in a program review cycle. Some assessment of the course is required each academic year.
GE Student Learning Objective When will this SLO be assessed?
SLO 1: Students shall be able to compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S.
AY 2014-2015; AY 2017-2018
SLO 2: Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture.
AY 2015-2016; AY 2018-2019
SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures.
AY 2016-2017; AY 2019-2020
Other: (optional; e.g. diversity, writing)
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SAN JOSE STATE UNIVERSITY Department of Aviation and Technology
AE/ME/CMPE/ENGR/TECH 198--Technology and Civilization COURSE OUTLINE Fall 2014
REVISED 9/25/14 Instructor: Patricia Ryaby Backer Phone: 924-3214 EMAIL: [email protected] Office: Engr 494 Location: Online only Office hours: Please email me for an appointment. In Fall 2014, Tech 198 Section 1 will be caught as an online class. More details about the structure of the class are given below. This class meets the SJSU Studies Area V requirement Catalog Description History, development, and use of technology in different cultures. Technology’s impact on society, global environment, the workplace, cultural values, gender roles, and newly industrialized countries of the world. (Prereq: Upper division standing, passage of WST and CORE GE). 3 units. Tech 198 is crosslisted with ME, AE, ENGR, and CompE Prerequisite: For students beginning continuous enrollment in Fall 2005 or later, completion of, or co-registration in, a 100W course is required for enrollment in all SJSU Studies courses. Courses used to satisfy Areas R, S, and V must be taken from three separate SJSU departments, or other distinct academic units {having own HEGIS Code}).
Purpose of Course
Technology and Civilization is an SJSU Studies courses (formerly, advanced general education course) in Area V: Culture, Civilization & Global Understanding that is designed to introduce students to the realm of history and usage of technology in society from an international perspective and to increase their awareness of both the uncertainties as well as the promises of the utilization of technology as a creative human enterprise. TECH 198 provides a comprehensive overview of the human dimension of technological change as it continually molds and shapes the nature of our culture, social institutions, and the global environment. While science and technology are often decried as pervasive agents of social change, this course focuses on the role individuals can play in the management and control of technological forces toward human achievement. Emphasis is given to the chronology of technology and its role in shaping human history. The perspective is to regard technology both as affecting and being affected by culture. This focus should help you broaden your view of technology and its role and effect on society. This course builds upon basic skills in reading, writing, speaking, critical thinking, and research; and knowledge from Core GE to give you a comprehensive view of the interaction of technology and society. General Course Goals for Tech 198
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1. Describe the core concepts of science and technology in contemporary society (Unit 1 multimedia activities on science and technology)
2. Compare the development and use of technology in various countries around the world (Research Exercise).
3. Analyze the interactions between gender, culture and technology in the history of technology (Unit 4 multimedia activities on Gender and Technology).
4. Describe the societal and technological relationships between gender and work (Unit 3 multimedia activities on Technology and Work).
5. Analyze the mechanisms of technology transfer and its effects on other countries (technology transfer class activities)
6. Analyze technological developments, issues, and trends with respect to how these have altered the overall quality of life (QOL) in the United States and in other nations (QOL class activities).
7. Review several contemporary technology innovations and developments and the ethics associated with responsible technology decision-making both for the United States as well as for other countries (Ethics class activities).
Student Learning Objectives for Area V of SJSU Studies (Advanced GE) Students shall be able to: 1. compare systematically the
ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.;
Research Exercise 2 will assess this learning objective. In addition, the following multimedia activities relate to this learning objective: Attitudes of, and about, women in technology (Section 5—Technology and Gender), Women working around the world (Section 4—Technology and Gender).
2. identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture;
The web-based unit on the history of technology addresses this learning objective. Several sections of the multimedia relate to this learning objective: Assembly line (Section 5—Technology and work), The Nature of Work Today (Section 7—Technology and work)
3. explain how a culture outside the U.S. has changed in response to internal and external pressures.
Research Exercise 1 will assess this learning objective. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender).
Textbook
Markert, L. R., & Backer, P. R. (2010). Contemporary Technology. Innovations, Issues and Perspectives (5th ed.). Tinley Park, IL: Goodheart-Willcox. Other Materials
(1) Criterion: For this class, you will need to need to log into the class website on the Criterion® Online Writing Evaluation Service. The Criterion® Online Writing Evaluation service provides students with reliable evaluations of English-language essays. It delivers immediate score reporting and diagnostic feedback that students can use to revise and resubmit their essays. To access Criterion, you should go to the website,
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https://criterion.ets.org and log in. The Class Access Code for Tech 198 is: DEY8 - K25Y; the Class Full Name is: Tech 198 Fall 2014.
(2) Multimedia: There are four different versions of the multimedia available: a Windows version, a Mac OS multimedia CD, a Word version, and an iBook version. The Mac OS multimedia does not work with the most recent MAC operating systems (OS X Lion and OS X Mountain Lion). You can download the multimedia and word versions or pick the CDs up from the Department of Aviation and Technology office in Industrial Studies 111. For this class, there are three CD-ROMs. All the multimedia versions are available on Box.com. You will be receiving an invitation to join the box.com group in order to download the multimedia.
Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 1. The nature of science and technology [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU.
Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 3. Technology and work [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU
Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 4. Gender and Technology [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU
(3) Web-based material: Backer, P. R. (2011). The history of technology [WWW online
module]. San Jose, CA: The Department of Aviation and Technology, SJSU. Available at: http://www.engr.sjsu.edu/pabacker/history/
Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/. Accommodation to Students' Religious Holidays San José State University shall provide accommodation on any graded class work or activities for students wishing to observe religious holidays when such observances require students to be absent from class. It is the responsibility of the student to inform the instructor, in writing, about such holidays before the add deadline at the start of each semester. If such holidays occur before the add deadline, the student must notify the instructor, in writing, at least three days before the date that he/she will be absent. It is the responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to
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make up the work missed. See University Policy S14-7 at http://www.sjsu.edu/senate/docs/S14-7.pdf. American with Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. The San Jose State University Accessible Education Center (AEC), formerly known as the Disability Resource Center (DRC), Division of Student Affairs, is a comprehensive center providing both students and employees with accommodations and services. The contact information for the AEC is below. Accessible Education Center One Washington Square, ADMIN 110 San Jose, California 95192-0168 408-924-6000 [email protected] Academic integrity statement (from Office of Student Conduct and Ethical Development): Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct. Each multimedia assignment (Units 1, 2, 3, and 4), the ethics Canvas assignment (Unit 7), all CANVAS assignments and both research exercises will be submitted to your instructor by email and through the CANVAS dropbox. Your essay will be reviewed for Plagiarism through CANVAS. Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus. Evaluation 1. Weighted Criteria Percentage a. Unit Activities. Each unit includes 40 various activities, discussion questions, and responses. b. Research Exercise 1 First draft of RE1 with Criterion certificate 5 Final version of RE 1 (minimum 1250 words, approx. 5 pages D.S.) 20 c. Research Exercise 2 First draft of RE2 with Criterion certificate 5 Final version of RE 2
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(minimum 1250 words, approx. 5 pages D.S.) 20 d. Final Exam (Oral presentation) 10 2. Due dates are listed on the attached Course Schedule. Reading assignments that are
pertinent to individual units are listed on the Course Schedule. It is your responsibility to keep current and read all relevant assignments before they are used in class.
3. Research exercise assignments will not be accepted late. Exceptions will be made
to this policy only in emergency situations. Please call or email Dr. Backer as soon as possible.
4. All work completed should be written in proper English. Work that is not done in an
acceptable manner will receive no credit. All assignments will be reviewed for grammar and sentence structure before they will be
reviewed for content. If your assignment is returned for an excessive number of grammatical errors, you will receive a zero on the assignment. You will be allowed to rewrite and resubmit it. Your instructors strongly recommend that you use the online writing program, ETS Criterion, to review your work before you submit it. To access Criterion, you should go to the website, https://criterion.ets.org/student/ and log in. The Class Full Name is Tech 198 Fall 2014 and the class access code is DEY8 - K25Y.
5. Grade distribution. The final grade distribution will be as follows: 93-100 A; 90-92 A-88-
89 B+; 83-87 B; 80-82 B-; 78-79 C+; 73-77 C; 70-72 C-; 69 D+; 65-68 D; below 65 F 6. This greensheet is subject to change with fair notice. Submission of Assignments Each assignment should be uploaded to the correct CANVAS dropbox. Since there are over 90 students enrolled in this class, it is critical that you name your assignments in the correct manner. Otherwise, you may not receive credit for your assignments. The correct format is Lastname_Firstname_assignment name. For example, if I was a student in the class and submitted unit 1A, I would name my submission: Backer_Patricia_unit1A.doc (since I saved it in Word .doc format) Description of Major Activities in this Course The class work portion of your grade includes all individual and group written and oral activities completed in class. Additionally, this category includes any homework, quizzes, and/or ancillary assignments. Over the course of the semester, you will write the equivalent of at least ten pages, double-spaced. The Unit activities include all online and multimedia activities for Units 1, 3, and 4; the CANVAS activities for Units 5, 6, and 7; and the Unit 2 History of Technology Web Tutorial.
• Multimedia Activities, Units 1, 3, and 4. Unit 1 (The Nature of Science and Technology), Unit 3 (Technology and Work), and Unit 4 (Gender and Technology) will be completed as self-paced multimedia activities. Each of these multimedia units has multiple
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sections. At the end of each section is a class activity. Each of these class activities must be submitted to your instructor by the due date indicated in the attached schedule. Your work on the multimedia class activities will be included in your class work grade.
• Unit 2 History of Technology Web Tutorial. This unit has been developed as a multimedia learning experience for students. The History of Technology web tutorial is divided into three major sections: Technology in the Middle Ages, Chinese Contributions to Technology, and Islam Spain and the History of Technology. This web tutorial is available at http://www.engr.sjsu.edu/pabacker/history/. At the end of the web-based tutorial, you will complete a class activity available online.
• Online activities. Three of the units in this class are available online on the CANVAS website. These three units are: Unit 5--Technology Transfer and Cultural Issues, Unit 6—Quality of Life Issues, and Unit 7--Ethics. In each of these units, you will have homework/classwork activities. The CANVAS activities are available on the class website.
Research Exercises In this class, you must complete two research exercises instead of one research paper. For each research exercise, the class will be given a topic or an article (or articles) related to the content of this class. There are detailed instructions for each research exercise—these are available on the CANVAS website. Research exercise 1 will focus on how a culture outside the U.S. has changed in response to the internal and external pressures related to technology. Research exercise 2 will require you to compare technological developments from at least two different countries (other than the U.S.). The narrative for each of the research exercises must be at least 5 pages double-spaced (1,250 words each). Detailed instructions for both research exercises are available on the CANVAS website. Please review these instructions and email your professor if you have any questions.
All research exercise will be submitted first to ETS Criterion before submitting them to me. This program should be used to improve your writing prior to final submission for grading. You may submit your writings to ETS Criterion as many times as you would like prior to the due date to improve your score on the final product. As such, you should begin working on assignments early so that you will have time to work with ETS Criterion to fix any errors in the writing prior to being graded. You will be graded down for any fixable errors that you did not fix that Criterion pointed out.
Research Exercise 1 Due Dates
• 9/19/14 9/22/14, Research Exercise 1 Draft 1 DUE: By 6:00 pm, you must submit your rough draft to Criterion. You can submit your essay to Criterion multiple times. You must submit your draft to Criterion; and email your first draft of your research exercise and your reference articles to Dr. Backer by 6:00 pm.
• 10/10/14: You will receive content feedback on your essay from Dr. Backer. • 10/21/14, Research Exercise 1 Final Paper DUE: You should email your final draft of
your research exercise (along with any additional reference articles) to Dr. Backer by 10:00 am. Also, you should submit your research exercise to Criterion and fix any fixable errors. You should also submit a copy of your Research Exercise 1 Final Paper to the CANVAS dropbox by 10:00 am.
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Research Exercise 2 Due Dates • 11/7/14 11/14/14, Research Exercise Draft DUE: By 6:00 pm, you must submit your
rough draft to Criterion. You can submit your essay to Criterion multiple times. You must submit your draft to Criterion; and email your first draft of your research exercise and your reference articles to Dr. Backer by 6:00 pm.
• 11/30/14: You will receive content feedback on your essay from Dr. Backer. • 12/5/14, Research Exercise 2 Final Paper DUE: You should email your final draft of
your research exercise (along with any additional reference articles) to Dr. Backer by 6:00 pm. Also, you should submit your research exercise to Criterion and fix any fixable errors. You should also submit a copy of your Research Exercise 1 Final Paper to the Canvas dropbox by 6:00 pm.
Final Exam (Oral Presentation) Your final exam will require you to synthesize the topics and materials covered in the course. Your final exam will be a Powerpoint presentation. You will complete an individual oral presentation. More information about the exam is available on the CANVAS website for this class. Class Format Tech198 is organized as a series of units or instructional topics. Within each unit there are objectives, assigned readings, activities, media, and evaluation measures. The units are NOT covered in the order they are listed here. Check the course schedule and the CANVAS course web site for the order and dates for each unit. Your instructor is hopeful that you will ultimately become enthusiastic about the material presented within the realm of this field, and that you will be willing to share your ideas with your fellow classmates throughout the coming term.
Outline of Course Content and Unit Objectives
Unit 1: Nature of Science & Technology Objectives:
a. Contrast the concepts of science and technology. b. Describe the evolution of “modern science” as a Western construct. c. Contrast several prevailing attitudes toward technological changes and innovations. d. Illustrate an example of technology dependence and technology traps.
This unit has been developed as a multimedia learning experience for students. It has five sections: What is Science? What is Technology?, Attitudes Toward Technology, Technology Dependence and Technology Traps, and Impact of Technology on Society. Refer to Canvas for details on how to complete this activity.
Textbook Readings Markert & Backer, ch. 1 [Science, Technology and Society] Markert & Backer, ch. 11 [Social Response to Technological Changes] Unit 2: The History of Technology and Culture Objectives:
a. Analyze the development of technology over time and in different cultures. b. Synthesize the contributions of China and Islam to modern science and technology.
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c. Describe Western and non-Western contributions in the history of technology. This unit has been developed as a web-based multimedia learning experience for students. It has these three main sections: Technology and China, Technology and Islam, and Medieval Technology in Europe. Refer to Canvas for details on this activity. Unit 3: Technology and Work Objectives: a. Compare two of the three theories about the start of the Industrial Revolution (the
"invention" theory, the "capitalist" theory, and the "cultural" theory). b. Describe how work has evolved since the Industrial Revolution and how technology has
influenced this evolution in the US and in other countries. c. Analyze the effect of Scientific Management on the workplace and the home. d. Describe the changes in technology and work since the Industrial Revolution and the
interplay of this history with other significant historical events. e. Analyze the effect of the work environment on different groups in society throughout the
history of “modern work.” f. Discuss the nature of industrial work in the Twentieth Century?
This unit has been developed as a multimedia learning experience for students. It has seven sections: The Industrial Revolution, Industrialization of Society in the 19th Century, Workplace of 1900, Scientific Management, The Development of the Assembly Line, Consumerism in the West, and the Nature of Work Today? Please refer to Canvas for details on how to complete this activity.
Textbook Readings Markert & Backer, ch. 6 [Manufacturing and Production Enterprises] Unit 4: Technology and Gender Issues Objectives: a. Characterize the gender-related contexts of technology development. b. Synthesize the stereotypes of "men's work" and "women's work" as they relate to
technology. c. Describe the impact of World War II on women in the workplace and the impact on
society. d. Contrast how work in the home has evolved as compared to work in the marketplace. e. Analyze the effects of technology on women from different cultures and societies.
This unit has been developed as a multimedia learning experience for students. It has six sections: Technology and Gender; Women at work before 1900; Women at work, 1900 to today; Women working around the world; Attitudes of, and about, Women in Technology; and Gender-based Technologies. Please refer to Canvas for details on how to complete this activity.
Unit 5: Technology Transfer and Cultural Issues Objectives: a. Discuss the culture-related contexts of technology development. b. Describe the mechanisms of technology transfer. c. Analyze possible uses of technology transfer among countries.
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d. Compare technological problem solving using “technology fixes” versus social engineering.
This unit is an online unit in CANVAS. Textbook Readings Markert & Backer, ch. 7 [Technology Transfer] Markert & Backer, ch. 8 [Appropriate Technology] The relation between technology and culture by Patricia Backer available at
http://www.engr.sjsu.edu/pabacker/tech_culture.htm Canvas Articles (the following articles are available on the Canvas website) Dream machines - Cars in China (2005, June 4). The Economist. China's road death rate highest in world (2008, March 21). China News Daily. China's Car-Industry Slowdown Blip Before Next Boom. (2012, April 30). Advertising Age. Electric cars in China, Not yet. (2012, May 5). The Economist. Sales in China Fuel BMW's Profit (2012, May 3). The New York Times. Ding, M., Wang, Y., & Wang, S. (2011, May). An analysis of causes and countermeasures for
reconstruction and integration of automobile industry in China. Asian Social Science, 7(5), 215-218.
Unit 6: Quality of Life Issues Objectives:
a. Describe those elements that are essential to the QOL in societies around the world. b. Contrast opposing points of view to determine the effects of technology on the
environment. c. Describe the impact of technology on the quality of life of people from different countries
This unit is an online unit in CANVAS. Textbook Readings Markert & Backer, ch. 9 [Environmental Issues] Canvas Articles (the following articles are available on the Canvas website) Dempsey, J. X. (2009). Civil liberties in a time of crisis. Human Rights, 29(1), 8-10. Zinam, O. (1989). Quality of Life, quality of the individual, technology and economic
development, American Journal of Economics and Sociology, 48(1), 55-68. Learning to live with Big Brother (2007, September 17). The Economist. Unit 7: Technology Ethics and Society Objectives:
a. Describe several contemporary technology innovations and developments and the ethics associated with responsible technology decision-making.
b. Discuss the issues related to stem cell technologies c. Analyze the effect of information technology on individual and workplace privacy.
This unit is an online unit in CANVAS. Readings
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Markert & Backer, ch. 2 [Biotechnology] Markert & Backer [Information Technologies] Markert & Backer, ch. 12 [Social Institutions] Canvas Articles (the following articles are available on the Canvas website) Davis, H. B. (2004, Winter). Ethics in a digital age. Threshold, 18-21. Available:
http://i.ciconline.org/CiCWebResources/Articles/W04-ethics.pdf Lind, M. (2011). A framework for addressing ethics in the Digital Age. Information Systems
Educators Conference Proceedings, 28(1624). Available: http://proc.isecon.org/2011/pdf/1624.pdf
Myhrvold, C. (2012, August 3). Study Reveals a Confused View of Mobile Phone Privacy and Security. Technology Review. Available: http://www.technologyreview.com/news/428656/study-reveals-a-confused-view-of-mobile-phone/?nlid=nldly&nld=2012-08-03
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Schedule AE/ME/CMPE/ENGR/Tech 198 Fall 2014
Date Unit Topic Assignments Readings 8/29/14 Intro Introduction Discussion Board 9/5/14 1 The Nature of Science
and Technology Unit 1 Class Activities are due
9/12/14 2 History of Technology Unit 2 assignment due 9/19/14 Research Exercise Draft 1 due You must email your first draft of your research exercise and your reference articles. Also, you must
submit your draft essay to Criterion. The deadline is 6:00 pm on 9/19/14 9/26/14 9/29/14
7 Technology and Ethics Unit 7, Class discussion and class activity due
Markert & Backer, ch. 2 [Biotechnology]; Markert & Backer, ch. 12 [Social Institutions]; Markert & Backer [Information Technologies]
Additional articles on CANVAS website 10/3/14 Rewrites due for Units 1 (Nature of Science & Technology) and 2 (History of Technology) (if applicable) 10/10/14 Research Exercise 1 content feedback on Research Exercise Draft 1 essay will be emailed to you by Dr. Backer 10/10/14 3 Technology and Work
Part 1 Unit 3, Class Activities 1-4 due Markert & Backer, ch. 6 [Manufacturing and Production
Enterprises] 10/17/14 3 Technology and Work
Part 2 Unit 3, Class Activities 5-7 due
10/21/14 Research Exercise Final Draft 1 due
You must email your final draft of your research exercise and any additional reference articles. Also, you must submit your draft essay to Criterion. In addition, you must submit your research exercise to Canvas.
10/31/14 5 Technology Transfer Unit 5, Class activities due Markert & Backer, ch. 7 [Technology Transfer]; Markert & Backer, ch. 8 [Appropriate Technology] Additional articles on CANVAS website
11/7/14 11/14/14
Research Exercise 2 Draft 1 due
You must email your first draft of your research exercise and your reference articles. Also, you must submit your draft essay to Criterion. The deadline is 6:00 pm.
11/10/14 Rewrites due for Unit 7 (Technology and Ethics), Unit 3 (Technology and Work) if applicable 11/30/14 Research Exercise 2 content feedback on Research Exercise 2 Draft 1 essay will be emailed to you by Dr. Backer 11/14/14 4 Gender and Technology Unit 4, Class Activities due 11/21/14 6 Quality of Life Unit 6, Class Discussion Online, due
12/9/13, 6:00 pm Markert & Backer, ch. 9 [Environmental Issues] Additional articles on CANVAS website
12/5/14 Research Exercise 2 Final Paper Due
You must email your final draft of your research exercise and any additional reference articles. Also, you must submit your draft essay to Criterion.
12/10/14 Rewrites due for Unit 5 (Technology Transfer), Unit 4 (Gender and Technology) if applicable 12/16/14 Final Exam. Students must submit their final exam by 9:30 am on 12/16/14
General Education Annual Course Assessment Form Course Number/Title: Tech 198 Technology & Civilization GE Areas: V Results reported for Spring 2009: # of sections: 5 sections # of instructors: 3 instructors Results reported for Fall 2009: # of sections: 5 sections # of instructors: 2 instructors Results reported for Spring 2010: # of sections: 5 sections # of instructors: 3 instructors Course Coordinator: Dr. Patricia Backer E-mail: [email protected] Department Chair: Dr. Seth Bates, Aviation & Technology College: College of Engineering Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year. Part 1: To be completed by the course coordinator: (1) What SLO(s) were assessed for the course during the AY? Spring 2009: SLO 2: Students shall be able to identify the historical context of ideas and
cultural traditions outside the U.S. and how they have influenced American culture. Fall 2009: SLO 1: Students shall be able to compare systematically the ideas, values, images,
cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S.
Spring 2010: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures
(2) What were the results of the assessment of this course? What were the lessons learned from
the assessment? Spring 2009 Assessment of SLO 2. The web-based module on the history of technology has been most helpful in meeting this objective. It was first used in Fall 2000 and has been included in all sections of the class since. In addition to the web-based assignment, the instructors use other assignments to assess the students’ achievement of this learning objective. Several instructors include essay questions on the midterm that require students to address historical changes in social and individual attitudes to technology and the differences in these changes in Western versus Eastern cultures. Several instructors create research papers that assess the students’ achievement of this SLO (see Figure 3, Research Exercise 1). Also, there are embedded class activities on the multimedia CDs for this class that assess this SLO. The two following multimedia class activities relate to GE SLO 2: Assembly line (Unit 3, Section 5—Technology and Work) and The Nature of Work Today (Unit 3, Section 7—Technology and Work) Fall 2009 Assessment of SLO 1. Many of the readings in this class systematically look at technology and the values related to technology in different societies. Discussions and activities related to these articles allow students to identify the dynamics of various identities and see differences and similarities between these societies and modern American society. The instructors in this class use individual and group activities to discuss the points of view from different articles.
In addition to the assessment of student achievement through reading assignments and research exercises, the faculty use other activities to meet SLO 1. Several of the class activities on the multimedia CDs address this SLO. The following multimedia CD activities relate to GE SLO 1: What are the cultural aspects to scientific and technological literacy? (Unit 1, Section 3—The Nature of Science and Technology), Attitudes of, and about, women in technology (Unit 4, Section 5—Technology and Gender), Women working around the world (Unit 4, Section 4—Technology and Gender).
The results of the SLO assessment for SLOs 1 and 2 indicated that 80% of all the students in the course (from Spring 2009 to Fall 2009) successfully demonstrated that they met the SLOs assessed during those semesters (see Table I). A high percent of students received an “A” or “B” on their assignments covering these SLOs (59% in Spring 2009 and 71% in Fall 2009). Across all sections of this class, students performed at a higher level in meeting SLO 1. The instructors in this course surmise that this SLO is easier for the students to achieve since we conceptualize this SLO for this class as “Students shall be able to compare systematically the technological developments of people from more than one culture outside the U.S.” This SLO is at the core of this course; thereby, it is addressed in almost every class and activity done by the students.
TABLE I NUMBER OF STUDENTS AND DISTRIBUTION OF
STUDENT GRADES FOR SLO 2 AND 1
Spring 2009 SLO
2 assessment results
Fall 2009 SLO 1 assessment results
A 37 (26%) 89 (47%)
B 49 (34%) 45 (24%)
C 28 (19%) 17 (9%)
D 5 (3%) 3 (2%)
F 26 (18%) 34 (18%)
Spring 2010 Assessment of SLO 3. Research Exercise 1 is used by most instructors to assess this learning objective. Several sections of the multimedia (used by all instructors in this course) also address this learning objective: The Scientific Method (Section 4—The nature of science and technology), The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). One of the instructors also includes questions on his mid-term exam to assess student achievement of this SLO. Of the 162 students enrolled in this class in Spring 2010, 130 (80%) successfully demonstrated that they met this SLO
(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) We are revising the multimedia CDs used in the class this year and updating the materials on the CDs and the class activities. Part 2 To be completed by the department chair (with input from course coordinator as appropriate): (4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned? YES
General Education Annual Course Assessment Form
Course Number/Title ___Tech 198 Technology & Civilization___ GE Area __V_____________________
Results reported for AY __2010-2011____ # of sections ___10__________ # of instructors ______5_____
Course Coordinator: __Pat Backer________________ E-mail: [email protected]_____________
Department Chair: _Seth Bates_________________ College: __Engineering_________________
Part 1
To be completed by the course coordinator:
(1) What SLO(s) were assessed for the course during the AY? GE Area V SLO 1: 1. compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.
Ethics: this is a content goal related to ABET Outcome-F: “Understanding of professional and ethical responsibility.”
(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? GE Area V SLO 1 Assessment In Fall 2010, three different faculty taught at total of five sections of Tech 198. Overall, there were 101 students in the three sections. For Fall 2010, 71 out of the 101 students who were collectively enrolled in 3 sections of TECH 198 turned in their assignments related to GE SLO 1.
Identification Analysis Understanding Exemplary 27% 22% 23% Acceptable 57% 53% 52% Unacceptable 16% 25% 25%
In Spring 2011, three different faculty taught at total of five sections of Tech 198. We conducted a comprehensive assessment of GE SLO 1 in all five Spring 2011 sections. Overall, there were 178 students in the five sections. Nine students did not submit their assignments for this activity; all of these students received unacceptable assessments. For SLO 1, over 80% of the students met the criteria for all three indicators for GE SLO 1.
Total (169 students)
Identification of global and social factors
Analysis of global factors
Understanding and identification of the impacts of engineering solutions
Exemplary 86 77 80 Acceptable 58 61 59 Unacceptable 25 31 30 Accept & Exemplary 144 138 139 % Accept & Exemplary 85.2% 81.7% 82.2%
Ethics Assessment In Fall 2010, three different faculty taught at total of five sections of Tech 198. Overall, there were 101 students in the three sections. For Fall 2010 94 out of the 101 students who were collectively enrolled in 3 sections of TECH 198 94 turned in their assignments on the understanding of professional and ethical responsibility. Identification Considers Stakeholders Analysis Chooses Action Exemplary 31% 13% 14% 16% Acceptable 23% 28% 37% 38% Unacceptable 21% 24% 18% 17% For Spring 2011 out of the 178 students were collectively enrolled in 5 sections of TECH 198. Nine students did not submit their assignments for this activity; these students were excluded from this analysis. Overall, 169 students were assessed on ethics.
Total (169 students)
Identification Ethical Issues
Viewpoint of Stakeholders
Alternatives Presented
Chooses an action
Exemplary 57 52 40 31 Acceptable 79 83 74 70 Unacceptable 33 34 55 68 Accept & Exemplary 136 135 114 101 % Accept & Exemplary 80.5% 79.9% 67.5% 59.8%
(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.)
For GE SLO 1, over 80% of the students met the criteria for all three indicators; no modifications are planned in this course for this SLO. For ethics, 80% of the students met the criteria for the first two indicators (Identifies Ethical Dilemma and Considers Stakeholders) at an acceptable or exemplary level. Fewer students met the criteria for the second two indicators (Analyzes Alternatives and Consequences and Chooses an Action). Based on our assessment of Spring 2011 results, the Tech 198 instructor team will be revising the ethics content of the course to include more examples that analyze the alternatives and consequences. We will also revise the activities used to assess the ethics content component of this course.
Part 2
To be completed by the department chair (with input from course coordinator as appropriate):
(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?
All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment.
General Education Annual Course Assessment Form
Course Number/Title ___Tech 198 Technology & Civilization___ GE Area __V_____________________
Results reported for AY __2011-2012____ # of sections ___9__________ # of instructors ______6_____
Course Coordinator: ____Pat Backer________________ E-mail: [email protected]_____________
Department Chair: _____Seth Bates________________ College: _Engineering_________________
Part 1
To be completed by the course coordinator:
(1) What SLO(s) were assessed for the course during the AY? SLO 2: Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture.
(2) What were the results of the assessment of this course? What were the lessons learned from the assessment?
GE Area V SLO 2 Assessment
In Fall 2011, three different faculty taught at total of four sections of Tech 198. Overall, there were 121 students in the four sections. For Fall 2011, 96 out of the 121 students who were collectively enrolled in four sections of TECH 198 turned in their assignments related to GE SLO 2. In Spring 2012, five different faculty taught at total of five sections of Tech 198. We conducted a comprehensive assessment of GE SLO 2 in all five Spring 2012 sections. Overall, there were 171 students in the five sections. Thirteen students did not submit their assignments for this activity; all of these students received unacceptable assessments. For SLO 2, over 80% of the students met the criteria for all three indicators for GE SLO 2 (C or better).
Grade on SLO#2 assignment Fall 2011 Spring 2012 total
Percent of Total
Percent of Submitted
A, B 83 118 201 68.8% 79.1%
C 9 29 38 13.0% 15.0%
D or lower 4 11 15 5.1% 5.9%
did not submit assignment 25 13 38 13.0%
121 171 292
(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.)
Based on our assessment, the Tech 198 students are meeting SLO 2. Therefore no modifications are planned for the upcoming year.
Part 2
To be completed by the department chair (with input from course coordinator as appropriate):
(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?
All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment.
General Education Annual Course Assessment Form
Course Number/Title ___Tech 198 Technology & Civilization___ GE Area __V_____________________
Results reported for AY __2012-2013____ # of sections ___3__________ # of instructors ______2_____
Course Coordinator: __Pat Backer________________ E-mail: [email protected]_____________
Department Chair: _Seth Bates_________________ College: __Engineering_________________
Part 1
(1) What SLO(s) were assessed for the course during the AY?: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures. (2) What were the results of the assessment of this course? What were the lessons learned from the assessment? SLO 3 is assessed through several measures in the class. Research Exercise 1 assesses this learning objective. In Fall 2012, one faculty taught one large section of Tech 198 with 133 students. In Spring 2013, there were two sections of Tech 198, one with 104 students and one with 12 students. The small section is a special Tech 198 class for students in the Engineering Global Technology Initiative (See GTI section below). The table below shows an analysis of the students’ achievement on research exercise 1 for the two regular sections of Tech 198. 76% of the students who submitted the research paper received a grade of C or above.
Grade on Research Exercise 1 assignment Fall 2012
Spring 2013 total
Percent of Total
Percent of Submitted
A, B 49 34 83 35% 41% C 40 33 73 31% 36% D or lower 20 28 48 20% 23.5% did not submit assignment 24 9 33 14% 133 104 237
SLO 3 is also assessed through several class activities. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). Direct Measurement SLO 3 Performance criteria set at 70%, minimum percentage of students who should reach performance criteria
(excludes students who did not submit papers). Unit 3 class activities: 17 students in Fall 2012 and 7 students in Spring 2013 did not submit Unit 3.
• Assignment (The Industrial Revolution (Section 1—Technology and work)) –89.7% passed • Assignment (The Industrialization of Society in the 19th century (Section 2—Technology and work)) –
86% passed • Assignment (Scientific Management (Section 4—Technology and work)) – 87.3% passed
Unit 4 class activities: 43 students in Fall 2012 and 21 students in Spring 2013 did not submit Unit 4.
• Assignment (Women at work before 1900 (Section 2—Technology and Gender)) -- 85.5% passed
Based upon the Fall 2012 assessment of the class, the instructor instituted additional reminders to students in Desire2Learn and by email that increased the number of students turning in their classwork assignments in Spring 2013. GTI TECH 198, Section 3 (Spring 2013): Learning objective three was assessed through Unit Assignment two, an essay based on reading of the book Wild Swans, the story of change China in the Twentieth Century and how this change affected three generations of women in one family, and research exercise two, a paper based on change in China since Deng Xiaoping's reform program was implemented. This was an unusual class in that it was a small group selected to participate in the Global Technology Initiative China tour. On the first assignment all students fulfilled the assignment successfully (100%). On the second assignment 12 of 13 did so (92%). Writing Assessment: Based on the history of low writing skills in the class, the Fall 2012 instructor in Tech 198 piloted ETS Criterion in the class for the two research papers. The hypothesis was that the use of ETS Criterion would improve students’ writing in the class, therefore reducing the amount of time required to grade the students’ research papers. Also, the instructor changed both research assignments in the class. Students were required to submit a complete draft paper for each research exercise and a final paper. All papers had to be submitted to Criterion and the students had to fix all the fixable errors. Students in the Fall 2012 Tech 198 class were required to submit four research papers to Criterion for a grammar check: Research Exercise 1 Draft Paper, Research Exercise 1 Final Paper, Research Exercise 2 Draft Paper, and Research Exercise 2 Final Paper. 87 of the 134 students enrolled in the class submitted all four papers to Criterion. T-tests comparing the individual students’ grammatical errors were significant. A t-test comparing the number of errors on Research Exercise 1 draft with Research Exercise 1 Final paper was significant (p<0.001). A t-test comparing the students’ grammatical errors on the two papers for Research Exercise 2 was also significant (p<0.001). The average number of grammatical errors also was reduced over the course of the semester (see table below). When comparing the student grades on their final essays between the Spring 2012 and Fall 2012, the grades on both Research Exercise 1 (p<0.01) and Research Exercise 2 (p<0.01) were significantly higher for students in the Fall 2012 class. This analysis was presented at the American Society for Engineering Education annual conference in June 2013.
(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.)
Based on our assessment, the Tech 198 students are meeting SLO 3. The class will be taught again in Fall 2013 as one large lecture. We will continue to monitor student achievement of the SLOs to determine whether this model is acceptable.
Part 2 To be completed by the department chair (with input from course coordinator as appropriate):
(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?
All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment.
General Education Annual Course Assessment Form
Course Number/Title ___Tech 198 Technology & Civilization___ GE Area __V_____________________
Results reported for AY __2013-2014____ # of sections ___3__________ # of instructors ______2_____
Course Coordinator: __Pat Backer________________ E-mail: [email protected]_____________
Department Chair: _Seth Bates_________________ College: __Engineering_________________
Part 1 (1) What SLO(s) were assessed for the course during the AY?: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures.
(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? SLO 3 is assessed through several measures in the class. Research Exercise 1 assesses this learning objective. In Fall 2013, one faculty taught one large section of Tech 198 with 105 students. In Spring 2014, there were two sections of Tech 198, one with 60 students and one with 21 students. The small section is a special Tech 198 class for students in the Engineering Global Technology Initiative (See GTI section below). The table below shows an analysis of the students’ achievement on research exercise 1 for the two regular sections of Tech 198. 73% of the students who submitted the research paper received a grade of C or above.
Grade on Research Exercise 1 assignment Fall 2013
Spring 2014 total
Percent of Total
Percent of Submitted
A, B 36 17 53 32% 36% C 35 20 55 33% 37% D or lower 23 18 41 25% 27% did not submit assignment 11 5 16 10% 105 60 165
SLO 3 is also assessed through several class activities. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). Direct Measurement SLO 3 Performance criteria set at 70%, minimum percentage of students who should reach performance criteria
(excludes students who did not submit papers). Unit 3 class activities: 14 students in Fall 2013 and 8 students in Spring 2014 did not submit Unit 3.
• Assignment (The Industrial Revolution (Section 1—Technology and work)) –97% passed • Assignment (The Industrialization of Society in the 19th century (Section 2—Technology and work)) –
97% passed • Assignment (Scientific Management (Section 4—Technology and work)) – 91% passed
Unit 4 class activities: 13 students in Fall 2013 and 6 students in Spring 2014 did not submit Unit 4.
• Assignment (Women at work before 1900 (Section 2—Technology and Gender)) -- 97% passed
Based upon the AY201/2013 assessment of the class, the instructor instituted additional reminders to students in Canvas and by email that increased the number of students turning in their Research Exercise 1 and classwork assignments in AY 2013-2014. In AY 2012/2013, 14% of the students did not submit their final papers for Research Exercise 1. This number was reduced for AY 2013/2014; only 10% of the 2013/2014 students did not submit their final papers for Research Exercise 1. GTI Tech 198, Section 3, Spring 2014: Learning objective three was assessed through Unit Assignment two, an essay based on the book Wild Swans: Three Daughters of China, which demonstrates how radical political and societal changes affected three generations of women in China in the course of the 20th century, and Research Exercise two, a paper on Taiwan's development into a democracy and prospects for its future given its difficult relationship with the People's Republic of China. This was an unusual class in that it was a group of 21 students specially selected to participate in the Global Technology Initiative (GTI) trip to Taiwan in July. On the first assignment, 19 students (90 per cent) fulfilled the assignment successfully. One submission was sub-standard and another student failed to turn in the paper. On the second assignment, all 21 students completed the assignment successfully (100 per cent).
(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.)
Based on our assessment, the Tech 198 students are meeting SLO 3. The class will be taught again in Fall 2014 as one large lecture. We will continue to monitor student achievement of the SLOs to determine whether this model is acceptable.
Part 2 To be completed by the department chair (with input from course coordinator as appropriate):
(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?
All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment.
General Education Annual Course Assessment Form
Course Number/Title __Tech 198 Technology & Civilization____ GE Area __V________________________
Results reported for AY _2014-2015______ # of sections __4___________ # of instructors _____4_________
Course Coordinator: __Patricia Backer_________ E-mail: [email protected]_________________
Department Chair: __Seth Bates__________________ College: __Engineering_______________
Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by October 1 of the following academic year.
Part 1 To be completed by the course coordinator:
1. What SLO(s) were assessed for the course during the AY?
SLO 1: Students shall be able to compare systematically the ideas, values, images, cultural artifacts,
economic structures, technological developments, or attitudes of people from more than one culture
outside the U.S.
2. What were the results of the assessment of this course? What were the lessons learned from the
assessment?
All instructors asked the students to write research papers to access this SLO. One instructor had the
students write a research paper where students compare the ideas/beliefs of two non-US cultures about
GMO foods. Two instructors asked students to compare technological developments from at least two
different countries (other than the U.S.). The third instructor was for the special session in Spring 2015 for
the students in the Global Technology Institute (GTI) program. The instructor for the GTI class asked
students to write a reflection paper about their experiences traveling and living in Taiwan.
Section 1 2 3 4 ALL Percent
Exceeds 14 23 28 7 72 34.6%
Meets 27 39 34 7 107 51.4%
Fails 2 11 3
16 7.7%
did not submit 7 6
13 6.3%
TOTAL ASSESSED 43 80 71 14 208
3. What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) There are no modifications planned for this course other than minor changes based upon our continuous improvement model.
Part 2 To be completed by the department chair (with input from course coordinator as appropriate): 4. Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs),
Content, Support, and Assessment? If they are not, what actions are planned?
YES, They are. 5. If this course is in a GE Area with a stated enrollment limit (Areas A1, A2, A3, C2, D1, R, S, V, & Z), please
indicate how oral presentations will be evaluated with larger sections (Area A1), or how practice and revisions in writing will be addressed with larger sections, particularly how students are receiving thorough feedback on the writing which accounts for the minimum word count in this GE category (Areas A2, A3, C2, D1, R, S, V, & Z) and, for the writing intensive courses (A2, A3, and Z), documentation that the students are meeting the GE SLOs for writing.
There were two sections of this class which exceeded the 40 person limit. The instructors of each of these sections received department funding for student assistant support so that the students could receive feedback on the writing assignments throughout the semester.
2010 Accreditation Self‐Study Report
Bachelor of Science Industrial Technology
Department of Aviation and Technology
San José State University
Association for Technology, Management, and Applied Engineering
March, 2010
2010 ATMAE Self Study Bachelor of Science in Industrial Technology San José State University Concentration in Manufacturing Systems Concentration in Computer Electronics and Network Technology Table of Contents Introductory Materials
6.01 .............................................Preparation of Self‐Study Report
6.02....................................................... Philosophy and Objectives
6.03......................................................................Program of Study
6.04 ................................................................................Instruction
6.05....................................................................................... Faculty
6.06 ...................................................................................Students
6.07.......................................................................... Administration
6.08 ......................................................... Facilities and Equipment
6.09 .................................................................. Computer Systems
6.10 .................................................................. Financial Resources
6.11 .......................................... Library and Information Resources
6.12 ....................................................................Support Personnel
6.13 ...................................................................Placement Services
6.14 ............................................ Industrial Advisory Committee(s)
6.15 ............................................................ Educational Innovation
6.16 ...............................................................................Assessment
Supplementary Materials ..................(selected from Appendices)
INDUSTRIAL TECHNOLOGY RE-ACCREDITATION SELF-STUDY REPORT
I. The On-Site Visit A. Date of the Visit April 11-13, 2010 B. Visiting Team Members Dr. Jon Duff, Arizona State University (Team Chair) Dr. William Brauer, Bemidji State University Dr. Darren Olson, Central Washington University C. Current Accreditation Status of Program(s) Accredited II. General Information A. The Institution 1. Name and Address
San Jose State University One Washington Square San Jose, CA 95192-0061 2. Number of Students Enrolled (Fall, 2009, SJSU)
Total 31,280 Undergraduates 25,081
(includes 2nd baccalaureates and credential) Graduates 6,119
Full-Time Equivalent 23,887 3. Total Full-Time Equivalent Faculty (2008/2009) 1,134 4. Operating Budget, 2008-2009
General operating budget: $319 million Sponsored programs (grants and contracts): $37 million Private contributions: $11.3 million
San Jose State University’s instructional and operational budget is
primarily state-assisted. These funds are augmented by student fees, federal reimbursements, and self-supporting activities such as dormitory revenue, parking fees, and continuing education programs.
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5. Institutional Accreditation Organization(s) and Dates of Accreditation:
San Jose State University received its first institutional accreditation from the Association of American Universities in 1942 and continued to be reviewed by that group until AAU ceased to function as an accrediting unit in 1949. From that point through 1962, the University was accredited by the Western College Association. Since 1962, SJSU has been accredited by the Western Association of Schools and Colleges (WASC), the principal accrediting commission for the Western region of the United States, under the auspices of COPA (Commission of Post-Secondary Accreditation). SJSU’s most recent comprehensive accreditation review occurred in March, 2007, at which time its accreditation was reaffirmed.
In addition to holding accredited status by WASC, San Jose State
University also holds individual program accreditation from twenty five specialized accrediting agencies together with recognition and licensure from several boards.
6. History of Accreditation by the Association of Technology Management
and Applied Engineering (ATMAE, previously NAIT)
The Bachelor of Science degree in Industrial Technology was one of the first three institutions to be granted accreditation under NAIT in the late 1960s. Our second accreditation by the National Association of Industrial Technology was in 1974-75. Subsequent site visitations for re-accreditation occurred in 1980, 1985 and 1990. A 1985 review took place following NAIT’s approval of the Division of Technology’s request for a one-year extension to the visit date originally scheduled for 1984. The BS in Industrial Technology received full accreditation when it was re-accredited in 1990. In 1996, the BS in Industrial Technology again underwent re-accreditation. In October 1996, the degree was granted Accreditation-Provisional for a period of six years with a report due by September 1, 1998. SJSU submitted its report in 1998 and was granted Accreditation-Full through October 2002. In October 2001, NAIT approved a one-year extension to the visit date originally scheduled for 2002. In October 2002, the degree was granted accreditation for a six year period. In Fall of 2008, the Department of Aviation and Technology requested a one-year extension to the 2009-2010 AY due to significant curriculum changes that were in process. That extension was granted. The Department is currently undergoing university program review of all degree programs (BS Industrial Technology, BS Aviation, and MS Quality Assurance) along with the accreditation review of the BS Industrial Technology.
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7. Administration of the Institution:
San Jose State University is one of twenty-three campuses in the California State University (CSU) system with 407,000 students and 44,000 faculty and staff. The CSU is governed by a 25 member Board of Trustees that establishes system-wide policies. Executive responsibility for the management of San Jose State University is vested in the President (Dr. Jon Whitmore) whose full time responsibility is to this campus. The President’s administrative superior is the Chancellor of the CSU. As appropriate, the President delegates specific duties and responsibilities to members of the campus administration.
There are four principal administrative divisions in the University:
Academic Affairs, Administration and Finance, University Advancement, and Student Affairs. Each of the administrative heads reports directly to the President. The chief academic officer is the Provost and Vice President for Academic Affairs, Dr. Gerry Selter. The Academic Senate and the President’s Advisory Board assist the President with campus-related policy decisions.
Effective faculty participation in campus governance is a reality at San
Jose State University. It is accomplished through departmental and school committees, the Academic Senate (two-thirds of whose members are faculty), and the Senate’s policy and operating committees/special boards. The Academic Senate is influential in the formulation of policies and procedures concerning the areas of education, faculty affairs, student affairs, budgetary matters and finance. Senate policy and recommendations become University policy when approved by the President. There are six policy committees of the Academic Senate: Executive Committee; Committee on Committees; Curriculum and Research Committee; Instruction and Student Affairs Committee; Organization and Government Committee; and Professional Standards Committee. Reporting to the policy committees are thirteen operating committees including Affirmative Action Committee, All University Teacher Education Committee, Assessment Committee, Continuing Education Committee, Graduate Studies and Research Committee, Improvement of Instruction Committee, Institutional Review Board -- Human Subjects, International Programs and Students Committee, Program Planning Committee, Student Evaluation Review Board, Student Fairness Committee, Student Success Committee, and Undergraduate Studies Committee.
8. Major Academic Units within the Institution
Within the institution, San Jose State University’s academic structure consists of seven Colleges, each of which is administered by a Dean
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who reports to the Provost. Through its eight colleges, the university offers 69 bachelor's degrees with 81 concentrations and 65 master's degrees with 29 concentrations. The Fall 09 list of all departments and majors can be found at <http://info.sjsu.edu/web-dbgen/catalog/degrees/all-degrees.html>
Open University is administered by a Dean who also reports to the Provost. This entity is responsible for Winter session, Open University offerings, and Extended Education programs. More recently, summer session courses are provided independent of State support and are administered through Open University. Curricular policies and recommendations related to General Education and Special Majors are administered by the Office of Undergraduate Studies headed by an Associate Vice President. All Graduate programs are coordinated through the Office of Graduate Studies and Research, also headed by an Associate Vice President. Graduate degrees do, however, reside in their individual departments.
9. Institutional Mission:
SJSU’s mission statement attests to the comprehensive nature of the University, its place in an urban, high technology center where a majority of its students are commuters, and the importance of its ethnic and cultural diversity. The statements stress the primacy of the arts, humanities, sciences, social sciences, and technological education and further stress the importance of General Education across all academic disciplines. Our mission and goals provide both continuity with a richly embroidered past as well as direction for a vibrant future. SJSU’s Mission statement is provided below. The full Mission and Goals statement are provided in Section 6.2 of this Self-Study.
SJSU Mission
(http://www.sjsu.edu/about_sjsu/mission/)
SJSU's Mission In collaboration with nearby industries and communities, SJSU faculty and staff are dedicated to achieving the university's mission as a responsive institution of the state of California: To enrich the lives of its students, to transmit knowledge to its students along with the necessary skills for applying it in the service of our society, and to expand the base of knowledge through research and scholarship.
10. Relationship of Institution to Superior Governing Body:
San Jose State University is a mature educational institution with a long and successful history. It is the oldest public institution of higher education in California. San Jose State University is part of the California State University. The CSU is comprised of 23 campuses that provide instruction in the liberal arts and sciences as well as in applied
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fields that require more than two years of college education. The CSU may also offer the doctoral degree jointly with the University of California or another private university. Responsibility for The California State University is vested in the Board of Trustees, consisting of ex-officio members, alumni and faculty representations, and members appointed by the governor. The Trustees appoint the Chancellor, who is the chief executive officer of the system, and the Presidents, who are the chief executive officers of the respective campuses.
The Trustees, Chancellor, and Presidents develop system-wide policy,
with actual implementation at the campus level taking place through broadly based consultative procedures. The Academic Senate of The California State University, made up of elected representatives of the faculty from each campus, recommends academic policy to the Board of Trustees through the Chancellor.
B. Administrative Unit(s) Information
1. Name and Address of College and/or Department Administrative Unit(s)
The Department of Aviation and Technology is one of seven departments administered within the College of Engineering. Office locations are given below.
The College Office telephone number is (408) 924-3800. The Department Office telephone number is (408) 924-3190 College of Engineering San Jose State University Engineering room 493 San Jose, CA 95192-0080 Department of Aviation and Technology San Jose State University Industrial Studies room 111 San Jose, CA 95192-0061 2. Name(s) of Dean and/or Department Head:
The College of Engineering is administered by Don Beall Dean of Engineering Dr. Belle W. Y. Wei. The Department of Aviation and Technology is chaired by Dr. Seth P. Bates.
3. Names of Other Departments/Schools in Administrative Unit:
College of Engineering Unit & Office Location
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Department of Chemical and Materials Engineering, Engr 385, Chair: Dr. Gregory Young
Department of Civil and Environmental Engineering, Engr 284, Chair: Dr. Udeme Ndon
Department of Computer Engineering, Engr 284, Chair: Dr. Sigurd Meldal
Department of Electrical Engineering, Engr 349, Interim Chair: Dr. Avtar Singh
Department of Mechanical and Aerospace Engineering, Engr 310, Chair: Dr. Fred Barez
Department of Industrial and Systems Engineering, Engr 283, Chair: Dr. Yasr Dessouky
4. Name of Program Head(s):
The Department of Aviation and Technology offers two undergraduate degrees and one graduate degree: the Bachelor of Science in Industrial Technology, the Bachelor of Science in Aviation, and the Master of Science in Quality Assurance. The Department Chair, Dr. Seth P. Bates, is responsible for the administration of each of these degree programs. Dr. Ali Zargar is the graduate coordinator for the Masters degree program.
5. Names and Titles of Others with Program Administration and/or
Coordination Responsibility
Dean Belle Wei meets regularly with the College of Engineering Council of Chairs to furnish current information concerning College business and to solicit their input with regard to his administration. She works closely with three Associate Deans in the College: Dr. Ahmed Hambaba, Associate Dean for Graduate & Extended Studies, Dr. Emily Allen, Associate Dean for Undergraduate Studies, and Dr. Guna Selvaduray, Associate Dean for Research. The college also has a variety of elected faculty committees (e.g., Retention, Tenure & Promotion; Curriculum; Student Affairs; Sabbatical; Assessment Task Force/ABET). Committee membership normally reflects representation from the academic units within the College. These committees make recommendations to the Dean with reference to the tasks they are assigned to fulfill.
6. Titles of Degrees, Programs, and Concentrations for which
Accreditation is Being Requested:
Degree: Bachelor of Science in Industrial Technology Concentrations: Computer Electronics & Network Technology (CENT) Manufacturing Systems
INDUSTRIAL TECHNOLOGY RE-ACCREDITATION SELF-STUDY REPORT
6.1 Preparation of Self-Study Report Self-Analysis: The Self-Study Report shall follow the guidelines and be completed by a representative portion of the institution’s administrative staff, teaching faculty and students.
The report conforms to the guidelines from the 2009 ATMAE Accreditation
Handbook. All faculty members, administrators, and students who contributed to this
document were asked to provide an honest assessment of both the strengths and
limitations of our Industrial Technology programs. Faculty representatives include
both full-time and part-time instructors in the Department of Aviation and Technology.
The accreditation review cycle is matched to the SJSU internal program review cycle
and the department chair has consulted with the campus program review liaison
during the development of this report. The campus program review document is due
to be submitted in the Fall of 2010, following review and action by the ATMAE Board
of Accreditation. Administrators at the department, college, and university levels
made their opinions available for this review. The department faculty was
responsible for compiling this self-study. Student representation in the report came
from currently enrolled majors as well as a broad spectrum of graduates of the
program. It is the consensus of these groups that the Bachelor of Science degree in
Industrial Technology complies with the ATMAE standards for accreditation and
therefore merits your recommendation for full accreditation.
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6.2 Philosophy and Objectives
6.2.1 Mission: The department, college, and institutional missions shall be compatible with the approved definition of Industrial Technology.
According to the ATMAE approved definition, Industrial Technology consists of
degree programs of study designed to prepare management-oriented technical
professionals. Significant portions of the SJSU and College of Engineering mission
and goals statements are directly supportive of the approved focus and intent of the
Industrial Technology programs.
SJSU Mission and Goals Statement.
http://www.sjsu.edu/about_sjsu/mission/
SJSU's Mission
In collaboration with nearby industries and communities, SJSU faculty and staff are dedicated to achieving the university's mission as a responsive institution of the state of California: To enrich the lives of its students, to transmit knowledge to its students along with the necessary skills for applying it in the service of our society, and to expand the base of knowledge through research and scholarship.
Goals
For both undergraduate and graduate students, the university emphasizes the following goals:
• In‐depth knowledge of a major field of study.
• Broad understanding of the sciences, social sciences, humanities, and the arts.
• Skills in communication and in critical inquiry.
• Multi‐cultural and global perspectives gained through intellectual and social exchange with people of diverse economic and ethnic backgrounds.
• Active participation in professional, artistic, and ethnic communities.
• Responsible citizenship and an understanding of ethical choices inherent in human development.
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The SJSU mission statement includes the following: “To enrich the lives of its
students, to transmit knowledge to its students along with the necessary skills for
applying it in the service of our society.”
College of Engineering Mission and Vision
Mission (COE Website, January 2010)
The college mission is to educate new engineers for the new century, who are technically excellent, broadly educated, and socially responsible.
Vision
To be a learning community that empowers its students to better the world through innovative applications of engineering knowledge and skills.
Learn Engineering Knowledge and Skills
By deepening students’ understanding of engineering fundamentals, scientific knowledge, and analytic concepts and methods as well as providing them with engineering skills.
To sharpen students’ grasp of foundational scientific theories by linking them to engineering applications.
To provide students cutting‐edge engineering knowledge and skills that reflect current and future engineering practices.
To instill in students the love of learning through active engagement with teachers both inside and outside classrooms.
To develop students’ intellectual capabilities through inquiry‐based teaching and learning.
Develop Innovative Applications
By providing students opportunities and tools to develop innovative solutions to significant societal and technological problems
To guide students to identify current and future problems and understand their social and economic contexts.
To teach students to think creatively and methodically and cultivate their creative processes to “see” beyond limits and boundaries.
To encourage and teach students to reach across their major fields of study for integrated solutions to real‐world problems.
Better the World
By fostering students’ moral commitment to use their education in a way that benefits not only themselves but also the world.
To educate students on the unique role that engineering plays in the advancement of society: building infrastructure, advancing technologies, expanding possibilities, and developing solutions.
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To foster students’ understanding of the complexity and interconnectedness of the global society of the 21st century.
To help students grasp the future trends of the world and the challenges and opportunities it will present.
The five attributes listed under the College of Engineering’s Vision for its graduates
are also compatible with the definition of Industrial Technology. They read: “A
college whose graduates are well prepared for careers in engineering and other
fields, and for graduate study because of their:
• Skill in applying engineering theory to the design and development of products, and processes for their manufacture/construction;
• Strong communication, critical thinking and interpersonal skills;
• Proficiency in information technology;
• Ability to work as team players; and
• Ethical behavior and concern for colleagues, society, and the environment.”
(http://www.engr.sjsu.edu/about/vision-and-mission)
Dr. Belle Wei was appointed Dean of the College of Engineering in August 2002.
She continues to develop a sense of unity and cooperation among the college’s
departmental units. The Council of Chairs for the College of Engineering has
expanded on the mission statement to create three long-range goals for the College.
These goals are compatible with the goals of the Industrial Technology programs.
The current mission statement for the Bachelor of Science in Industrial Technology
and the lists of goals to support the technological core and each area of
concentration were revised during Spring and Fall 2008 along with the redesign of
the curricula, and reviewed during the Spring 2009 semester as part of our most
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recent curriculum revisions. They serve to define our curricular profile and our role
within the university community and the community served by the programs. They
are supportive of the definition of Industrial Technology. The Department Missions
and Goals, both for all students and for the two areas of concentration, are listed
below.
Department of Aviation and Technology Missions and Goals
Department of Aviation and Technology Mission Statement
To be a leading provider of high quality, practice‐oriented aviation and industrial technology graduates through excellence in education, research, and scholarship.
MISSION – Industrial Technology Programs
The BS in Industrial Technology degree programs in the Department of Aviation and Technology are designed to provide students with an opportunity to develop in‐depth knowledge and ‘hands‐on’ experience in basic and advanced industrial processes and procedures. In each of the two areas of concentration, students will:
• Develop in‐depth technical skills in either manufacturing systems or in computer electronics and network technology
• Demonstrate strong communication, critical thinking and interpersonal skills
• Apply a knowledge of current programming languages to industrial problems
• Use skills in team development, dynamics, and management to work as team players
• Demonstrate ethical behavior and concern for colleagues, society, and the environment
• Develop familiarity and skills in the organization and management of industrial enterprises.
• Learn about the product life cycle and how products are manufactured.
• Learn to apply knowledge to the planning, implementation, and management of industrial and service sector operations.
• Demonstrate leadership skills for a technology professional
MISSION – Manufacturing Systems concentration
The BSIT with concentration in Manufacturing Systems prepares the student for careers in manufacturing engineering and management, with a strong focus on the transition to green design and sustainable manufacturing operations – designing and planning processes, supervising production, and managing industrial workplaces. Our degree programs are designed to provide the student with both in‐depth knowledge and hands‐on experience in basic and advanced industrial and business processes, technology management, manufacturing procedures, and the knowledge and technologies to direct the transition to a green and sustainable economy.
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In this concentration, the student will:
• Demonstrate skills in the design, development, implementation, and management of manufacturing processes and systems
• Apply knowledge and skills to address issues of sustainability and reducing the environmental footprint of manufacturing activities
• Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and settings
• Use the principles of production scheduling & planning in an industrial environment
• Analyze, design, and implement facilities for sustainable manufacturing operations
• Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and Materials Resource Planning (MRP)
• Apply the principles of Lean Manufacturing to manufacturing and soft systems
• Use computers, software, and other advanced tools to solve problems in manufacturing
• Select, specify, and operate computer numerical controlled and other machines for processing materials
• Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including state‐of‐the‐art processes and rapid prototyping for green production
• Select, analyze and use polymers, composite materials, and materials in the design of manufactured products that meet consumer needs while minimizing environmental effects
MISSION – Computer Electronics & Network Technology concentration (CENT)
The BSIT with concentration in Computer Electronics & Network Technology prepares the student for a career in the mobile electronics, networking, computer, and semiconductor manufacturing industries. Our degree program is designed to provide the student with in‐depth knowledge, skills, and practical experience in electronics manufacturing, microprocessor‐based digital and analog control systems, and communications technologies for the changing matrix of products and services.
In this area of concentration, students will:
• Apply wireless and telecommunications theory to industrial settings and problems
• Design, implement, and manage computer and mobile device networks to meet the needs of industrial and business organizations
• Solve electronic circuit and electronic systems problems in analytical and creative ways.
• Analyze and troubleshoot analog and digital communication techniques
• Apply theories of computer‐aided design and manufacturing of electronic systems including printed circuit boards (PCBs) and integrated circuits (ICs).
• Use microprocessors and associated circuits in test simulations and system interfacing of processes
• Develop and implement software systems for control of electronic industrial processes
• Analyze the role of instrumentation and automation in the electronics industry
• Develop, implement, and manage methods for electronics manufacturing
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• Demonstrate skills in the control of electronics manufacturing processes, production scheduling, and testing
• Design and analyze electronic circuits and systems using simulation and hands‐on exercises
Program Educational Objectives
The Department of Aviation and Technology is part of the SJSU College of
Engineering, whose other departments follow ABET accreditation guidelines. As part
of our joint work with other departments we have developed ABET-style “Program
Educational Objectives” (PEOs) for our programs. These do not guide our
assessment but are used to help us review our Mission and Goals. The Educational
Objectives of the Industrial Technology programs are to produce technical
management professionals who will:
• Effectively pursue careers consistent with their degree programs and utilizing the broad skills and knowledge provided by their programs at SJSU.
• Achieve positions of increasing responsibility in their chosen area of specialization, both implementing and managing technical systems and organizations in the public and private sectors
• Apply their knowledge of technical systems and mathematical and scientific background to solving problems in their work environment
• Continue to grow through lifelong education and professional development for the benefit of their careers and lives
• Demonstrate the leadership qualities required to direct modern companies through the transition to and adoption of new technologies and business paradigms.
Achievement of our program objectives is measured through graduate surveys, of
students who graduated two or more years ago (see Section 6.16, Assessment).
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6.2.2 Program Definition: The program of study definition and purpose shall be compatible with the approved definition of Industrial Technology.
The Bachelor of Science degree program in Industrial Technology is tailored to
prepare students for technology management positions in the two areas of technical
concentration identified above. A guiding purpose of the Industrial Technology major
is to produce competent graduates who are capable of accepting and performing well
in business and industry management positions in production, research, and other
sectors of modern organizations. Students in our program are expected to gain
competencies that blend business fundamentals, science principles, and
mathematics with technological concepts and practices. This degree program makes
an excellent contribution to the spectrum of the University’s academic offerings and is
fully compatible with the ATMAE-approved definition of Industrial Technology.
6.2.3 Program Acceptance: Each program of study shall be understood and accepted by appropriate individuals and representative groups within the internal university community and the external business and industrial community.
The Industrial Technology program in the Department of Aviation and Technology
has high visibility on the university campus and its degree programs have earned
recognition and respect at all levels of institutional operation through engagement
with the faculty and administration of the campus community, and through our
curriculum development and delivery both in the general education program and with
our selected on line course offerings.
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However, declines in majors over the review period appear to be strongly affected by
name recognition among prospective students: while the success of graduates is
high, most high school and community college students are unfamiliar with the
Industrial Technology name. In the Fall of 2009 the Industrial Technology faculty
voted to pursue a change in name of both the BS Industrial Technology and of the
Department of Aviation and Technology. Based on the ATMAE work prior to its
name change, and on survey data on name changes taking place across the country,
the faculty recommended that the program name be changed to B.S. in Applied
Engineering and Management, and the department name be changed to Aviation and
Applied Engineering. These recommendations have been shared with the Dean and
we expect to make the proposals to the College and University in Fall of 2010. It is
expected that the changes will lead to a significant improvement in program
acceptance and understanding.
We have excellent administrative rapport with campus personnel. Industrial
Technology curricular concepts have representation in the campus-wide General
Education program (Tech 198 - Technology & Civilization and Tech 098 –
Technology and Women). Industrial Technology faculty members consistently serve
on college and university committees through which the philosophies and purposes
of our disciplines are publicized. Full-time and part-time faculty members provide
service to the San Francisco Bay Area community at large through participation in
activities such as: school boards, industry seminars, community boards and planning
committees, United Fund, and KTEH, San Jose’s public television station. Continual
requests for faculty and student contributions to these and other activities provide
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evidence of the community’s acceptance of the Industrial Technology program.
Community leaders are supportive of the Industrial Technology program through:
public talks, site visitations, student scholarships, advisory board memberships, and
equipment donations.
6.2.4 Program Goals: Each program of study shall have: (1) clearly written short and long range goals and objectives, which are consistent with the program mission statement; and (2) plans for achieving them.
The Aviation Department and the Technology Department in the College of
Engineering joined together in 2002 to form a new entity, the Department of Aviation
and Technology. This is an appropriate partnership, with many commonalities
between the two programs, and benefits from working together. At this time the
department regular (tenure and tenure track) faculty include seven members with
primary responsibilities to the Technology programs (an eighth is enrolled in a
Faculty Early Retirement Program, or FERP) and two members with primary
responsibilities to the Aviation programs. Goals for the Industrial Technology
programs were most recently updated in Fall of 2008 and we are making good
progress toward reaching most of those goals.
Program Goals
During AY 2007-2008, the department committed to achieving several goals over the
following two years, as well as ongoing long term goals. The faculty members from
this merged department have been working together during the last two academic
years to accomplish the goals. These goals are listed below, then described in some
detail.
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Five-Year Goals (2008-2013)
Short term: 2008-2010
Develop and initiate five-year plan for the department.
Carry out comprehensive curriculum revision
Articulate Technology and Aviation curricula where feasible for efficiency
Create and disseminate new recruitment materials
Develop facilities plan
Refurbish facilities
External fundraising
Long term goals: 2010-2013
Faculty Professional Development
Expand external fundraising
Fundraising Goals and Targets
Developing alumni philanthropy
Creation of certificate and other professional development programs
Revision of the charter of the industry advisory board
The following short-term goals were completed by Fall 2009:
Five-year plan for the department. The faculty developed a fully integrated plan
with curricular, facilities, and external funding benchmarks.
Curriculum revisions. The BS in Industrial Technology (BSIT) curricula were
completely redesigned during 2007 through 2008. The resulting curricula were
approved for delivery beginning in the Fall of 2009.
Based upon the input from the Industry Technology Advisory Board, the department
reviewed the overall BSIT degree and evaluated emerging technologies and markets
during the period 2006-2008. Revised curriculum drafts were distributed to industry,
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university, and community college advisors for feedback. After this process the
faculty completed the curriculum revisions as required by the university curriculum
review process, and the changes were submitted for initial delivery in Fall 2009 (this
was the reason for the accreditation postponement request last year). The revised
program became official in Fall of 2009. At this time the new curriculum is in place
and the majority of students already in the program have changed their programs to
fit the new program design. This is the first comprehensive curriculum redesign since
2003.
Most students in the BSIT degree programs are transfer students from local
community colleges. The new curriculum was designed to maximize the ability of
students from local community college to transfer their courses to SJSU’s BSIT
program to complete a BS degree. We have continued to offer a number of lower
division courses in each concentration – and this allows us to further increase the
number of courses that students can transfer for their major from local community
colleges. More significantly, the current redesign was carried out in cooperation with
one of our more important transfer partners, Mission College. When the new
program was put in place, it included completely transparent course articulation and
transfer between the Technology programs at Mission College and the BSIT
programs at SJSU. The courses have the same catalog numbers, descriptions, and
even course outlines.
Articulation of Technology and Aviation curricula. The integration and
streamlining of department curricula that began in AY 2001-2002 has continued to
work well. The current curriculum revisions continue to support the cooperative use
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of classes, laboratories, and other resources by both Aviation and Technology
students. The Department of Aviation and Technology has joint faculty operating
committees, including Personnel, RTP, Outreach, Student Scholarships, and other
ad-hoc working groups. In targeted areas, Technology faculty teach several Aviation
courses. The merged department has three staff positions: an administrative support
coordinator and two technicians. Both the administrative support coordinator and
technicians work together during the academic year on a variety of projects.
Create and disseminate new recruitment materials to local high schools and
community colleges. The last few years have involved very heavy outreach and
recruitment. Using funds from the Gerrish Trust, the Department of Aviation &
Technology developed entirely new promotional materials for the new I.T. programs
in both poster and card formats and sent them to faculty, high school guidance
counselors and teachers at over 90 community colleges in California, and over 130
local and regional high schools. As the curriculum design neared completion, during
AY 2008 and 2009, the faculty and chair of the department visited or worked closely
with nineteen feeder community colleges and high schools to meet with and improve
communications with the teachers and guidance counselors. The chair, working with
faculty from both our department and from our partner program at Mission College,
presented career and program recruitment materials to over 30 separate high school
groups, directly reaching over 1800 students during this period.
Develop facilities plan. Developed jointly by the faculty of both Aviation and
Technology programs, this plan encompassed the needs of all students in the
department. The plan included development of new instructional locations for the
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aviation programs as they are moved from the current Coleman Avenue facility this
coming summer, and for the delivery of effective instruction in the classrooms and
laboratories in the Industrial Studies building on the main SJSU campus. The move
of the Aviation programs will occur this summer. Most of the classroom and
laboratory improvement in the IS building has already been completed. Once the
move of Aviation is complete and the renovations to the IS facilities completed the
faculty will revise the facilities plan to address the new situation.
Refurbish facilities. The department’s current laboratories require ongoing
upgrading. In addition to the underlying fact that technology develops and evolves
continuously, both the industrial technology and aviation programs have been at
SJSU many years and have needed upgrading. The Industrial Technology programs
emerged from the historic, 100-plus year old Industrial Arts program and were among
the first three programs to receive accreditation from NAIT in the late 1960s. During
much of that period, relatively little was done in terms of general housekeeping and
removal of outdated equipment. During Summer 2007 and 2008, and again in 2009,
the department has hired student assistants to work with the faculty and technicians
to help redesign and refurbish our labs and to continue the housecleaning work that
was started in 2001-2002 in both the Industrial Studies and the Coleman Avenue
facilities. In 2008, this work involved a complete redesign of the manufacturing
processes laboratories (IS 119-122 and adjoining rooms).
This academic year, the department has inventoried, separated, and begun to sell or
donate as surplus a range of older and less used or unused equipment. These sales
are expected to be completed by summer 2009. Funds from these sales will be used
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for the purchase of new equipment. Although much has been done, there will be a
continued effort each summer to restore, remove, and replace older equipment.
The challenges will continue this Summer, as the Aviation laboratories and classroom
are moved to the main campus, and several class and lab remodeling projects are
being planned in the I.S. Building to accommodate that move. These projects include
a redesign of I.S. 133 for an Aviation Simulation Lab and of I.S. 216 as an intelligent
classroom. New proposals have been developed for the development of both
telecommunications (IS 116-117) and networking laboratory facilities (Engr 103), that
will support both the new Computer Electronics and Network Technology
concentration and also students in the Aviation Avionics curriculum.
Funds from the Gerrish Trust have been used to improve classroom facilities for
instruction, with the purchase of new audiovisual carts and computer projectors.
These funds also enabled redesign of the foyer area of the Industrial Studies
building, providing a much cleaner, more modern, and attractive appearance and
better materials and visuals to explain and promote our programs. Finally, Gerrish
Trust and other soft funds were used to purchase a 3-D printer which is now being
introduced to our curricula.
Instructional and non-instructional space is highly sought after at SJSU, and is the
source of much contention and frustration. In between 2004 and 2008, driven partly
by declining enrollment, the university has taken three major classrooms and
laboratories from the department: IS 224, IS 124, and IS 133. These spaces total
approximately 12,000 square feet and represented roughly 25% of the space
dedicated to the Technology programs.
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The faculty have worked hard and successfully to adapt our remaining spaces to
meet the needs of both IT programs. It is correct to say that the result is actually
superior to the earlier facilities. We now have two integrated laboratories for basic
manufacturing processes and one laboratory for advanced and CNC processes, with
several smaller support spaces for special purposes such as prototyping and project
work. We have one very large laboratory dedicated to electronics, automation,
instrumentation, and networking, and an additional well-equipped computer
instruction lab for work with networking, CAD/Solid Modeling, and CNC programming.
These facilities meet our current needs, but will continue to be developed and
improved to meet the evolving needs of our programs.
What has been lost with the loss of space described above is some adaptability: we
no longer have the resources to develop new laboratory spaces within our traditional
spaces. However, we have worked cooperatively with other Engineering departments
to find mutually supportive opportunities for laboratory development. These include
the sharing of the Introductory Materials Engineering Laboratory (Eng 105), and we
are exploring the mutual development of automation processes with Industrial and
Systems Engineering in Eng 194. The COE also provides classrooms and computer
lab spaces when they are needed for scheduling reasons.
Our principle laboratories are listed below.
IS 117—Instrumentation & Automation Lab. This laboratory serves several
different complementary program needs: electronics, instrumentation, automation,
and telecommunications. The lab is large and incorporates both hands-on lab
facilities and a computer instruction area that is used for simulation and other needs.
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IS 119-122 – Manufacturing Processes lab. This is a suite of labs including
IS 119, 120, 121, 122, and adjoining storage and project spaces. IS 119 has been
redeveloped to support polymer, wood, and sheet metal processes as well as layout
and bench work, and in 2006 received a donation of a small commercial Arburg
injection molder. IS 120 is being developed as a small prototyping lab. It includes a
new 3D printer and a computer workstation running Solidworks and Mastercam. IS
121 is a small classroom that serves both lecture and lab sections. IS 122 is the
integrated machine tool and foundry lab. In 2003, this laboratory received a donation
of three retrofitted conventional knee mills from Lockheed Martin, and during the
current academic year the lab is being serviced and reviewed with a small grant from
SMI (the California Small Manufacturers Institute).
E 101—Computer Integrated Manufacturing Lab. The department received
an equipment allocation of $50,000 from the Office of the Provost, which was
supplemented with $10,000 from departmental funds to renovate this laboratory. The
department purchased two new Haas CNC Mills and “almost new” tooling from the
NTMA Training Center in Fremont when it closed. These two HAAS CNC mills have
been supplemented with three CNC benchtop mills and two CNC benchtop lathes, as
well as a 4 by 6 foot Helmel coordinate measurement machine (CMM) donated by
Lockheed. The CMM is being retrofitted to work with modern computer software at
this time.
E103 – Computer Laboratory. This lab provides 30 workstations for classes
in CAD/CAM, Solid Modeling, CNC programming, computer simulation for both
process planning and network management, and computer assisted instruction. The
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lab has just this year been serviced with memory and other upgrades to improve
system performance. AutoCAD, NX (Siemens), Solidworks, and Mastercam are
provided on most of these computers along with the usual complement of software.
Develop Soft Program Support. The Department has a small number of modest
trust accounts that have for many years provided a small amount of discretionary
cash each year, as well as support for approximately 5 Technology student
scholarships. One of these was a small department trust fund initiated by the current
chair during his first term as chair, in 1998. The total of these funds is approximately
$39,000. They produce an annual distribution of approximately $1,600.
Working with the SJSU Foundation and the estate of the late Howard Gerrish, the
Technology programs received a major bequest in 2008. The initial bequest in
Spring of 2008 and a subsequent estate distribution in the Fall of 2008 has been
developed as the Gerrish Trust, with a total endowment of approximately $400,000.
After an initial investment distribution in 2009, the Trust provides approximately
$16,000 per year in discretionary funds to support the Technology programs in the
department. Area industry has provided consultation and support to improve our
laboratories, and we received donations of several important pieces of equipment,
including the Helmel CMM mentioned above, three conventional knee mills with
digital position retrofits, and an excellent Arburg injection molder. Though there are
real needs, at this time, the department is better served than ever before, by both
external financial support as well as donations of time, expertise, and equipment.
Short and Long-Range Goals
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Presently, the department has several goals, both short-term and long-term, with
specific objectives: to improve our enrollment, to improve the quality of our programs
and facilities, and to phase in our new curricula in an efficient manner. These goals
translate to specific actions plans in several areas: faculty development, external
fundraising, facilities and laboratory development, curriculum, and outreach and
recruitment. We have already made significant headway in several of these areas
including facilities and laboratory improvement and plans to continue the same
(described above) and the ongoing work in outreach and recruitment (both described
above), The continuing plans for achieving faculty development and external support
over the next four years are described below.
Faculty professional development. As the new curricula are introduced, we
will need to invest in professional development in several key areas, to improve
faculty expertise and to help development of new curriculum materials. This is
beginning this year with investments in professional training in the areas of solid
modeling and rapid prototyping, as well as in the study of green design and
sustainable approaches to technology.
External fundraising. There is never enough external funding. With the
Gerrish Trust and our existing smaller trusts, we are able to invest in and improve our
laboratories on a regular basis. However, our process labs need a major investment
in newer equipment. This is one of our highest priorities for the next five years. As a
department, we have developed several different plans to generate external funding
and plan on implementing them. The first component in this work is to begin a major
outreach to our alumni during the summer of 2010. At the same time, we will be
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looking for industry contributions to upgrade our manufacturing and electronics
equipment base in rooms 117, 119, and 122.
Fundraising Goals. For AY 2010-2011, our department goal is to raise
$25,000 in “soft” money to enhance our existing discretionary resources, and at least
$80,000 in equipment and other donations. We have been contacted by a member
of our alumni board about participating with his company during an internal refresh
program, which could serve to renew the basic electronics and communications
equipment in IS 117. Current work with the SMI (above) will be leveraged into
requests for support by our major industry contacts in the electronics and
manufacturing industries. Through our alumni outreach which will begin this summer,
we will nuture additional opportunities with area companies for support.
By AY 2013-2014, our goal is to increase our “soft” money base to a total of over
$500,000 and our equipment and other donations to $60,000 to $100,000 each year.
This level of external support will permit maintenance of state-of-the-art laboratories
and teaching facilities, and support scholarship among the faculty and students. The
following initiatives will assist the department in meeting its fundraising goals.
Creation of certificate programs. These programs generate both salaries for
faculty and also soft money for departments. To assist in raising “soft” money,
the Department will offer short courses beginning in AY 2010-2011 in several
areas that are valuable to professionals in the Santa Clara Valley area. We will
work with our affiliated professional organizations including SME, the
American Society of Quality (ASQ), Society of Automotive Engineers (includes
a branch for Aeronautic Engineers) and Society of Plastic Engineers (SPE) in
developing these short courses and deliver them through the campus and
college professional development programs.
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Change the charter of the advisory council. We are in the process of
renewing our departmental industry advisory board to work in conjunction with
the College of Engineering Advisory Council. As part of its charter, we will
encourage awareness of the role of advisory councils in developing support
and fundraising for the programs.
Fundraising Targets. The Department will focus on getting “soft” money and
equipment from local industry. Also, the Department is seeking funds through
grant writing. The faculty have increased their grant writing in recent years
and this is a major target of our work. In addition to the equipment and
financial support described above, we received a major grant in February 2003
that provided $227,000 in cash and equipment in a wireless education project
between our department and the departments of Computer Engineering and
Management Information Systems. In addition, faculty have submitted two
laboratory development grants to the College of Engineering this year.
These goals and their execution plans are promising and exciting as we face the
developing needs of our programs.
6.3 Major Program(s)
6.3.1 Program Name: Each program of study and/or program option shall have appropriate titles consistent with the approved ATMAE definition of Industrial Technology.
The degree program and both options are consistent with the approved ATMAE
definition of Industrial Technology.
Degree: Bachelor of Science in Industrial Technology
Concentrations: ● Computer Electronics & Network Technology ● Manufacturing Systems
6.3.2 Program Level: The program of study shall lead to the baccalaureate degree, and not less than the junior and senior years of baccalaureate level study shall be offered by the institution seeking accreditation. Appropriate lower division requirements may be offered by the same institution or may be transferred from other institutions such as community colleges and technical institutes.
The university confers the Bachelor of Science degree on those students who
successfully complete the requirements for the major in Industrial Technology.
Students must earn a minimum of 30 semester units in residence at San Jose State.
At least 40 of the total units required for graduation must be upper division
coursework (indicated in the SJSU catalog as courses with numbers 100-199).
Students may transfer up to a maximum of 70 semester units into the university from
an accredited two-year community college; these units are designated lower division
by definition. The faculty of the Department of Aviation and Technology defines the
requirements for the major in Industrial Technology. Under the present curriculum,
students must complete at least 30 of their required 45 units for the major at the
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upper division level (these are also generally considered residence units since very
few students transfer into our program from another four-year institution). Students
may, and often do, transfer up to 15 lower division units into their major from an
accredited community college or technical institute. Even though a majority of its
majors are transfer students who are admitted as juniors into the university, the
Department of Aviation and Technology offers both upper and lower division courses
in the Industrial Technology program. Since some of these students may not have
completed any technical courses during their two-year programs, they may find it
necessary to enroll in all major courses while in residence. The requirements for the
major are provided in the appendices.
6.3.3 Program Definition: The program of study may have more than one option, specialization, or concentration; but specific course requirements for each option shall be clearly specified, and the requirements for all program options shall meet or exceed appropriate ATMAE standards.
The Department of Aviation and Technology offers one Industrial Technology degree
program. Until Fall of 2009, the degree program required completion of 128
semester units of coursework. Under the new Fall 2009 curriculum, the number of
units required in the major has been decreased from 59 to 51 units, and the units
required for the degree have been decreased from 128 to 122 units. The revised
major curriculum requires the requires 122 units, including completion of 51 semester
units of credit in the major, the completion of a 15-unit business management minor,
and the completion of preparation courses in mathematics, physics, chemistry,
economics, and computer programming. Several smaller changes were made to the
degree after Fall 2009 which will take effect in the Fall 2010 SJSU Catalog, but the
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number of units and distribution of disciplines remains the same. These changes are
listed in Section 6.3.5, below.
There are two concentrations in the degree: Computer Electronics and Networking
Technology (CENT) and Manufacturing systems. All current majors in both the
Manufacturing Systems and Computer Electronics and Networking Technology
concentrations must complete 45 units of required courses and 6 units of
recommended elective courses in the major.
The appendices contain our current advising information sheets for both options in
the Bachelor of Science in Industrial Technology for Fall 2010 as well as four and five
year roadmaps for both options. The appendices also contain major forms for
students that are used both for advising and also for applying for graduation.
Requirements for the major are outlined in these documents. All forms describing the
major and concentrations, as well as forms for graduation, are available on the
department web site at http://www.engr.sjsu.edu/avtech/forms.htm
6.3.4 Program Emphasis: Primary emphasis in the program of study shall reflect the current technology and management of industry.
Technology never rests, but changes constantly. Curriculum development and
modification is necessarily an on-going process in the Department of Aviation and
Technology. The challenge to maintain program flexibility, currency, and relevancy
with respect to contemporary industry and technology is both rigorous and time-
consuming. Toward this end, all department faculty are encouraged to update
curriculum materials on a regular basis. Industrial advisors, students, and faculty
3
from other institutions contribute to this process on a regular basis. In our last
comprehensive curriculum reorganization undertaken between 2006 and 2009, both
areas of concentration (as well as other areas of interest) were represented with
industry advisory groups. The department was able to capitalize on its Industry
Advisory Board as well as the Engineering Industry Advisory Council (EIAC), for
curricular feedback. The new curriculum for the 2009-2010 Academic Year was
developed largely in response to input from a large curriculum review board that had
members from local industry, community colleges, and other universities (see Joint
Industrial Technology curriculum review board, below). The department received
extensive feedback on its preliminary curriculum design, and the new curriculum
underwent three revisions before it was finalized.
The final curriculum incorporates a transparent articulation pathway with the
Industrial Technology programs at Mission College, one of our major community
college partners. The result is a lower division program that students may complete
at either Mission College or SJSU, with the courses having the same course
numbers, descriptions, and syllabi. Articulation agreements for each course were
completed at the same time as these courses were created.
We believe these aggregates of courses provide our Industrial Technology majors
with a broad understanding of the entire scope of activities germane to present-day
industrial enterprises and the trends taking place in the careers they will work in. The
technology of contemporary industry is continually researched and incorporated into
studies in each of the areas of technical concentration. Each of these areas builds
on the technical foundations developed in the common classes.
4
Descriptions of all major courses in the new Fall 2009 and Fall 2010 curricula are
included in the appendices. The figures below present the industry-education review
board effective from 2006 through 2008, and the current Industrial Technology
Advisory Board.
Joint Industrial Technology curriculum review board, 2006-2008
Name Title Company CENT industry reviewers Bill Parkhurst CCIE Program Manager Cisco
Rick Willson Intel
Alan Rosenbaum Director of Engineering Ampro Computers
Tim Heenan VP Operations Applied Micro Circuits Corporation
Necdet Erez Manager, Mask Engineering IBM Manufacturing Systems industry reviewers Jim Kreager President Kreager Machine Tool Corp Barbara Roberts President & CEO Wright Engineered Plastics
Richard Reis Executive Director Alliance for Innovative Manufacturing, Stanford University
John Hoffman General Manager, Etch Product Business Group Applied Materials
Vice President, Applied Materials, Inc.
Paul Tamplin Managing Director, Pilot Engineering Applied Materials
Bob Oleary General Manager, Production NUMMI
Steve St. Angelo VP for Manufacturing NUMMI
CC and University representatives Cliff Monroe Mission College
Martin Linder Coordinator, BSIT San Francisco State University
Buff Furman Professor, ME San Jose State University
Winncy Du Assistant Professor, ME San Jose State University
Yasser Dessouky Professor/Dir of ISE Undergrad Prog San Jose State University Virgil Seaman CSU-LA Roy Goody Chairman, Computer Electronics Technology Mission College
Rendeé Dore Engineering Consortium Coordinator Mission College
The Department Industrial Technology Advisory Board was reconvened this academic year,
after implementation of the revised curricula. The ITAB members are listed below.
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Industrial Technology Advisory Board, 2009-2010
Name Title Company
Industry members Doug McNeil Vice President A-Optix Corporation Brian Lee Mechanical Engineering Anritsu Company John Chocholak Field Representative Small Manufacturers Institute, MTTA Kent Beall Engineering
Mark Martin, PhD Director Design4x, CACT CTE Hub
Barbara Roberts CEO Wright Engineered Plastics
Student members Kevin Rivas Student representative, Manufacturing Systems San Jose State University
Tom Pellicer Student representative, CENT San Jose State University
CC and University members Seth Bates Chair, Aviation and Technology Department San Jose State University
Chris Martin Director, Technology Department Mission College
Stephanie Dean, Applied Sciences Mission College
John Branlund Faculty, Machine Technology San Jose City College
Keiron Connelly Faculty, HVAC San Jose City College Julio Garcia Faculty, Aviation and Technology Department San Jose State University Mohan Kim Faculty, Aviation and Technology Department San Jose State University
Lucia Robles Dean, Applied Sciences San Jose City College
6.3.5 Foundation Requirements: Program of study shall be a minimum of 120 semester hours (or equivalent) and must meet the minimum foundation requirements shown in Table 6.1. Programs may exceed the maximum foundation requirements specified in each area, but appropriate justification shall be provided for each program and/or program option that exceeds the maximum limits. A specific list of courses and credit hours that are being counted toward each curricular category shall be included in the Self-Study Report.
The requirements for the current Bachelor of Science degree in Industrial Technology
are outlined in the 2009-2010 SJSU University Catalog. All areas align with the
ATMAE recommendations regarding minimum-maximum foundation requirements as
listed in the 2009 Accreditation Handbook. The information for the current BSIT is
summarized in Figure 9A and the information for the Fall 2010 BSIT is summarized in
6
Figure 9B. The Fall 2009 BSIT program falls within the limits in all but one area,
Requirements in the Major. This is because our “management” content is distributed
in both the required minor in Business Management and also in several key required
courses in the major (e.g. Lean Manufacturing). Accounting for this, the units for
each area fall firmly within ATMAE expectations.
Subsequent to the curriculum revisions described above and implemented in Fall
2009, the faculty reviewed the overall program for quality and efficiency and voted to
make two minor changes to each concentration. These changes will take effect
formally in the Fall 2010 SJSU Catalog but are already available to students in the
major at this time. These changes are;
Manufacturing Systems
• The Product Design curriculum (Tech 040, 140, and 141) is consolidated into
two courses (Tech 140 and Tech 141). Tech 040 is removed as a required
course.
• Tech 065, Networking Theory and Application, is added to the program core.
Computer Electronics and Network Technology
• Tech 066, Networking Administration, is consolidated with Tech 065.
• Tech 145, Lean Manufacturing, is added to the program core.
The results are a strengthening of the BSIT common core, improvement of the
program, and better unification of students in the degree program. Both Tech 65 and
Tech 145 are highly structured and well regarded. Several required major classes
could reasonably be classified under the “management” area including Tech 31 and
Tech 145. The technical concentration areas exceed ATMAE maximum unit limits
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until the cross-application of these and other “technical/management” courses is
considered.
Bachelor of Science Industrial Technology (Fall 2009/Fall 2010) Minimum-Maximum Foundation Requirements
Both concentrations BS Industrial Technology Semester Hours SJSU ATMAE General Education (total University requirements 51 units) 36 18-36 Of the 51 units, 21 units may be satisfied by specified major and support course requirements. * Physical Education 2 ----- Supporting Courses Required (24 units) Mathematics & Computer Science 6 6-18 Physics & Chemistry 12-14 6-18 Requirements in Major 51 24-36 Area of Technical Concentration (45) Approved Technical Electives (6) Business Minor in Management 15 12-24 (Economics) 3 --- Total Units Required for Degree 122 <=120 * The total does not match the degree unit total as some courses in General Education meet support
course requirements.
* We assume ATMAE places Physical Education under university electives
8
Table 6.1 (ATMAE Accreditation Standards) – Program of Study Minimum - Maximum Foundation Requirements (semester hours)
BSIT – SJSU as of Fall 2009/Fall 2010
Categories
Required Hours
CENT
Mfg Syst
General Ed 18-36 36 36 Mathematics 6-18 6 6 Physical Sci 6-18 12-14 12-14 Management 12-24 15* 15* Technical 24-36 51** 51** Electives 0-18 6 6
* Some required major courses have substantial management content. Economics is required
but may not be considered Management. If management, this changes to 18 units.
** Some ‘technical’ courses have substantial management content
Bachelor of Science Industrial Technology for Fall 2003-Spring 2009 (past) Minimum-Maximum Foundation Requirements
BS Industrial Technology-SJSU to Spring, 2009 Semester Hours SJSU ATMAE General Education (total University requirements 51 units) 36 18-36 Of the 51 units, at least 21 units may be satisfied by courses taken in support of the major, business minor, and major. * Physical Education 2 ----- Supporting Courses Required Mathematics & Computer Science 6 6-18 Physics & Chemistry 13 6-18 Economics 3 0 **Requirements in Major 59 24-36 Area of Technical Concentration (43-46) Advanced General Education (6)
Business-related classes in major (6-9) Approved electives (0-1) Business Minor in Management 15 12-24 Electives 0 6-18 Total Units Required for Degree 128 =>120 (see notes for table above)
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6.3.6 Course Sequencing: There shall be evidence of appropriate sequencing of course work in each program of study to ensure that advanced level courses build upon concepts covered in beginning level course work.
Both technical concentrations consist of an aggregate of courses that expand the
concepts introduced in the core classes and required technical preparation courses.
Core courses are carefully monitored and used as prerequisites to technical
concentration course work, especially but not only for upper division courses.
Students are strongly advised to complete all core course requirements during the
first few semesters of their program. Further, within each area, prerequisites are
listed such that advanced courses build upon subject matter covered in the lower
division courses. As each area has both a common core and separate required
technical preparation and major courses, the Faculty has developed a unique road
map for each area of concentration. The Appendices show the 4 and 5 year road
maps for each concentration in the BSIT program.
6.3.7 Application of Mathematics and Science: Appropriate applications of the principles of mathematics and science shall be evident in technical and management course work. There are numerous examples across the spectrum of technical courses offered in
the Industrial Technology program where students are asked to apply scientific and
mathematical principles. A strong curriculum must be able to assume that students
have successfully completed prescribed course prerequisites. Each course is linked
to required support course and other prerequisites, These are monitored and
enforced first by the campus registration system, and secondly by the faculty during
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the add/drop period each semester. For each course where it is appropriate, support
courses in math and science are published as prerequisites. All subject areas
continue to stress the importance of scientific theories from which many
contemporary technological applications have evolved.
The following table shows support course requirements for core courses in the BSIT
program, as linked to course content and expectations:
Support Course and Prereqs for Technology LD and Core Courses Spring 09 Support Courses Core Prereqs
Chem
Math alg-trig
Math
Calc
Tech 20
(cad)
Tech 60
(elect)
TECHNOLOGY COURSES Tech 020 Design and Graphics x Tech 025 Introduction to Materials Tech 031* Quality Assurance and Control x Tech 040 Product Design I x x Tech 045 Facilities Design and Development x Tech 046 Machine Operation and Management x Tech 060 Basic Electronics Tech 062 Analog Circuits x x x Tech 063 Digital Circuits x x x Tech 065* Networking Theory and Application Tech 115* Automation and Control x x x Tech 145* Lean Manufacturing x x x
* core courses (required of all majors)
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6.3.8 Computer Applications: The program of study shall include instruction on computer application software, and the use of computers for information retrieval and problem solving.
[see also section 6.9, Computer Systems] All students currently majoring in Industrial
Technology at SJSU are required to take course work in computer fundamentals that
prepares them to use computers in their courses and work. This course work is
usually taken outside the Department: usually in the Department of Computer
Engineering (CmpE 30: Programming Concepts and Methodology) or at a local
community college. Since Fall 2001, the students must complete a course in C
programming, either at SJSU or at local community college. In addition, a majority of
the courses taught in the BSIT include instruction in the use of computers as
applicable to each content area. Students are also, in many courses, required to use
internet, online library search systems, and the SJSU Library hard copy collection for
references and for assignments and course materials.
Many faculty use the internet to augment instruction, and some courses have major
components that are delivered online (Tech 025, Tech 031, Tech 065, Tech 145,
Tech 169, Tech198, and several graduate courses). Online course delivery at SJSU
is managed within the Blackboard online curriculum system. This will be changed to
the Desire2Learn system starting summer 2010. Within the major, students receive
direct instruction in the use of computers and computerized systems in several
laboratory facilities and in both areas of concentration.
The Department has focused considerable resources, both from grants and from
regular equipment purchases, on computer tools and networking resources for both
instructional delivery and for student use in labs. The department has two computer
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laboratories that are used for various classes and an advanced manufacturing
laboratory that contains substantial computing tools. The classes that use these labs
are indicated in the table below.
Use of computers for curriculum-related activities All computers are based on Pentium processors and the
Windows XP Professional operating system
Lab Computer Facilities Required classes using facility
Engineering 103 30 student Pentium stations and 1 faculty station
Tech 020, Tech 031, Tech 040, Tech 065, Tech 140, Tech 147, Tech 149
Engineering 101 4 Pentium workstations and three CNC machine tools
Tech 046, Tech 040, Tech 147, Tech 149
Industrial Studies 117 24 Pentium student stations and 1 instructor station
Tech 060, Tech 115, Tech 162, Tech 167, Tech 168, Tech 169
Industrial Studies 121 1 Pentium instructor station Tech 041, Tech 046, Tech 147, Tech 149
Industrial Studies 216 1 Pentium instructor station, 20 Pentium student stations
Tech 031, Tech 040, Tech 140, Tech 198
The Department entered the world of networking very early through a CIM in Higher
Education grant and the technical work of Seth Bates (period 1987-1990). Since that
time our IBM Token Ring network has been completely replaced with an Ethernet-
based network for faculty and staff and the university and college have taken over
operation and maintenance of the network. The departmental network is part of the
College of Engineering network and is linked through a firewall to the overall SJSU
network. All of the classrooms and laboratories are linked to the campus fiber optic
network backbone and have high speed internet access. Students and faculty using
laptop computers may log into the campus intranet via wireless hubs widely available
across the entire IS building and the SJSU campus.
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All lecture facilities are equipped with updated computer/AV carts that include a
computer workstation and a new LCD projector with switch for use with instructor
laptop computers. Each cart is connectable to the internet through a hard wired
connection in each lecture and lab, and most lecture rooms include a television
monitor with access to the campus Video Network (co-axial connection).
The minimum acceptable computing platform for all instructional and student use is
the P-4 processor running at 1.6 GHZ and with 512 MB memory and 40GB of hard
drive storage. Most workstations use processors at 2.4 GHz or faster and have been
upgraded to 1GB or more in the last year. All workstations have flat or large-screen
monitors. Older Pentiums have been removed and recycled. We are proud of our
accomplishments in these areas, and consider that the work has been well spent in
improving the learning and working environment.
6.3.9 Communications: Oral presentations and technical report writing shall be evident in both technical and management course requirements.
The Department faculty identified written and oral communications as key outcomes
for our graduates some time ago, through its study of the Competency Gaps Analysis
work by SME (1998). Most of the Industrial Technology faculty members require their
students to give oral presentations as a part of a semester lab or research project.
Students in both technical concentrations routinely prepare written reports throughout
the semester. In addition, writing is an explicit focus in three current core classes
that require both oral presentations and written projects. In several key core courses
(Tech 031, Tech 145, and Tech 198) and also in concentration courses such as Tech
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149 and Tech 169, writing and presenting are significant components of measuring
student learning and development. As an illustration, Tech 198 is described here.
Tech 198--Technology & Civilization, is an advanced General Education (GE) class
that counts towards the university’s upper division GE requirements in addition to
being a required major course. In this class, two to three research papers and an
oral presentation are required. GE specifies that GE courses require a minimum of
3,000 words of writing during the semester, and in Tech 198 this takes place not only
in the research papers but in weekly or bi-weekly unit assignments.
The intensive writing requirements of Tech 198 are reinforced and supported by
several electronics (Tech 065, Tech 115, and Tech 169) and manufacturing (Tech
25, Tech 145, Tech 149) courses that require writing in the content area. In addition,
all students are required to take a senior seminar class (Tech 190) that requires
several written components and a comprehensive oral presentation.
6.3.10 Industrial Experience: Each program of study shall include appropriate industrial experiences such as industrial tours, work-study options/cooperative education, and/or senior seminars focusing on problem-solving activities related to industry. Industrial experiences shall be designed to provide an understanding of the industrial environment and what industry expects of students upon employment.
Industrial visitations are scheduled in two ways: (1) through student organizations in
the Department such as the SME club which arrange for student members to tour
local industrial facilities (e.g., Lockheed Martin Missile & Space Corporation, NASA;
(2) through class field trips - Individual faculty members schedule study trips to area
industries as a formal part of their courses (e.g., FMC, Apple Computer, NUMMI,
15
Intel, IBM, Amdahl, etc.). Students and faculty are very fortunate to be located within
driving distance of literally hundreds of high technology business and industrial
establishments.
Many Industrial Technology majors have had previous work experiences and/or are
working while attending school. Students who are not employed with a firm related to
their ultimate career aspirations may obtain experience through either the Tech 195
Cooperative Internship; the University Cooperative Education program; or through
part-time/summer employment on their own. While historically our majors tend to
find employment without using the on-campus placement services, the faculty
explicitly encourage students to register with Career Planning and Placement no later
than their junior year. The Career Planning and Placement Center is well versed in
the language of Industrial Technology and can therefore provide our majors with
assistance regarding on-campus interviews and career information seminars.
The Tech195 (Cooperative Internship) course offers seniors in the program an
opportunity to work as much as twenty hours per week in a program-related, off-
campus work experience, while earning unit credit toward the degree. The work
experience is contractual and supervised, and evaluated by both the program advisor
and the site supervisor. Students are also required to submit monthly reports on their
accomplishments and skills learned.
We have added and strengthened a senior seminar course that will focus on this
area, Tech 190, Senior Seminar in Technology. This course is designed to prepare
graduating seniors for life after graduation. Technology industry trends, significant
current developments, and long-range forecasts important to the graduate are
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discussed. An individual oral presentations and a written report on a technology-
related topic is required. In addition to the required text and related discussion, this
class incorporates guest speakers from the electronics and manufacturing industries
and tours of local industries. The format for this class is “round-table.” This means
that other than the initial discussion led by the instructor, the students will use the
remainder of the class periods for active participation and discussion.
All course materials are available in binders prepared for this study, and we will be
adding selected materials to the department web site over the next few months.
6.3.11 Competency Identification: Student competencies shall be identified for each program of study, including all options, which are relevant to current employment opportunities available to graduates.
[see also Sections 6.2 and 6.16] The Industrial Technology degree program offers
students an assortment of opportunities to explore the industrial environment at a
professional level. The Bachelor of Science encompasses the breadth of liberal arts
coupled with some additional depth in the physical sciences. Students gain
competencies in their technical discipline through lectures, presentations, laboratory
activities, and field research exercises. The faculty has developed these curricula
and experiences through research into competency gaps common to engineering
and technology graduates and with the assistance of industrial advisors, graduates,
the students themselves, and faculty from other institutions.
Industries today are requesting personnel who have applied educational experiences
and are competent to fill technology management positions. These job descriptions
are generally located on the company’s organizational chart between theoretical
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research positions and production floor duties. The BS in Industrial Technology
prepares a technical management-oriented individual who procures a comprehensive
understanding of today’s industrial environment. In an earlier redesign of the
curriculum in AY 2001-2002, the department developed a detailed list of
competencies for each concentration and the core classes that emerged from the
Competency Gaps Analysis study by SME. These competencies have been reviewed
three times since then, and continue to guide our curriculum development today.
These studies are presented in the Assessment portion of the Appendices.
Competencies and skills that are integral to the Industrial Technology graduate’s
success in her/his career include, but are not limited to:
• Technical Report Preparation - Efficient Communication Skills
• Information Storage and Retrieval
• Technical Vocabulary - Ease of Use and Understanding
• Personnel Supervision and Human Relations
• Manufacturing and Production Management
• Production Schedule Development and Execution
• International Technology Transfer - Activity Awareness and Related Decision-making in a Global Economy
• Materials Handling and Safety
• Occupational Health and Safety
• Cultural Literacy Based in History, Social Science, and Humanities
• Scientific Theories and Constructs
• Mathematical Principles
• Technology Risk Assessment
• Computer Fundamentals
• Systems Thinking to Allow for Flexibility in Future Planning
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This list of competencies provides a descriptive profile of the Industrial Technology
graduate who is likely to accept a position of responsibility in industry or service that
carries one of the following titles:
• Production Engineer
• Production Scheduler
• Test Engineer
• Technical Support Engineer
• Manufacturing Manager or Engineer
• CAD/CAM Systems Manager
• CNC Programmer
• Process Control Engineer
• Field Service Technician
• Networking Engineer
• Manufacturing Engineer
• Systems Engineer
• Applications Engineer
• Technical Support Engineer
Neither of these lists is exhaustive, but each portrays a comprehensive overview of
the competencies expected of, and career paths available to, students who graduate
from San Jose State University with a Bachelor of Science degree in Industrial
Technology.
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6.3.12 Competency Validation: Validation of program of study outcomes/student competencies shall be an on-going process and shall be accomplished through a combination of external experts, industrial advisory committee(s), and follow-up studies of program graduates. Documentation of this validation shall be provided in the Self-Study.
The initial work in developing and validating the program Competencies emerged
from an assessment of the SME Competency Gaps study SME Education
Foundation) that took place shortly prior to the previous NAIT Accreditation Self
Study. Working with industry advisors, these competencies were compared to the
program mission and goals and then indexed to the content of each course in the
program. This identified areas that needed attention for both introduction and
reinforcement of knowledge and skills in the curricula.
The Department has expended some considerable effort to design and use an
assessment process that begins with defining desired program outcomes, includes
assessment measures that objectively identify performance on those outcomes, then
uses that information to inform the faculty and our industry advisors during curriculum
and course review. This section provides an overview of outcomes measurement
and validation. Details and findings of program and graduate assessment are
provided in section 6.16 of this report, and in the related appendices.
Program outcomes are assessed through a variety of measures conducted over time,
including ongoing review and program input from our Department and College
industrial advisory boards, senior class assessment measures, surveys of program
graduates conducted approximately every four to six years, and curriculum content
research based on the set of Competency Gaps identified by the Education
Foundation of the Society of Manufacturing Engineers.
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Competency Validation
• The SME Education Foundation Competency Gaps Analysis, and
subsequent revisiting of the identified gaps.
• Engineering Industry Advisory Board (EIAB) input.
• Industrial Technology Advisory Board (ITAB) input.
Competency Assessment
• Graduate surveys
• Senior assessment examinations
• Course competency review
The Department has had a functional advisory board for program review and
comment without break since 1996, and for most of the ten years prior to that date.
The current industrial advisory function is carried out by the College of Engineering
Industrial Advisory Board, which meets regularly with the dean and the department
chair. A more targeted Departmental Industrial Technology Advisory board met from
2006 to 2008 during our curriculum redesign, and has begun to meet again this year,
as we begin to review our programs subsequent to the implementation of the revised
curriculum in Fall of 2009. The College of Engineering Industry Advisory Board
continues to meet and provide guidance as well. The most recent meeting of the
EIAB was on Friday, March 5th, 2010. The most recent meeting of the ITAB was on
Thursday, March 4th, 2010. Minutes of both of these meetings are in draft, and will
be provided to the ATMAE visiting team during their visit.
The Department developed survey instruments for feedback from graduates and
from their employers in the early 1990s, and conducted graduate surveys in 1997,
2001, 2003, and 2010. The 2010 survey is limited to students who graduated in 2007
21
and earlier. Selected findings from the 2003 Graduate Survey are included in the
next section of this Self Study. The preliminary results of the current survey are
presented in the appendices (2010 IT Graduate Survey Results). The next survey of
graduates and employers will take place in spring of 2011.
The Department has undertaken a series of special studies to get a better handle on
student success after graduation. In two separate efforts, feedback was developed
for program development under the direction of Dr. Bates and Dr. Obi. Part of this
research was presented at the NAIT Annual Conference in the Fall of 2000 by Drs.
Bates and Obi. That work continues to guide our graduate assessment activities.
A systematic review of program content was conducted using a panel of local
representatives of education and industry, to explore the demand for specific skills in
the area we serve. The study focused first on the need for graduates to serve the
electronics and semiconductor manufacturing sectors that dominate our geographic
and economic area. This work commenced in 2005-6 and was completed in Spring
of 2008. When this work was concluded, the faculty began to apply what it had
learned to the current curriculum, using as a rubric the Competency Gaps study
conducted by the Education Foundation of the Society of Manufacturing Engineers.
Each of the two areas of concentration was analyzed to see how it addressed the
identified competency gaps. Analysis of our internal assessment examination work
compared to the Competency Gaps study was presented to the NAIT Annual
Convention in 2007 and is included in the appendices of this report (Appendix NAIT
2007 Outcomes Assessment Backer Bates). The findings of the Competency Gaps
analysis work were presented as a model for curriculum review in our discipline to the
22
external program review advisors, and have been used to inform the entire
curriculum redesign process that has taken place over the past three years.
6.3.13 Program Development, Revision, and Evaluation: Program of study development, revision, and evaluation shall involve currently enrolled students, faculty, program graduates, and representative employers.
[Please also refer to section 6.3.12, above, which addresses these issues) ]
Since the previous accreditation visit, the Department has redesigned the entire
undergraduate curriculum for the BSIT. Beginning in the 2005-2006 academic year,
based upon feedback from faculty, students, industry, and the Technology Task
Force, the Department began the process of evaluating the entire BSIT. This
redesign process is discussed in more detail in a previous section (6.2.4) as well as
in section 6.16. In this section, we will describe the student input into this
reorganization in more detail. In addition, this section will discuss the on-going
curricular processes in the Department.
Student input is crucial to our curriculum review efforts. Student representatives of
both the CENT and the Manufacturing Systems concentration sit on the Industrial
Technology Advisory Board (see sections 6.3.4 and 6.14). Graduates also contribute
to our program development work. Selected findings from our 2003 Graduate survey
are presented below. The preliminary report on the most current student graduate
survey is presented in the Appendices. This survey is still underway and data are still
being tabulated by the SJSU Office of Institutional Research. A completed report will
be available at the time of the ATMAE accreditation visit. In Spring, 2012 we will
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survey our graduates again as the current economy changes. The department
expects to continue to obtain graduate input approximately every three years.
Results from 2003 Student Survey, Number of Students Responding (see also preliminary report, 2010 graduate survey, in the Appendices)
When compared to classes you have taken in the university overall, how would you rate your classes in the Department.
Poor Fair Average Good Excellent BSIT 0 19 48 109 30
When compared to the classes you have taken in the university overall, how would you rate the quality of instruction in the Department of Aviation and Technology.
Poor Fair Average Good Excellent BSIT 1 11 49 111 35
Please indicate whether your courses were, on the whole:
Not demanding enough
Demanding enough Too demanding
BSIT 8 180 15
Would you recommend the Department of Aviation and Technology to your friend(s)?
YES NO BSIT 184 16
As part of the current review and in preparation for the ATMAE team visit, a student
forum will be conducted to assess the student responses to the new curriculum and
to gain their input for continuing program improvement. The results of this forum will
be available to the team during its visit and will inform the faculty of potential areas of
need as it approaches the AY 2010-2011 curriculum change cycle at SJSU.
The Department reviews and evaluates its curricular offerings on a regular basis in a
variety of ways. Periodic evaluation and review is coordinated through the
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department Curriculum Committee, currently operating as a committee of the whole
faculty. This committee receives input from students—both those who are currently
enrolled and alumni who continue to remain active with ATMAE and divisional
organizations such as Epsilon Pi Tau (the honorary fraternity for Industrial
Technology). Program development, revision, and evaluation are further aided by
suggestions obtained from our highly qualified and valued part-time faculty members
who typically represent companies that employ our graduates (e.g., IBM, Intel,
Lockheed-Martin, FMC, etc.).
The Curriculum Committee consists of all faculty members and 2 student
representatives. This group has met only sporadically since the major curriculum
overhaul implemented last year as we needed to let the curriculum rest during the
new implementation. Normally, though, it meets throughout the academic year to
ensure that program development remains an ongoing and dynamic process of
change. Non-members such as adjunct faculty, former students, and industrial
personnel are commonly invited to attend these meetings to provide practical insight
regarding the business at hand. As appropriate and necessary, minor or major
curriculum changes and/or new course proposals are developed for presentation to
and approval by the faculty. This process of program development is constant and
time consuming, but we believe the end result is an outstanding program that has
zero chance of becoming obsolete or stagnant.
6.3.14 Transfer Course Work: Institution and/or department policies shall be used to evaluate course work transferred from other institutions. All programs/options, in-cluding those with a significant amount of transfer course work, must meet the
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minimum credit hour foundation course requirements (Table 6.1) in each curricular category.
Department advisors evaluate student transcripts for transfer credit toward the major
only after the university has determined which courses are transferable into the
student’s SJSU course record. Rarely, the faculty will work with the SJSU
Admissions and Records staff to evaluate foreign or other coursework for credit that
is not already articulated. More often but still rarely, students who have non-
transferable course work they wish to have considered for credit are asked to validate
their work through the Credit by Examination process.
BSIT advisors work with students to inform them about courses that “fit” on their IT
major sheets. Several of the most common courses for which transfer credit is
deemed appropriate include: (1) lower division math courses in Trigonometry and
Calculus; (2) science courses in Physics and Chemistry; (3) Computer
Fundamentals; (4) lower division electronics courses; (5) lower division design and
technical drawing courses; (6) lower division manufacturing courses, and (7) lower
division business courses.
Students may transfer up to 15 lower division units into the major itself. Every effort
is made to insure that transfer course content is equivalent to that taught in the
Department. The Department works very closely with the University Articulation
Office in seeking and establishing course articulations. San José State University has
transfer course agreements with over 130 other California schools. It is through this
process that courses being considered for transfer from a community college have
not only the approval of the university but also that of the Department faculty. Up to
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6 units of lower division course work are allowed in the Business Management minor.
The College of Business advisors are responsible for approving these courses. A
copy of the approved articulation courses is on SJSU’s articulation web site,
http://transfer.sjsu.edu/, and the www.csumentor.org web site provides articulation
information for institutions and programs throughout California.
6.3.15 Upper Division Course Work: Students shall successfully complete a minimum of 15 semester hours of junior and/or senior level major courses at the institution seeking program accreditation.
Under the previous curriculum, Industrial Technology majors were required to
complete at least 30 of the 48 semester units in the major at the upper division level.
Under the new Fall 2009/Fall 2010 curriculum, Industrial Technology majors will
continue to exceed these minimum requirements with 30 upper division units required
in the major for Manufacturing Systems and 36 upper division units required in the
major for Computer Electronics and Network Technology majors. The university
requires that at least 40 units of the bachelor’s degree be upper division (course
numbers of 100 or above are designated upper division units at San Jose State
University).
6.3.16 Program Publicity - Adequate and Accurate Public Disclosure: Institutions shall broadly and accurately publicize, particularly to prospective students: (a) Industrial Technology program goals and objectives, (b) preadmission testing, evaluation requirements, and standards, (c) assessment measures used to advance students through the program(s), and (d) fees and other charges.
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A majority of this information is available to prospective students both in the SJSU
printed and online catalogs (http://info.sjsu.edu/home/catalog.html ). The
Department of Aviation and Technology does not have any special or additional pre-
admission testing or evaluation policies; it accepts those students who are
successfully admitted by the California State University. In 2008, due to the fiscal
crisis facing California, every department on campus was required to review its
program capacity and to determine whether or not it needed to declare impacted
status in order to control enrollment. Due to the fact that both programs in the
Department of Aviation and Technology are below capacity, these programs are not
impacted. Further, do to the fact that both programs are available at only selected
CSU campuses, they can accept applicants from anywhere in the state and the
world. (SJSU programs that are available at most CSU campuses are restricted to
accepting students from within Santa Clara County.)
Current Policies and Procedures regarding Admissions, Fees and Financial
Assistance, Student Discipline, Nondiscrimination Policies, Privacy Rights of
Students, Academic Regulations, The Grading System, Degree Requirements and
Scholastic Regulations are contained in the 2009-2010 University Catalog at the web
link above (Copies on file in the Department Office).
SJSU requires certain admissions tests for reading and writing and mathematical
skills for all students. The English Placement Test (EPT) is designed to assess the
level of reading and writing skills of entering undergraduate students so that they can
be placed in appropriate baccalaureate-level courses. The CSU EPT must be
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completed by all entering undergraduates, with the exception of those who present
proof of one of the following:
• A score of 550 or above on the verbal section of the College Board SAT I
Reasoning Test taken April 1995 or later.
• A score of 24 or above on the enhanced ACT English Test taken October
1989 or later.
• A score of 680 or above on the re-centered and adjusted College Board SAT
II: Writing Test taken May 1998 or later.
• A score of 3, 4, or 5 on either the Language and Composition or the
Composition and Literature examination of the College Board Scholastic
Advanced Placement program.
• Completion and transfer of a course that satisfies the General Education-
Breadth or Intersegmental General Education Transfer Curriculum (IGETC)
written communication requirement, provided such course was completed with
a grade of C or better.
The Entry Level Mathematics (ELM) examination is designed to assess the skill
levels of entering CSU students in the areas of mathematics typically covered in
three years of rigorous college preparatory mathematics courses in high school
(Algebra I, Algebra II, and Geometry). The CSU ELM must be completed by all
entering undergraduates, with the exception of those who present proof of one of the
following:
• A score of 550 or above on the mathematics section of the College Board SAT
I Reasoning Test or on the College Board SAT II Mathematics Tests Level I,
IC (Calculator), II, or IIC (Calculator).
• A score of 23 or above on the American College Testing Mathematics Test.
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• A score of 3 or above on the College Board Advanced Placement
Mathematics examination (AB or BC) or Statistics examination.
• Completion and transfer of a course that satisfies the General Education-
Breadth or Intersegmental General Education Transfer Curriculum (IGETC)
quantitative reasoning requirement, provided such course was completed with
a grade of C or better.
Further, beginning in Fall of 2010, new majors will be required to either show
completion of a college course in algebra with a grade of “C-“ or better, or pass the
algebra portion of the SJSU Calculus Placement Test before they can enroll in our
required Math support course, Math 71: Calculus for Business and Aviation (an
applied calculus course).
All SJSU undergraduates also are required to take a writing skills test after
completion of their lower division general education. A satisfactory score on the
Writing Skills Test (WST) is required for enrollment in Written Communication II (i.e.
100W level courses) and in all Advanced General Education courses, including one
of our required major courses Tech 198, Technology and Civilization. Soon after
passing English 1A and 1B (or equivalents, part of the lower division general
education requirements), students should register for the WST. The following
students do not need to take the WST to enroll in any classes:
• Students who have completed the Graduation Writing Requirement (GWAR)
at another CSU or an equivalent screening test prior to matriculating at SJSU;
• Students who have earned a baccalaureate degree from a CSU campus.
• Students who have received an approved Undergraduate Requirement
Request to grant equivalency to an upper division composition course
completed at another university;
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• Students who completed a 100W course.
In addition to the catalog, the Department Chair and the entire faculty maintain active
interactions and keep current articulation agreements with community colleges, and
make presentations at community colleges and high schools. Our degree programs
brochures, flyers, and information sheets were redesigned and printed in 2009 and
are disseminated not only by our own work with our community and articulation
partners, but also through the University Relations with Schools Office, the University
Career Center, the College of Engineering Office and the Department Office.
The Department of Aviation and Technology has student chapters for several
professional organizations related to its industrial technology programs, such as the
American Society for Quality (ASQ), Epsilon Pi Tau (EPT), Society of Manufacturing
Engineers (SME), and Society of Plastics Engineers (SPE), and they hold regular
chapter meetings and workshops during the academic year. The student
organizations jointly participate in College of Engineering and SJSU Open Houses in
order to publicize the Industrial Technology program to prospective high school
students, community college transfers, students from other departments at SJSU,
and career change and re-entry students. In addition, the department’s faculty and
students participate in the College of Engineering’s Open House, held each
semester. Department faculty members reach out to industrial firms by visiting
companies such as Sun Microsystems, Lockheed Martin Missiles and Space,
International Business Machines, Lam Research, and Solectron. More of these
outreach activities are described in better detail in sections 6.2.3 and 6.2.4.
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The Department web site is located at [www.engr.sjsu.edu/avtech] and we have
produced multimedia CD-ROMs promoting the Department of Aviation and
Technology programs, the students, and the faculty and staff. These CD-ROMs are
made available to individuals, families, community colleges, high schools, and
industrial firms. The Department has redesigned and rebuilt its display area in the
Foyer of our building and it includes attractive posters as well as an ongoing
informational display on a large LCD panel for visitors.
All undergraduate majors in the College of Engineering are required to see an
advisor each semester. This policy has allowed our faculty to closely monitor the
progress of our students through their studies. Each semester, at this advising
session, the faculty advisor accesses the student’s grades and records and can
assess his/her progress and advise on classes to complete during upcoming
semesters. We work closely with the College of Engineering Student Success
Center (ESSC) to assist at risk and other students with successful completion of their
program requirements. Students with identified problems in mathematics or English
are referred to either the Writing Center in Clark Hall or the Tutoring Center in
Student Services. Research conducted by the College of Engineering has
determined that attendance in these support services has a positive effect on
students’ ability to perform well in their programs.
6.3.17 Legal Authorization: Only institutions legally authorized under applicable state law to provide degree programs beyond the secondary level, and that are recognized by the appropriate national or regional accrediting agency, are considered for ATMAE accreditation.
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San Jose State University is a part of the California State University system. It has
legal authorization to provide instruction in the liberal arts and sciences and applied
disciplines that require more than two years of college education. The CSU may also
award the doctoral degree jointly with the University of California or a private
university. The department is one of the oldest at SJSU and in the nation, starting
as part of the original State Normal School in San Francisco in the 1800s and
continuing as the Department of Industrial Arts, the Department of Industrial Studies,
the Division of Technology, and now the Department of Aviation and Technology at
the current campus. The CSU system was formed as a result of the Donahoe Higher
Education Act of 1960.
6.4 Instruction
6.4.1 Course Syllabi: Course syllabi must be presented which clearly describe appropriate course objectives, content, references utilized, student activities, and evaluation criteria. Representative examples of student’s graded work shall be available for coursework
Faculty members in the Department of Aviation and Technology are required to
prepare course syllabi (referred to as “Greensheets” by the University) for each
individual course they teach, and these syllabi must be available through each
department office. University policy stipulates certain items that must be included in
the course syllabi (study guides, as ATMAE standards refer to them). For the most
part, course objectives, a content outline, required references, student activities, and
evaluation criteria can be found herein. Binders including the syllabus and samples
of course work for each course in the Industrial Technology program are available in
the Department office and will be available to the visiting team during their visit.
Major efforts have been made to develop standardized course syllabi for those
courses that are being taught by more than one faculty member. While we believe
that instructional delivery systems should remain unique to the professor, program
content should be consistent. This is especially critical in view of the careful effort
that has been made to assure that our programs cover the competencies identified in
our program assessment activities.
Green sheets (syllabi) for courses taught by part-timers, as with regular faculty, are
evaluated as part of the faculty review process. All course syllabi for the past five
years are kept on file in the Department Office and are available for review at any
time. A few examples have been placed in the Appendices for your convenient
1
perusal. A complete file of current “green sheets” for all courses taught in our
department is maintained and always available in the Department Office.
6.4.2 Reference Materials: Appropriate reference materials such as periodicals, audio-visual materials, websites, and computer application software (when appropriate) shall be utilized for each course or series of courses to supplement text-books or course packs.
Course Green sheets (study guides, as ATMAE standards refer to them) list required
as well as recommended textbooks that should be purchased by the students. Many
instructors make additional use of the SJSU/SJC Library Reserve Book service to
place other reference materials on file for students to use without having to buy them.
Current videotapes are located in the Campus Instructional Resource Center (IRC);
faculty members may check these out and students may view them in the Center.
The IRC can also play any video in its library to any connected classroom over the
campus video network. Faculty are asked to reserve their projection time and room
24 hours in advance.
The department also acquires videotapes and reference materials that are generally
available to all faculty members who teach in those content areas. Many instructors
develop their own course readers or handouts, and these are increasingly available
electronically through their course web sites. Several instructors utilize the
Associated Students Print Shop on campus for reproduction and assembly of Course
Readers that contain reference articles and other documents that are not available in
the textbooks selected.
Videos and computer programs are purchased regularly from a variety of external
sources to maintain diversity and technical currency in lecture presentations. The
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Department maintains regular contact with the campus library acquisitions
department, and updates new listings and our needs list every semester.
The Department has also acquired and updated a great deal of computer application
software since its last review. Faculty have also aggressively and successfully
pursued low-cost or free licensing of mainstream industrial grade computer software
programs for use in instruction. These materials are stored in our Central Services
facility. Many of these are used to augment course texts, and some can be accessed
by technicians, students, and faculty in any departmental laboratory over the
department local area network. Increasingly though, with the availability of larger
inexpensive hard disk drives, each workstation is loaded with the software it needs
for the semester. These computer configurations are maintained by a department
technician. [see Section 6.9: Computer Systems]
Software currently in use includes Microsoft Office 2003, Multisim 8, LabVIEW 8,
Introduction to Wireless Administration, Cisco CCNA Wireless, Frontpage/WebDev,
Microsoft Project, LabSIM, AutoCAD 2009, Unigraphics (Siemens NX), SolidWorks,
MasterCAM, SurfCAM, SolidWorks, NX, Simfactory/Simprocess, Cadence OrCAD,
MS Macro Assembler, Microsoft C++, and CD multimedia developed with
Authorware. These software packages are used for a wide range of both specific
and general purposes by faculty and students. In almost every case, the software is
implemented in the Windows platform environment.
The faculty have had great success with software acquisitions. As examples,
Microsoft products are licensed through the campus site licenses. Autocad products
are licensed through CAPE, a CSU agreement with an Autodesk supplier that grants
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us 100 seats of Autodesk products for a single modest licensing fee. Unigraphics
(now Siemens NX) has given us a site license to use their CAD/CAM Engineering
software products in any department in the College of Engineering, at no cost.
In the last few years, the Department has focused its computer environment
development on the PC platform, running Windows (which allows for networking).
Wherever possible, Windows XP Professional is installed on all laboratory and
classroom computers. Our current policy is to only purchase computers with either
the Windows XP operating system or the Windows 7 OS (Windows 7 is not yet
supported by the campus, so this is used only on faculty computers).
An extensive local area network, first developed in the late 1980s by the department,
and rebuilt and expanded in the 1990s by the university, serves the Department of
Aviation and Technology within the wide area network (WAN) of the College of
Engineering and the SJSU Intranet. Faculty and students have controlled access to
the Internet, the department network, and network resources from any computer in
the building through either direct Ethernet or wireless Ethernet connections.
A department computer technician is responsible for maintaining the network and
computers in the department, under the direction and guidance of the chair and
regular faculty. Additional in-depth support for a variety of computer and software
issues is provided by the Engineering Computer Services (ECS) group under the
direction of Kindness Israel. Software installs and other maintenance is aided by the
two department network servers, which also supply redundancy in case of server
failure.
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6.4.3 Program Balance: Appropriate laboratory activity shall be included in the program(s) and a reasonable balance must be maintained in course work between the practical application of “how” and the theoretical/conceptual emphasis of “why.”
The units taken in the Industrial Technology program technical core, electives, or
areas of technical concentration are designated either as “lecture,” “lecture/lab,” “lab
only,” or “activity” classes. The lecture and lecture/lab courses present theoretical
concepts through lectures and discussions. Reinforcement of the underlying
concepts of “why’’ things are a certain way is accomplished through related
laboratory assignments. A primary strength of our program exists in these practical
activities, through which the student gains a firmer grasp of “how” things work in an
industrial setting. While assigned lab activities may sometimes seem simplistic; there
is no doubt that they help to cement the students’ understanding of more complex
scientific/ technological theories and constructs.
A majority of industrial technology classes are three unit courses. A three-unit
activity class generally includes two hours of lecture and four hours of lab activity
each week, with some variations adopted by the professors responsible for their
delivery. A three-unit lecture/lab class includes two hours of lecture and three hours
of lab activity each week. Starting in Fall 2003, all remaining activity classes were
converted to the lecture/lab format. This brings us additional scheduling flexibility, is
more efficient, and brings us into alignment with the mode of delivery for most
Engineering courses.
Most (75%) of the classes for the Industrial Technology major have a laboratory
component. The department maintains three large technical laboratories and one
dedicated computer laboratory to support a strong hands-on curriculum.
5
6.4.4 Problem-Solving Activities: Emphasis in instruction shall be focused on problem-solving activities which reflect contemporary industrial applications.
Whenever possible, contemporary industrial case studies and problem solving are
incorporated into the Industrial Technology program. Students are often called upon
to complete field exercises that entail making visitations to area corporations. They
may be asked to arrange for a meeting with higher-level administrative personnel or
required to complete a documentation assignment that demands a detailed study of
the production floor. When this is not practical or appropriate, students are engaged
in group problem solving based on cases presented by the instructor, and resulting in
finished projects and presentations. This problem-solving approach is particularly
evident and integral to the learning process in the minicurriculum for Product Design
and Manufacturing, in Tech 145, Lean Manufacturing, and in our two capstone
classes, Tech 149 (for Manufacturing Systems students) and Tech 169 (CENT
students). Student papers illustrating some of these activities are included in the
course binders in the department office.
Problem-solving activities are evident in all Industrial Technology classes. Students
are not simply given a “recipe for success.” They are generally called upon to
analyze situations, clarify alternatives, make decisions for action, execute solutions
and evaluate results. A sampling of course assignment sheets that exemplify these
instructional strategies and objectives have been placed in the course binders in the
department office.
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6.4.5 Supervision of Instruction: Appropriate supervision of instruction shall be evident throughout the program. Departmental policy requires that faculty remain in their classrooms and labs during
instruction, unless a paid, qualified instructional student assistant is in use. The
Department Chair visits all classes on a regular basis. The intent of these visits is not
just to evaluate faculty members but to let them know that his office is interested in
their well-being and the quality of instruction being delivered.
Full-time tenure-track faculty members and tenured faculty seeking promotion are
evaluated each year via the university retention, tenure, and promotion procedures.
These are described in detail in section 6.5.5. Full-time tenured faculty members are
reviewed periodically per university policy regarding Post Tenure Review. Part-time
faculty members are evaluated during their first semester of employment by a
tenured faculty member and every other semester subsequently. These written
evaluations are maintained in the part-time faculty’s personnel folder in the
Department office. The part-time faculty are supervised by the Chair who must
complete a formal evaluation document for them each year.
All tenured, tenure-track, and part-time faculty members receive student feedback
through standardized evaluations that occur toward the end of each semester. A
copy of the results of these student reviews is given to the faculty member and
another goes to the Chair. If weaknesses with reference to instructional techniques
are evident, the Chair meets with individual teachers to determine appropriate
courses of action that will lead to improved delivery of course content.
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6.4.6 Scheduling of Instruction: The organization and scheduling of instruction shall allow adequate time for completion of appropriate homework assignments and laboratory problem-solving activities.
Industrial Technology classes meet 3 or 5 hours per week depending on whether
they are lecture (3 hours), lecture/lab (5 hours), or lab only (3 hours) using one of the
following formats: a Tuesday-Thursday day, Tuesday-Thursday evening, Monday-
Wednesday-Friday day, Monday-Wednesday day, or Monday-Wednesday evening
schedule. Classes are arranged to enable students to use their time efficiently and
enroll in the maximum number of courses they are interested in. Where the demand
is evident, multiple sections of courses are scheduled. Our lecture classes meet for
three hours each week; these are scheduled on either a Monday-Wednesday day,
Tuesday-Thursday day schedule, or on one evening per week (Monday through
Thursday).
Industrial Technology lecture/lab classes meet 5 hours per week (2 hours lecture, 3
hours lab) at times similar to the activity classes. To accommodate the need of a
large percentage of students who are employed in the local electronics industry, the
majority of classes offered are in the late afternoon and evening times.
Full-time Industrial Technology majors usually work part time, and carry 12-15 units
of course work per semester. Since IT lecture/lab classes require 5 contact hours
each week, advisors generally recommend that students not take more than 3 of this
type of class during the semester. Students are advised to blend their major and
minor classes with general education and supporting technical classes throughout
their academic career at San Jose State University. This form of course selection
entails pre-planning on the part of students and their advisors. We believe that our
8
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approach to scheduling is both efficient and effective with regard to students’ needs
and their ability to complete assignments within deadlines set throughout the
semester, and also promotes course quality.
6.5 Faculty
[NOTE: Much of the information provided is taken from the current Faculty Reference Book and the Agreement between the Board of Trustees of the CSU and the California Faculty Association. These criteria are university policy and hold true for all academic disciplines.]
6.5.1 Full-Time Faculty: Each program of study option shall have an adequate number of full-time faculty.
The profile of the Department of Aviation & Technology's list of full-time faculty has
changed slightly since our last review by NAIT (now ATMAE) in Spring of 2003. Over
the past five years, we have experienced one faculty entering a Faculty Early
Retirement Program (FERP, allows a faculty to teach one semester per year), and
several faculty teach part-time for other programs in the College of Engineering. No
new full-time faculty have been hired. The gradual but significant decline in majors
has been offset by an increase in general education enrollments. The ratio of full-
time to part-time faculty has remained at a satisfactory balance partly because
several Technology faculty teach part time for other departments in the College of
Engineering (General Engineering, Mechanical Engineering, and Industrial and
Systems Engineering). The faculty distribution for the department (includes Aviation)
is shown in the table below.
Instructional Faculty FTEF by Tenure Status
Department of Aviation and Technology 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010
FTEF Fall 2005
Spr 2006 Avg
Fall 2006
Spr 2007 Avg
Fall 2007
Spr 2008 Avg
Fall 2008
Spr 2009 Avg
Fall 2009 Avg
Tenured 7.5 8.7 8.1 7.8 10.4 9.1 5.4 6 5.7 4.4 4.7 4.5 4.7 4.7
Temp Lecturer 4.6 3.5 4 2.8 2.7 2.8 3.2 4.2 3.7 6.4 4.3 5.3 5.7 5.7
Probationary 0.4 1.7 1 1.4 1.6 1.5 0.5 0.9 0.7 0.6 0.5 0.6
Total 12.5 13.9 13.2 12 14.7 13.3 9.1 11.1 10.1 11.3 9.5 10.4 10.4 10.4
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Full-time faculty resumes (See Appendices) outline the extent, recency, and
relevance of industrial professional level experience. We believe that our present
team of Industrial Technology faculty members is quite impressive; each member of
this team is doing an excellent job of instruction in his/her area or areas of technical
concentration as well as engaging with the professional and social community. Most
professors are active members of ATMAE as well as other professional organizations
that are listed on their resumes.
Qualifications for employment in our industrial technology program place an
emphasis on the following criteria: (1) University level teaching and/or industrial
experience in a specific discipline; (2) Preference to applicants who have additional
technical experience related to other curricular areas of concentration; (3) Awareness
of and sensitivity to the educational goals of a multicultural student population; and
(4) Cross-cultural experience and/or training (e.g., bilingual, multicultural
background).
In recent years, several faculty have assumed instructional responsibilities for
courses in other departments, and the previous chair, Dr. Patricia Backer, has been
asked to assume the Director position for the General Engineering program. Taking
all changes into consideration, the assigned Departmental FTEF for the industrial
technology program in January 2010 stands at 7.5. The actual used FTEF for the
industrial technology program for Spring 2010 was 6.0. Of this number, 4.7 are from
faculty with full-time positions, with 1.32 positions being filled by part-time faculty.
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6.5.2 Minimum Faculty Qualifications: The review of program faculty qualifications shall include current faculty resumes providing clear evidence documenting the extent and currency of: (a) academic preparation, (b) industrial experience at the management/supervisory levels, (c) applied industrial experience related to the program content area(s), (d) current certifications/licensure related to the program content area(s), (e) membership and participation in appropriate professional organizations, and (f) scholarly activities. The minimum academic qualifications for regular tenure track, or full time, faculty members shall be a graduate degree in a discipline closely related to the instructional assignment.
Currently, the minimum requirements for appointment as a tenure-track faculty in the
industrial technology program are a PhD/EdD/ScD in engineering technology,
industrial technology, or other technology-related field. While no hiring or search has
taken place in this review period, Department, College, and University standards for
evaluating potential faculty apply to all faculty who currently hold tenure / tenure track
positions in the program. Appropriate certifications and licensure is encouraged for
all faculty, and industrial experience is a highly regarded qualification for all faculty.
6.5.3 Academic Preparation of Faculty: A minimum of fifty percent of the regular tenure track, or full-time, faculty members assigned to teach in the program of study content area(s) shall have an earned doctorate or appropriately defined terminal degree. Exceptions may be granted to this standard if the institution has a program in place that will bring the faculty demographics into compliance within a reasonable period of time.
All (7 out of 7) full-time faculty in the Technology program hold an earned doctorate.
6.5.4 Selection and Appointment Policies: Policies and/or procedures utilized in the selection and appointment of faculty shall be clearly specified and shall be conducive to the maintenance of high quality instruction.
According to the current (November 2009) Handbook for Recruitment and
Appointment of Tenure-Track Faculty (a copy of which is on file in the Department
3
Office), the university delegates responsibility to various campus bodies for
recruitment. No searches are underway or anticipated for the Industrial Technology
programs, but the faculty are very familiar with search policies and procedures due to
the fact that our Aviation program has recently completed a successful search for a
new Aviation faculty member. These policies and responsibilities are laid out below:
University Policies and Shared Responsibilities 1. Each Department shall assume primary responsibility for effective recruitment
and appointment of tenure-track faculty in accordance with UP S01-13, Commitment to a Campus Climate that Values Diversity and Equal Opportunity, UP S98-8, Appointment, Retention, Tenure and Promotion Criteria, Standards and Procedures for Regular Faculty Employees and UP S89-15 Non-Discrimination, Equal Employment Opportunity and Affirmative Action Policy and Procedures.
2. The Department Chair or designee shall chair the Department recruitment
committee in accordance with UP S98-8. The Department recruitment committee has the responsibility to: • Develop the position announcement and selection criteria; • Advertise for an adequate pool of candidates; • Interview selected qualified candidates; • Conduct interviews that offer candidates opportunities to demonstrate their
qualifications; • Present the positive aspects of SJSU as a diverse and inclusive
community. 3. The Office of Equal Opportunity provides the necessary statistical analyses for
the determination of underutilization, and consults with affected Departments and appropriate administrators in establishing realistic guidelines for remedy. OEO staff are also available to advise Departments concerning effective non-traditional recruitment strategies and provide assistance in recruitment efforts. Also, at the request of the Provost, OEO staff shall sit, in an advisory capacity, on search committees in Departments in which findings of serious underutilization have been made (UP S89-15).
4. The College Dean shall be responsible for:
• The supervision and implementation of campus policies and procedures for
recruitment and appointment of tenure-track faculty within the College; • Reviewing Departmental annual requests for positions;
4
• Preparing and submitting the College’s total position requests to the Provost;
• Working with the Department to develop appropriate recruitment strategies; • Examining Department recruitment records prior to candidate interviews.
5. The Associate Vice President for Faculty Affairs (AVP/FA) oversees and
coordinates the hiring process for tenure-track faculty. This entails consulting with the Provost, monitoring compliance with University hiring policies, reviewing recruitment materials and appointment documentation. The AVP/FA shall act on behalf of the Provost to review and approve/disapprove tenure-track appointments in accordance with UP S89-15 and UP S98-8 and S01-13.
6. The Director of Institutional Research shall cooperate with the University
Office of Equal Opportunity in providing technical assistance for statistical analysis and reports of employment data as may be required in accordance with University policy.
7. The Provost
• Is responsible for the supervision and implementation of campus policies and procedures for recruitment and appointment of tenure-track faculty for the University;
• Approves or denies position requests in consultation with AVP/FA and the Academic Affairs Executive Council;
• Allocates resources for recruitment and faculty positions; • Takes final administrative action on compliance and non-compliance with
campus policies; • Imposes sanctions to enforce compliance; • Grants exceptions to compliance under rare and unusual circumstances.
8. The President holds the ultimate responsibility for the success of tenure-track
faculty recruitment. Procedures for Initial Appointment
1. All recruitment shall be carried out in accordance with the university's Affirmative Action Policy.
2. Department recruitment committees shall be composed of elected full-time tenured faculty members, and shall be chaired by the department chair or a designee of the department chair.
3. Recruitment committees shall evaluate all candidates for appointments to regular positions and determine the order of desirability of finalists for the position.
4. Hiring of faculty during recess periods shall be accomplished in consultation
5
with all available recruitment committee members, the department chair and the college dean.
5. Persons to be employed initially in academic-administrative assignments with retreat rights to a department or program shall be reviewed and must receive a favorable recommendation from the appropriate departmental recruitment committee in which tenure must be acquired before retreat rights are granted.
6. No person shall be offered a probationary appointment unless such an appointment has been recommended by an appropriate faculty committee, generally the department’s elected recruitment committee.
7. Appointment letters shall be written by the college dean in consultation with the chair of the department. Appointment letters must be approved by the Office of the Associate Vice President for Faculty Affairs as consistent with the present policy.
Further, with regard to Standards for Initial Appointment:
Candidates for initial appointment to probationary positions should be carefully
reviewed so that new faculty members will not merely fill positions but will
bring to the university intellectual distinction and the potential for tenure and
eventual promotion to advanced rank. Candidates for appointment should
come fully prepared and ready for a university career, with the promise of
excellence and a commitment both to teaching and to contributing to their
professional communities. Initial appointment to a probationary position
normally requires possession of the doctorate or appropriate terminal degree
from an accredited institution. In unusual circumstances, persons may be
appointed who are close to completion of the required terminal degree. An
exception to the terminal degree requirement may also be made in the case of
distinguished individuals with significant scholarly or artistic or professional
accomplishments in their field, or whose achievements make a unique ability
available to the campus. In such cases, the basis of the exception shall be
made a permanent part of the faculty member's file, and the decision recorded
whether or not possession of the terminal degree is to be expected for tenure
or promotion to advanced rank.
Probationary credit of up to two years may be awarded by the President at the
time of appointment. This award may be made only upon the
6
recommendation of the department and the dean following 1) their
consideration of previous service and achievement in teaching and in scholarly
or artistic or professional activities at a post-secondary education institution,
previous CSU employment, or comparable experience; and 2) upon their
assurance that the candidate has been advised of possible hazards of
receiving this award, which include the provision that only accomplishments
during the one or two years preceding the appointment to regular faculty
status may be listed and considered in tenure and promotion decisions.
Because recipients of probationary credit will be subject to a four- or five-year
tenure review period, they are advised they will have less time to achieve the
standards required for tenure, as outlined below. Appointment to an advanced
rank requires that candidates shall show evidence of the accomplishments
normally expected for promotion to that rank.
The initial letter of appointment shall specify any particular character of the
faculty member’s academic assignment and shall bring to the faculty
member’s attention the appropriate university criteria and college and/or
department guidelines for retention, tenure, and promotion. Any subsequent
change in the particular character of the academic assignment shall be made
in writing and signed by the faculty member, the department chair, and the
college dean. The appointment letter shall also indicate the range of activities
by which one may fulfill the expectations for scholarly or artistic or professional
achievement in university policy. Such appointment letter(s) shall be placed in
the dossier.
6.5.5 Tenure and Reappointment Policies: Faculty tenure and/or reappointment policies and procedures shall be comparable to other professional program areas in the institution. Requirements in the areas of teaching, service, and scholarly activity shall be clearly specified for faculty in Industrial Technology.
At present, the probationary period at San Jose State University is seven years. As
previously stated, tenure and retention policies and procedures in the Department of
7
Aviation and Technology are carried out in accordance with University regulations.
These are specified in the Faculty Reference Book and University ARTP guidelines:
Retention: The review process should be rigorous throughout the
probationary period. It is expected that a candidate show increasing effectiveness in
teaching, or consistent effectiveness in the case of individuals whose teaching is fully
satisfactory from the start. Faculty members should not be retained if their
performance in teaching and in the other aspects of their academic assignment is not
sufficient to warrant a reasonable expectation that tenure will be granted at the end of
the probationary period. Retention committees should in their recommendations
indicate whether faculty progress is sufficient to warrant a reasonable expectation
that tenure will be granted at the end of the probationary period. Throughout the
probationary period, personnel committees at all levels should be aware of the
existence of any narrative statements or faculty professional development or
probationary plans that the candidate may have established according to
departmental or college guidelines.
Tenure: The tenure decision is perhaps the most important decision the
university must make with respect to its faculty since, in effect, it represents a mutual
commitment shared by the faculty member and the university which may entail many
years of service on the part of the faculty member. The award of tenure brings with it
the right to continued permanent employment as a faculty member unless terminated
according to the provisions of the CSU/CFA Agreement. The granting of tenure is not
solely a reward for services performed during the probationary years, but also
represents an explicit expectation that a faculty member will continue to be a valued
8
colleague, a good teacher and an active scholar, artist or leader in his or her
profession, and a contributor to the university’s mission, including collegial
governance off the University. Accordingly, tenure decisions should be based upon
thorough review of faculty members during their probationary years. In cases where
probationary credit has been given for previous service in the one or two years for
which such credit was granted, the achievements in teaching and in scholarly or
artistic or professional activities that led to such credit shall be evaluated. All prior
experience should be listed in a comprehensive vita. Tenure should be granted only
to individuals whose record of teaching and contributions to their professional
communities indicates a commitment to ongoing activity and professional
achievements of high quality and the potential to earn promotion to higher rank.
A tenure decision should normally be made in a faculty member’s sixth probationary
year. The probationary period may be extended for an additional year under
circumstances specified in the CSU/CFA Agreement. Tenure may be awarded earlier
than the sixth year in the case of faculty members with significant scholarly, artistic or
professional achievements and excellence in teaching. Faculty members may
request an early consideration for tenure based on having already achieved the
levels of achievement required for the award of tenure.
In extraordinary cases, when a candidate for appointment has already earned tenure
and promotion to the rank of full professor at another college or university, or has
otherwise demonstrated achievements in the areas of teaching and scholarly, artistic,
or professional activity conclusively indicating that university standards for tenure and
promotion to the rank of full professor have been met, the “President may award
9
tenure to any individual, including one whose appointment and assignment is in an
administrative position, at the time of appointment. Appointments with tenure shall
be made only after an evaluation and recommendation by the appropriate
department” (CSU/CFA Agreement ,Section 13.16).
The award of tenure requires more than potential or promise. It requires:
a. Possession of the required terminal degree, unless an exception to this
requirement had been granted and noted at the time of appointment as provided
above.
b. Demonstrated effectiveness in academic assignment, above all in teaching.
Tenure should not be granted without evidence of good, solid performance in the
variety of the courses being taught during the probationary years.
c. Contributions to the candidate's discipline or professional community.
Scholarly or artistic or professional contributions should be of good quality and
evidence both the commitment to and the potential for continued development and
accomplishment throughout the candidate's career.
d. The promise of significant contribution to the university’s mission, including
the collegial governance of the university.
6.5.6 Faculty Loads: Faculty teaching, advising, and service loads shall be comparable to the faculty in other professional program areas at the institution. Consideration shall be given in faculty teaching load assignments to high contact hours resulting from laboratory teaching assignments.
Every full-time faculty member's academic assignment at the university includes
teaching and instruction-related responsibilities such as office hours, advisement and
committee work at the department, college or university levels. Each faculty member
is required to have a load of 15 Weighted Teaching Units each semester. Of this
10
11
load, normally 3 Weighted Teaching Units are allocated to instruction-related
responsibilities such as office hours, advisement, and committee work at the
department, college or university levels. At the university there are 28 classifications,
organized into six categories, representing the mode of instruction. Lecture classes
in Industrial Technology earn 1 Weighted Unit per unit of credit (i.e., a 3 unit lecture
course = 3 Weighted Units). Laboratory classes in Industrial Technology earn 2
Weighted Units per unit of credit (i.e., a 2 unit laboratory course = 4 Weighted Units).
Practically speaking, the lab/lecture class delivery (the most common class formula in
our department) conveys 2 WTU for the lecture section, and 2 WTU for each lab
section. These formulae are applied uniformly throughout the university.
In addition, supervision of interns and special individual study projects are equated at
1 Weighted Unit per three students. Therefore, thirty-six undergraduate students
enrolled in individual study contracts are considered to be equivalent to a full
teaching load. The Chair is responsible for ensuring that all faculty members fulfill
their contractual workload assignments.
6.6 Students
6.6.1 Admission and Retention Standards: Admission and retention standards shall be used to ensure that students enrolled are of high quality. These standards shall compare favorably with the institutional standards. Sources of information may include admission test scores, secondary school rankings, grade point averages, course syllabi, course examinations, written assignments, and oral presentations.
In the current difficult budgetary climate, and considering the fact that SJSU was until
2009 serving more than its allocated number of students in the CSU system, there
have been extraordinary pressures to control admissions and enrollment.
Fortunately, this has not been indiscriminate, but tied to a careful review of program
capacity that took place in Spring of 2008. The result of this process for our
programs is that the degree programs in the Aviation and Technology Department
are NOT impacted and are able to serve students from any part of the state and the
world. This is guided by two facts: both our programs are below capacity (can serve
more students without incurring more costs), and both of our programs are unique to
the state or the region (not widely available in the CSU).
Admission and retention standards used by the department to admit new majors are
identical to those employed by the University for all programs that are labeled
“green”, meaning that they are not impacted and are open to all applicants.
Standards for admission to San Jose State University are prescribed by the State
Legislature in accordance with Title 5, Chapter 1, Subchapter 3 of the California
Administrative Code. Prospective students, applying for part-time or full-time
programs of study, in day or evening classes, must file a complete application at
www.csumentor.org and pay a non-refundable application fee to the California State
University. Applicants need only file at their first choice campus. An alternate
1
campus and major may be indicated on the application, but applicants should list as
an alternate campus only a CSU campus that also offers the major. Generally, an
alternate major will be considered at the first choice campus before an application is
redirected to an alternate choice campus.
Honors at Entrance: To foster superior scholarship as a desirable academic
characteristic and to recognize outstanding entering students, San José State
University has established the award of Honors at Entrance. Entering freshmen are
eligible with a grade point average of 3.6 or higher. Upper division transfer students
are eligible with a grade point average of 3.5 or higher. Lower division transfers must
have both 3.6 or higher high school GPA and a 3.50 or higher transfer GPA. The
advantages accruing to an entering student are: 1) priority registration for the first two
semesters; 2) honors at entrance annotation on the student's permanent academic
records; and 3) consideration for admission to the Humanities Honors program.
Undergraduate Admission Requirements: The California State University
requires that first-time freshman applicants complete, with grades of C or better, a
comprehensive pattern of college preparatory study totaling 15 units. A "unit" is
equivalent to one year of study in high school. Within the 15 units completed, up to
one unit (one year) in visual and performing arts or foreign language may be missing
and offset by a college preparatory course(s) in other areas. The missing unit of
visual and performing arts or foreign language must be completed either prior to, or
by the end of the first year, of CSU enrollment. This provision is effective through the
2009-2010 academic year. The following courses are included in this aggregate:
English: 4 years - college preparatory, composition and literature; Mathematics: 3
2
years - college preparatory, algebra, geometry, intermediate algebra, trigonometry,
calculus or mathematical analysis or other approved courses; U.S. history or U.S.
history and government: 1 year; Science: 1 year with laboratory - biology, chemistry,
physics or other acceptable laboratory science; Foreign Language: 2 years in the
same language (subject to waiver for applicants demonstrating equivalent
competence); Visual and Performing Arts: 1 year - to be selected from art,
drama/theatre, music or dance; and Electives: 3 years - selected from English,
advanced mathematics, social science, history, laboratory science, foreign language,
visual and performing arts and agriculture.
Eligibility Index: The eligibility index is the combination of the student’s grade
point average and his/her score on either the ACT or the SAT I. The grade point
average is based on grades earned during the final three years of high school
(excluding physical education and military science) and bonus points for approved
honors courses. Since Fall 2004, the high school grade point average has been
based solely on courses taken in the final three years of high school that satisfy the
comprehensive pattern of college preparatory subject requirements.
Up to eight semesters of honors courses taken in the last two years of high
school, including up to two approved courses taken in the tenth grade, can be
accepted. Each unit of "A" in an honors course will receive a total of 5 points; "B", 4
points; and "C", 3 points, in evaluation of the transcript.
TOEFL: All undergraduate applicants, regardless of citizenship, who have not
attended schools at the secondary level or above for at least three years full time
where English is the principal language of instruction must present a score of 500 or
3
above on the Test of English as a Foreign Language (TOEFL). Some majors may
require a score higher than 500 and applicants taking the Computer Based Test of
English as a Foreign Language must present or a score of 173 or above. Some
majors may require a higher score. Students applying to the Department of Aviation
and Technology are admitted if they meet the SJSU’s requirements.
The CSU requires all new students to be tested in English (English Placement Test,
EPT) and Mathematics (Entry Level Mathematics, ELM); these tests have been
described in Section 6.3.16 above. The California State University requires each
entering undergraduate, except those who qualify for an exemption, to take the CSU
Entry Level Mathematics (ELM) examination and the CSU English Placement Test
(EPT) prior to enrollment.
Remediation is taken seriously at SJSU. These placement tests are not a condition
for admission to the CSU, but they are a condition of enrollment. They are designed
to identify entering students who may need additional support in acquiring basic
English and mathematics skills necessary to succeed in CSU baccalaureate-level
courses. Undergraduate students who do not demonstrate college-level skills both in
English and in mathematics will be placed in appropriate remedial programs and
activities during the first term of their enrollment. Students placed in remedial
programs in either English or mathematics must complete all remediation in their first
year of enrollment. Failure to complete remediation by the end of the first year may
result in denial of enrollment for future terms.
Transcripts: All transcripts submitted must be official and sent directly from the
originating school or college to the Office of Admissions. Transcripts submitted by the
4
student are not acceptable unless submitted in a sealed envelope. All records
submitted become the property of the university, part of the student's file, and will not
be released. If a student does not complete the application or enroll, the records will
be kept on file for two years only. Students applying for admission to the university
while still attending high school may be evaluated on their self-reported grade point
average if 3.0 or higher. A final high school transcript with the date of graduation
must be sent to the Office of Admissions at the time of graduation. Applicants who
are high school graduates must file a complete transcript that includes the date of
graduation.
Undergraduate students with college transfer work and who are accepted for
admission, and who desire advising, will be required to present a set of college
transcripts to their departmental advisor. Transfer applicants who have earned fewer
than 56 transferable semester units of credit must file one complete official transcript
from the high school of graduation and the ACT or SAT I test results in addition to a
transcript of the college units attempted.
Transfer applicants who have completed 56 or more semester units of transferable
credits and who are applying to the university need not file the high school transcript.
If, during the evaluation process, it is determined that fewer than 56 semester units of
transferable credit have been earned, processing will stop. The applicant will be
notified that the high school transcript and ACT or SAT I scores are required and
admission consideration will again be given only at the time these documents are
received and the record is complete.
5
All undergraduate applicants must file one official transcript from each college in
which they have enrolled. This includes USAFI, the Defense Language Institute,
Special Sessions (Winter Session and Professional Development), correspondence
and audited courses, as well as any college in which the student was enrolled and
withdrew without earning credit.
Former students need not order transcripts of work completed at SJSU whether this
work was accomplished in the regular session, Open University, Special Sessions, or
through the university Professional Development Program. Similarly, they need not
reorder transcripts that were previously forwarded to SJSU. But if they did college
work in the interim, such transcripts must be filed with their papers. Students absent
from the university for a period of seven years or longer must resubmit all documents
required for admission.
Transfer Credit: California Community Colleges will certify to CSU those
courses that are of baccalaureate level and therefore transferable for at least elective
credit. Credits earned in accredited community colleges will be evaluated by the
Office of Admissions in accordance with Title 5 of the California Code of Regulations,
Section 40409: A maximum of 70 semester units earned in a community college may
be applied toward the degree, with the following limitations: (a) No upper division
credit may be allowed for courses taken in a community college. (b) No credit may be
allowed for professional courses in education taken in a community college, other
than an introduction to education course.
The Office of Admissions evaluates credits earned in regionally accredited colleges
and will grant advanced standing on the basis of the evidence submitted. Credit
6
toward the fulfillment of graduation requirements will be allowed only insofar as the
courses satisfactorily completed meet the standards and the requirements of the
basic course pattern of the college. Credits earned in non-accredited colleges may be
accepted as a basis for advanced standing only to the extent that the applicant can
demonstrate to the satisfaction of the university that a satisfactory degree of
proficiency has been attained in the course in question.
Students who have completed fewer than 56 transferable semester college units
(fewer than 84 quarter units) are considered lower division transfer students. Student
who have completed 56 or more transferable semester college units (84 or more
quarter units) are considered upper division transfer students. Students who
complete college units during high school or through the summer immediately
following high school graduation are considered first-time freshmen and must meet
those admission requirements. Transferable courses are those designated for
baccalaureate credit by the college or university offering the courses.
Generally, applicants qualify for admission as transfer students if they have a grade
point average of 2.0 (C) or better in all transferable units attempted and are in good
standing at the last college or university they attended. In their review of technical
courses to be accepted for credit into the Industrial Technology major, Department
advisors often request the student to provide evidence of work completed in these
courses. It is not uncommon for IT faculty to review community college textbooks
and course syllabi prior to accepting technical courses into the student's major
program of study. This procedure ensures that high quality standards are maintained
7
during the process of reviewing community college transcripts after the student has
already been admitted into the university.
6.6.2 Scholastic Success of Students: Students in Industrial Technology shall have scholastic success comparable to those in other professional curricula in the institution. Grading practices in Industrial Technology courses shall be comparable to other departments and/or programs in the institution.
The campus Office of Institutional Research prepares a lengthy Grade Distribution
Report at the end of each semester. This analytical report presents grade distribution
patterns by individual course, faculty member and department. Copies are sent to
the College Deans' offices each term. Deans are then able to review specific grading
practices and patterns within each departmental unit in their own College. The
distribution of grades for the university, college, and department are shown in Figure
6.6.2.1 below. The distribution of grades for the BSIT for Fall 2007 through Fall 2009
(the last semester available) is comparable to other departments in the University
and the College of Engineering.
8
Figure 6.6.2.1: Headcount by GPA
San Jose State University
Head Count by GPA broken down by Student Level - Total University Fall 2007 Fall 2008 Fall 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 1514 3182 3291 1528 3279 3653 1332 2923 3696
Upper Division 2330 5330 7790 2237 5371 8383 2194 5269 8389
2nd/Post Bac 47 84 438 38 76 362 34 57 237
Credential 70 27 824 68 20 814 59 11 731
Graduates 498 381 5600 518 355 5689 534 307 5299
Total 4459 9004 17943 4389 9101 18901 4153 8567 18352
Spring 2007 Spring 2008 Spring 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 1337 2459 2355 1432 2792 2768 1415 2926 2846
Upper Division 2296 5270 7608 2147 5464 8077 2213 5639 8513
2nd/Post Bac 43 81 436 48 98 476 38 77 353
Credential 82 36 772 84 32 753 78 19 734
Graduates 611 334 5303 576 404 5501 578 375 5487
Total 4369 8180 16474 4287 8790 17575 4322 9036 17933
College of Engineering
Head Count by GPA broken down by Student Level - Engineering Fall 2007 Fall 2008 Fall 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 216 450 322 267 509 441 246 436 437Upper Division 354 723 740 320 672 700 314 664 6852nd/Post Bac 9 14 37 4 15 36 5 17 22Graduates 139 210 1777 137 200 1758 142 156 1651Total 718 1397 2876 728 1396 2935 707 1273 2795
Spring 2007 Spring 2008 Spring 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 209 278 179 235 339 230 260 444 258Upper Division 317 742 813 323 683 723 352 671 7072nd/Post Bac 11 13 33 3 16 36 5 16 37Graduates 158 159 1726 151 242 1712 111 205 1575Total 695 1192 2751 712 1280 2701 728 1336 2577
9
Industrial Technology Program
Head Count by GPA broken down by Student Level - ITEC - Industrial Technology Fall 2007 Fall 2008 Fall 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 4 3 1 4 3 3 1 3 4Upper Division 16 40 50 8 30 35 9 24 332nd/Post Bac 1 1Graduates 1 1 6 2 6 1 11Total 21 44 57 12 35 45 11 27 49
Spring 2007 Spring 2008 Spring 2009
Total
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
1.99 or Less
2.00 to 2.99
3.00 or Above
Lower Division 1 6 2 4 5 2 5 3Upper Division 22 50 44 11 31 38 12 24 352nd/Post Bac 1 1 1Graduates 4 1 8 1 3 5 3 7Total 28 57 52 14 38 49 14 32 46
Students normally perform better in major courses than they do in non-major courses
such as General Education and university electives. Seniors in the Industrial
Technology program at San Jose State University were surveyed in Spring 2002 (just
prior to the last accreditation) as part of a department research study into learning
styles. At that time there were 152 seniors in the BSIT program. A total of 52
students returned the survey; this represents a 34% return rate. Eight surveys were
discarded because they were improperly filled out. Each student’s academic record
was reviewed to determine their overall SJSU GPA as well as their GPA in BSIT
courses. This data is summarized in Figure 16. Overall, this study showed that
students received higher grades in their BSIT courses than they receive in SJSU
overall although there is a positive correlation (r = 0.57) between the two GPAs.
10
Figure 6.6.2.2: A comparison of BSIT students’ GPA in BSIT courses and in SJSU overall (2002 study)
Total (headcount) GPA BSIT SJSU D (1.0 – 1.99) 3 2 C (2.0 - 2.49) 8 17 B- (2.5 - 2.99) 16 11 B (3.0 - 3.49) 14 10 A (3.5 - 4.0 3 4 Average GPA 2.8 2.7
Total 44
Grading practices in the Department of Aviation and Technology are in concordance
with university policy. The grading policy of the university provides that A, B, C, D, F,
shall be the basic grading system at the university and shall apply to all course work
acceptable toward a degree program except for those courses in which it is
mandatory or permissible that Credit/No Credit grades be used or in which university
policy prescribes the A,B,C/NC pattern (English 1A, 1B, and 100W Writing
Workshops fall into this category). "CR/NC" (Credit/No Credit) grades are mandatory
for theses and normally used in projects, field work, internships, individual studies, or
directed reading courses. As recommended by departments and approved by the
College Dean, Credit/No Credit grades may be used in activity and laboratory
courses, workshops and selected seminars (colloquia). A letter grade may not be
awarded for such courses.
GPA is equal to the total number of grade points earned divided by the number of
units in each course. Grade points are assigned as follows:
11
Figure 6.6.2.3: Grading Scale
Grade Points/Unit Grade Points/Unit Grade Points/Unit
A+ 4.0 B.- 2.7 D 1.0
A 4.0 C+ 2.3 D- 0.7
A- 3.7 C 2.0 F 0
B+ 3.3 C- 1.7 U * 0
B 3.0 D+ 1.3 * The U grade is assigned by the Records Office if no other grade is assigned by the
Instructor. A faculty member may also issue this grade. Technically, this is the same as an F but normally indicates an Unauthorized Drop.
To qualify for graduation or to be recommended for transfer to another institution,
students must have earned at least twice as many grade points as there are splits in
the credit value of all courses for which they have registered. This translates to a
GPA of 2.0 or higher.
6.6.3 Placement of Graduates: The initial placement, job titles, job descriptions, and salaries of graduates shall be consistent with the program(s) goals and objectives. Industry’s reaction to graduates as employees must be favorable. Follow-up studies of graduates shall be conducted every two to five years. Summary statistics relating to follow-up studies of graduates shall be made available to the visiting team. These statistics shall include placement rates as well as salary levels of program graduates.
Salary information statistics are compiled annually by the University Career Center,
which reports in every follow up study that over 90% of Industrial Technology
graduates find employment in careers closely related to their major programs of
study. This is one of the highest rates on campus. We take great pride in our
programs and graduates and believe these job titles and salaries (see below) are
commensurate with the technical background and skills they obtained in our
Industrial Technology program.
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In addition to the Department’s own surveys of graduates, formal follow-up studies of
our graduates are generally conducted by two University Offices: the University
Placement Office and the University Alumni Association. These follow-up studies are
completed every two years for the Chancellor’s Office. Summary statistics are
available for review by faculty and students, and the department receives the written
comments from the students.
The following information was provided by the Career Center at San Jose State
University. Historically, many of the graduates of the program do not use the services
provided by the Career Center because they are able to find satisfactory placement
via networking, their professional society activities, faculty referral, or internship
contacts. Still, the Technology faculty encourage every student to enroll with the
Career Planning and Placement Center to maximize their career choices, and doing
so is a course requirement for the Senior Seminar, Tech 190 (see course portfolios
binder). The following are positions held by graduates who have utilized the benefits
of the Career Center.
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Graduate Placement and Salary
Company Title Years Experience Required
Starting Salary
Cisco Systems Manufacturing Coordinator 0-1 years $45K ASCOR Inc.
Industrial Engineer 2+ years $42K
Schlumberger ATE
Reliability Associate 0-1 years $44K
Anritsu Test Specialist 0-1 years $33.6K Fujitsu Qualification Test Engineer 0-1 years $55K Intel Corp Product Support Engineer 2+ years $45K Nasam, Inc.
Quality Assurance Engineer 0-1 years $48K
Applied Materials Technical Support Engineer 2+ years $60K LSI Design & Integration Corp.
VLSI Design & Applications Engineer
2+ years
$43K
Reed & Gram, Inc. Marketing, Advertisement, Promotion Planner
0-1 years $35K
S3, Inc. Software QA Engineer 0-1 years $41.6K The following companies have indicated their interest in receiving resumes from BSIT
graduates or those IT students who will be graduating with the SJSU Career Planning
and Placement Center.
Altera Corp. Anderson Consulting Applied Industrial Technologies
Auspex Systems, Inc. Bann USA, Inc. Bechtel Corp.
BroadVision, Inc. Cisco Systems, Inc. ClickAgents
Cutler-Hammer, Inc. Etec Systems, Inc. Frito-Lay Company
Galileo Technology, Inc. Integrated Device Tech. Johnson Controls, Inc.
Keyence Corp. of America Lotus Development Corp. New United Motors Manufacturing
Owens-Brockway Glass PE Biosystems Raychem Corp.
Read-Rite Corp. Seagate Technology Solectron Corp.
Stellex Electronics, Inc. Synnex Information Tech. The JPM Company
The Tech Museum Tyco Electronics Underwriters Lab.
VertiCom, Inc. Wallace Watkins-Johnson
Weyerhaeuser Company Xicor, Inc
The Department of Aviation and Technology conducts its own graduate survey
roughly every five years. The survey instrument is kept as consistent from year to
year as is possible, based on our program outcomes and assessment processes.
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The most recent survey instrument and process are discussed in section 6.16;
Assessment.
6.6.4 Student Evaluation of Program(s): Evaluations of the Industrial Technology program(s) shall be made by its graduates on a regular basis (two to five years). Reactions and recommendations shall be considered in program revisions.
University-sponsored assessments are primarily conducted by the Career Planning
and Placement Center. In addition, the Department of Aviation and Technology
conducts a student/alumni/employer survey roughly every five years.
During the 2003 academic year, the Faculty re-evaluated two survey instruments to
assist in the assessment of program effectiveness. These instruments were targeted
to graduates from at least two years prior to the survey. The survey was carried out
in 2003 and again in 2010 (2010 survey is still collecting data). The 2010 study is our
first comprehensive survey attempting to gain a long-term view of graduate success.
The preliminary findings of the study are provided in the supplementary materials for
this Self-Study and the final report will be available to the ATMAE visiting team during
their visit. The next departmental survey of graduates and employers will be
conducted in AY 2011-2012 in order to assess outcomes from the new curriculum
design, as well as to monitor how changes in the economy have affected our
graduates.
The survey instruments were developed from materials developed and validated by
the Research Committee of NAIT. The role of this form of program assessment is
discussed in section 6.16. Copies of the survey instruments, and reports on the
findings, are included in the Appendices.
15
Both areas of technical concentration include a capstone class. Final, cumulative
projects are required for each of these classes which function as another form of
outcomes assessment. In addition to these departmental methods, the university
continues to provide annual feedback on the success of graduates from all degrees,
including ours. This information is used by the faculty to confirm and reinforce results
of Department surveys, then all such results are provided to the program advisory
board for use in its deliberations. As it is generated by an outside body, the
university data are quite valuable, although much more limited in scope than what we
generate internally.
Student evaluations of our Industrial Technology program are welcomed. We
continue to solicit student input regarding program requirements and future
directions. We plan to conduct this type of “program validation” survey on a regular
basis every two years. During the years when the survey form is not mailed out,
previous year’s findings will be tabulated and transcribed for review by pertinent
faculty committees.
The survey data have been used extensively, with other forms of program evaluation,
during the current review period. This process is documented in section 6.16.
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6.6.5 Student Enrollment: Enrollment shall be adequate in each program area to operate the program(s) efficiently and effectively. The level of available financial and facility resources shall be considered as a constraint on the maximum number of qualified students to be admitted to the program(s). Enrollment trends shall be tracked, and factors affecting enrollment patterns shall be identified and analyzed. Enrollment projections shall be made which relate closely to short and long-range goals, as well as financial and physical resource needs.
The Department of Aviation and Technology at San Jose State University (SJSU)
offers two bachelor’s degrees: the BS in Industrial Technology (BSIT) and the BS in
Aviation. There are two different concentrations in the BSIT: Computer Electronics
and Network Technology, and Manufacturing Systems. As of the Fall 2009 census,
there are 89 undergraduate majors in the industrial technology program. The number
of students majoring in Industrial Technology has declined over the past five years
(2004-2009) and we are closely watching evidence since Fall 2009 of stabilization or
reversal of this trend.
The students are not distributed equally between the two concentrations; roughly
55% of BSIT majors are in the Manufacturing Systems concentration and 45% are in
the Computer Electronics and Network Technology concentration. This is not
surprising considering the location of the university in Silicon Valley and the
importance of both electronics and manufacturing to the region’s economy. The
university, as a whole, has large enrollments in electronics and computer-related
fields including computer engineering, computer science, MIS, and Electrical
Engineering, although majors have declined steadily in most of these areas over the
past five years.
Annualized and semester FTES for the Industrial Technology program is shown in
the tables and figure below. Enrollment and Admissions data from 2005 to 2009 are
17
provided in the Appendices. Anticipated program growth is outlined below, in
accordance with our short and long term goals.
Annualized Full-Time Equivalent Students
2006-2007 2007-2008 2008-2009 2009-2010
102 79 62 79
FTES Technology
Fa 2005 Sp 2006
Fa 2006
Sp 2007
Fa 2007
Sp 2008
Fa 2008
Sp 2009
Fa 2009
Sp 2010
124 114 105 95 85 70 59 60 75 78
The department has seen a continuing and significant decline in the number of BSIT
majors during the current review period, by approximately 50% (180 to 90) from 2005
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to 2009. Some of the recent enrollment drop can be traced to the continuing effects
of a curriculum priorities process that SJSU conducted during the late 1990s. A
review for possible termination in 1997-1998, which resulted in the retention of the
degree, has had a long-term effect on the enrollment in the department as well as on
the perception of the programs within the university and the community.
The faculty have worked very hard with several initiatives to improve recruitment and
other factors that influence enrollments. The recent curriculum review and revision of
2006-2008 was the first part of this, and was followed by major outreach work
beginning Fall 2008.
Since undergraduate enrollments appear to be stabilizing, even increasing, in the
current academic year, we hope that the negative effects of that review process are
over and the benefits of the improved curriculum are being seen. This will give the
department an opportunity to build up its enrollment again as the community learns of
our newly revised programs. Enrollment data for AY 2009-2010 indicate the decline
in enrollment is reversing, even in the face of budget cuts and the fiscal constraints
currently in effect (Figure 18 below).
The revisions of the curricula have also improved the efficiency of course delivery,
increasing the average number of students in each section. This is the result of two
internal factors: first, the number of units required for the degree has been reduced
from 128 to 122 units beginning with the Fall 2009 semester. Second, the I.T. Core
program has been increased by 6 units, increasing the number of courses that are
shared by both programs. The enrollment indicators from the current academic year
are promising, with enrollment in the introductory lower division courses up by
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approximately 35% compared to 2008-2009. If this trend continues it will result in
increased total majors and continuing FTES growth as we have seen this year.
We are projecting a continuing steady growth in both majors and enrollments as a
result of more efficient scheduling, new and more responsive curricula, and our work
to improve articulation and advising in the department and with the Engineering
Students Success Center (ESSC). Our outreach to area schools and community
colleges will continue as well. The BSIT program will achieve fiscal optimization with
approximately 120 to 130 majors in the current model (2 concentrations). However
an ideal program enrollment for the current degree program would be from 150 to
200 majors.
The Department also tracks course offerings and enrollment by course per semester.
Classes for the major are generally scheduled once per academic year. Core classes
are scheduled each semester. Lecture classes can seat up to 40-60
students/section. Laboratory classes are designed to accommodate 24-30 students
per lab section, with sometimes two lab sections for one lecture section.
6.6.6 Advisory and Counseling Services: Adequate and timely advising and counseling services shall be available to students.
SJSU has a rich mixture of students representing many different racial and ethnic
groups from many different countries. The Industrial Technology program provides
opportunities for under-represented students to pursue technical careers in business,
industry, and education and has been successful in attracting a diversified student
body. The BSIT program is also unique in that it is primarily a transfer program: Most
20
of the students in the BSIT degree are transfer students from local community
colleges and over 85% of our majors are classified as juniors or seniors. Many of
these transfer students are also students who have changed their major from other
majors at SJSU. Most BSIT students attend SJSU part-time and also work as they
finish their degrees. Transfer students generally spend between four and five years at
SJSU finishing their BSIT degree after they transfer from a two-year community
college - the transfer decision is often the result of a change in educational career
objectives (2 year to 4 year) while the student was in pursuit of courses at the
community college.
Our program is also uniquely diverse: SJSU has a diverse student population with
62% of all undergraduates identified as having minority ethnicity. A similar
percentage (63%) of the undergraduate students in the BSIT is of minority groups
and there are significantly more students from Asian backgrounds in the BSIT than in
the university as a whole (see figure below).
Enrollment by Gender and Ethnicity ITEC - Industrial Technology
Fall 2009 TOT UG
Black 1Asian 9
F Total 10Black 2Asian 33Hisp 7White 17Foreign 2Other 4
M Total 65Total 75
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To accommodate more working students, a large number of the courses in the
Industrial Technology program are offered in the afternoons and evenings. Industrial
Technology majors are highly motivated and have a positive attitude. Many of the
students hold part-time or full-time jobs, coming straight from work and taking classes
3 or 4 afternoons or evenings per week. To recognize the outstanding students in
our programs, the Department faculty nominate them on the basis of GPA and other
criteria to Epsilon Pi Tau, our honorary, for SJSU President’s Honors, College of
Engineering Dean’s Honors, or USA Today’s All-USA Academic Team. These
students are part of a reservoir from which our nation draws its leadership strength.
To keep pace with a rapidly changing technology and establish professional
networks, many students join professional organization student chapters such as
Society of Manufacturing Engineers (SME), Society of Plastics Engineers (SPE),
American Society of Quality Control (ASQC), and others.
The Department of Aviation and Technology faculty regularly tracks and reports
student performance. Every student is assigned an advisor based on concentration
and last name, though all students may request a change of advisors informally.
Previously, many students did not declare their majors (not required by SJSU policy)
until their senior year which hampered tracking of the student. In the past eight
years, when a student is advised for his/her academic program, the faculty advisor
submits a form to the departmental office that indicates the student’s major and
concentration. According to College of Engineering’s guidelines, each undergraduate
engineering and technology student must be advised every semester. To enforce
this policy, an electronic hold is put on the student’s record so that he/she can not
22
register for classes unless he/she is advised by a faculty member.
Group counseling and program advisement are provided for new students toward the
end of each semester and during Summer Session orientation meetings. College-
level advising is provided at the Engineering Students Success Center (ESSC, see
next paragraph), and individual program advising is done by the regular faculty.
Individualized counseling and advisement is primarily available through the assigned
full- time faculty advisors, but students may also receive assistance from the Chair as
needed or when no faculty advisor is available. All full-time faculty members in the
Department of Aviation and Technology are responsible for advising undergraduate
students in their academic programs with the exception of the graduate advisor. At
this time, Manufacturing Systems students are assigned to either Dr. Samuel Obi or
Dr. Mohan Kim, and students in Computer Electronics and Network Technology are
assigned either Dr. Mohan Kim or Dr. Julio Garcia. Students have the option to
change advisors if circumstances so dictate; this is done informally or via petition to
the Department Chair. Information regarding career planning is available on a
continual basis through the SJSU Career Planning and Placement Center.
Since 2006, the College of Engineering has developed an increasingly sophisticated
Engineering Student Success Center (ESSC) that provides a range of advising and
other services to engineering, technology, and aviation students throughout the
semester. In the current pressures to help students to reach graduation, the ESSC
coordinates advising with the department as well as with the records office, to assure
that students understand what is required to succeed and to graduate as quickly as
possible. They also assist students with identifying the most appropriate engineering
23
or technology program to match their interests and aptitudes, particularly where they
are challenged or at-risk in their current major program. Our faculty have developed
a very close relationship with the ESSC, which relationship is managed by our
Faculty Master Mentor Advisor, Dr. Julio Garcia. Dr. Garcia also sits on the College
of Engineering Master Faculty Advisory committee.
In collaboration with the Disabled Students Services office and the College of
Engineering Student Success Center (ESSC), the Department of Aviation and
Technology provides academic support, counseling, and training on note taking, sign
language interpretations, and test accommodations for students with disabilities to
ensure that they proceed through their degree programs.
6.6.7 Ethical Practices: Ethical practices shall be fostered, including reasonable student refund policies and nondiscriminatory practices in admissions and student employment.
On the instructional side, understanding and exposure to ethical issues and decision
making is covered by a specific unit of study in our required course on Technology
and Civilization (Unit 7: Technology and Ethics) , and in the course Bus 186:
Professional and Business Ethics in the required minor in Business Management.
The Department of Aviation and Technology is most attentive to nondiscrimination
policies enforced by the California State University. Title IX of the Education
Amendments of 1972, as amended, and the administrative regulations adopted
thereunder, prohibit discrimination on the basis of sex in education programs and
activities operated by San Jose State University. Such programs and activities
24
include admission of students and employment. Further, the CSU does not
discriminate on the basis of handicap in admission or access to, or treatment of
employment in, its programs and activities. Section 504 of the Rehabilitation Act of
1973, as amended, and the regulations adopted thereunder prohibit such
discrimination.
San Jose State University does not discriminate on the basis of race, color, religion,
national origin, sex, sexual orientation, marital status, pregnancy, age, disability,
disabled veteran’s or Vietnam veteran’s status. This policy applies to all SJSU
student, faculty and staff programs and activities. SJSU has an established campus
policy for tolerance, respect, and understanding. Several of the convictions that guide
SJSU students, faculty, and staff as members of an educational institution create
these bonds are:
• Respect for the individual: In recognition of individual uniqueness and value,
whether as students, faculty, staff or administrators, it is our commitment to
discourage appropriately any actions, behaviors, communication or programs
that erode this fundamental concern for the individual.
• Commitment to issue and problem resolution: It is the intent of the university to
recognize the process of problem and issue resolution as integral to the
successful achievement of its mission. SJSU is committed to addressing
problems and issues in a responsive, equitable and timely manner.
• Open communication and feedback: The university endorses and supports an
environment of open communication and feedback. In support of this principle,
the university will develop internal programs to educate, evaluate and provide
feedback to support the growth process, including the growth of community
and civility.
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6.7 Administration
6.7.1 Program Administration: Programs in Industrial Technology are expected to have an identifiable, qualified individual with direct responsibility for program coordination and curriculum development. This individual shall be a full-time employee of the institution.
The Department Chair, Dr. Seth P. Bates, is the person who has direct responsibility
for program coordination and curriculum development. He is a full-time employee
who is on an academic year appointment and .40 summer assignment contract with
the university. His years of teaching and administrative experience, numerous
professional affiliations and leadership roles fully qualify him for this role.
Dr. Bates delegates curricular development activities to the faculty Curriculum
Committee, currently acting as a “committee of the whole faculty”. He serves as a
member of this committee and meets with the faculty of both the Industrial
Technology and the Aviation programs throughout each academic year to provide
them with leadership and help with curricular priorities for the short and long term. He
is responsible for signing all curriculum forms that are submitted to the university and
coordinating with members of the curriculum review boards for all programs in the
Department.
Program coordination entails attention to such things as recruitment, faculty
allocations, scheduling, student evaluations, etc. The Chair keeps the IT program
moving forward through a network of task forces, ad hoc committees, advisory
boards and an elected Personnel Committee.
1
6.7.2 Administrative Leadership: Individuals assigned to administer Industrial Technology programs must demonstrate effective leadership and a high level of support for Industrial Technology.
Dr. Bates has demonstrated effectiveness in the leadership role as head of the
Department of Aviation and Technology during both his terms as chair, first in 1997-
1998, then again beginning in 2008. He serves as chair of both programs in the
Departments of Aviation and Technology, which merged in 2002. The previous chair,
Dr. Patricia Backer, stepped down in 2007, and was followed by Dr. Ali Zargar who
serves as Acting Chair until the election of a new chair could be completed.
His style of administration promotes community, faculty, and student involvement in
the decisions that affect the future of the Industrial Technology program. Dr. Bates is
a recognized leader in the state’s community of Industrial Technology Educators and
has served as President of the California Industrial and Technology Education
Association and Foundation until the beginning of his tenure as Department chair.
He has an extensive list of scholarly presentations and publications and is a
contributing author to a textbook on injection molding. He has served as chair of
several SJSU university committees, on the SJSU Board of General Studies, and as
a NSF reviewer. Dr. Bates has recently completed a six-year term on the ATMAE
Board of Accreditation and has served as both team member and team chair on a
number of accreditation visiting teams. It is clear to the faculty, the students, and the
administration that Dr. Bates is a believer in the value of Industrial Technology, and in
its place in the College of Engineering and at SJSU.
2
3
6.7.3 Administrative Support: There must be appropriate support for Industrial Technology from the personnel holding leadership positions in the departments and colleges where Industrial Technology is administratively located.
Administrative support for the Industrial Technology program is apparent at all levels
in the University. Dr. Seth Bates, Chair, sits on the College of Engineering Council
of Chairs and represents our programs within the college. Dean Belle Wei provided
additional program investment funding during AY 2007-2008 and AY 2008-2009 to
assist the faculty in their development of the new curricula and in serving graduating
students during that period. Associate Deans Emily Allen and Ahmed Hambaba of
the College of Engineering; Provost and Vice President for Academic Affairs, Dr.
Gerry Selter; Associate Vice President for Faculty Affairs, Dr. Joan Merdinger,; and
Associate Vice President for Undergraduate Studies, Dr. Dennis Jaehne; are just a
few of the administrators on this campus who have demonstrated support for this
program. Each of these individuals has a cogent understanding of the philosophy,
mission, and goals of Industrial Technology. Support is evident with regard to
allocation of resources for equipment and probationary positions.
6.8 Facilities & Equipment
6.8.1 Adequacy of Facilities and Equipment: Physical facilities and equipment, which are suitable to serve the goals and objectives of the program(s), shall be available for each program and option. Where facilities and equipment appear to be minimal to support a quality program(s), comparisons with support levels for other professional programs at the institution will be made by the visiting team.
The Industrial Studies Building is the home of the Department of Aviation and
Technology on campus; this 100,000 square foot facility was designed and
constructed approximately forty years ago, primarily to serve the Department’s
Industrial Arts teacher credential programs. The plans for the first and second floors
of the Industrial Studies building are provided at the end of this section (6.8). The
building has proven to be an excellent facility for the instruction of technology-related
subject matter over the years, adapting well to changes in program and technology.
In the last twenty five years, Industrial Technology programs have moved into the
forefront of our curricula largely displacing their Technology Education (Industrial
Arts) forerunners. The original building design has been flexible and quite responsive
to the implementation of numerous curricular changes.
Laboratory facilities in the building are constructed on 20 foot modules. Each
individual center is 40 feet wide by 40, 60, 80 or 100 feet long, housing work stations
for 24 students. Adjacent to most labs is a small “planning center” used by a majority
of the instructors to catalog technical reference materials and deliver their lecture
presentations.
Classroom space is at a premium throughout the campus. In 2001, the department
converted one of our laboratories into a large multimedia lecture facility that seats 80
students (IS 216), and converted a drafting and design laboratory into a computer
1
multimedia instructional laboratory with a capacity of 40 students (IS 224). There are
only two other classrooms (lecture facilities) in our building, each of which can seat
35 to 40 students. During the years 2001 through 2009, driven by several factors
including:
• Closure of 5 of the department’s 7 areas of concentration during the Curriculum Priorities process described earlier in this report,
• declining majors in the department, and
• heavy competition for space at SJSU,
the university or college assumed primary control of several labs and classrooms
previously controlled by the department. Those spaces included IS 118, IS 240, IS
224, IS 124, and IS 133. At the present time there is a proposal that will return IS
133 to department control as some of the Aviation program courses are moved from
their off campus location to the main campus in summer, 2010. The department has
used these lab and classroom moves as a positive opportunity to streamline and
improve operations. Nonetheless, at this time the department is at a minimum
configuration below which its programs would be damaged if more rooms were taken
to serve other programs. Despite these reductions in space, the department believes
it has adequate space to provide a superior program in both manufacturing and
electronics. The recent facilities changes were discussed in section 6.2.4 above.
There remains a definite need for a larger lecture center for instructional purposes
and ancillary academic activities both for the department and for the College of
Engineering. The Engineering building, remodeled and rebuilt in 1988, is adjacent to
our building; it houses a large lecture facility (small auditorium) that is available to us
through the College of Engineering Dean’s office or the university Scheduling Office.
2
Distinct and separate laboratories are in place for both areas of technical
concentration, although some laboratories (Eng 103, IS 216) are appropriately
configured to serve both programs. We continue to renovate, refurbish and improve
these technical centers to sustain their effectiveness in delivering quality programs
and have just recently submitted two laboratory refresh proposals to the Dean’s office
to participate in a College-wide lab refresh program.
Department Faculty are aggressive in their pursuit of current equipment to support
state-of-the-art instruction and laboratories.
Figure 21 Industrial Technology Laboratory Facilities
Room Lab Classes served
IS 117 ** Instrumentation and Automation Lab
Tech 062, Tech 063, Tech 115, Tech 163, Tech 167
IS 119 (w IS 122) Polymers & Composites Lab Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)
IS 122 (w IS 119) Manufacturing Process & Projects Lab
Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)
Eng 101 Computer Integrated Manufacturing Lab
Tech 140, Tech 147, Tech 149, (ME 110)
Eng 103 ** Computer Aided Design Lab Tech 20, Tech 031, Tech 40, Tech 140, Tech 141, Tech 147, Tech 149, Tech 065, Tech 165
Eng 105 * Materials Lab Tech 025
* This lab is owned by the Department of Chemical and Material Engineering but used by the Industrial Technology program.
** these rooms have newly installed mobile instructional carts providing computer workstation, internet connectivity, display and LCD projectors, and connections for instructor laptop computers.
3
Figure 22 Industrial Technology Classroom and Multiuse Facilities
Room Class Classes served
IS 120 Product Ideation and Realization, Rapid Prototyping
Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)
IS 121 ** Manufacturing Planning Center Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)
IS 116 Planning center: new home for Aerospace Telecommunications laboratory
Tech 062, Tech 063, Tech 115, Tech 165, Avia 068
IS 216 ** Multimedia Teaching Center All classes, lecture sections, Tech 198, Tech 098 (cap 60-70)
IS 132 ** Planning Center All classes, small lecture sections (cap 22)
** these rooms have newly installed mobile instructional carts or stations providing computer workstation, internet connectivity, display and LCD projectors, and connections for instructor laptop computers.
With the limited equipment budget provided by the State, donations and leveraged
purchases are essential to meeting this goal. The following list identifies some of the
tools, machinery, computer-related products, test and metrology equipment and other
technical supplies that have been acquired over the past several years. As a result
of these purchases and donations, all areas of technical concentration remain viable
and pertinent to contemporary industrial affairs.
Equipment donated and acquired in the last six years. Review of each laboratory
shows the equipment the department has brought in through donations or purchases
during the review period. These items include conventional and CNC machine tools,
3-D Printer, computer systems and peripherals, and electronics and communications
test and signal generation equipment. They have a composite donated/purchased
4
value of upwards of $375,000. Due to the rapid changes in technology and in our
own laboratories, some items have been removed and replaced during the review
period. During consolidation of lab IS 124 into labs IS 119 and IS 122, the
department selected the best equipment available from our inventory, received
targeted donations of some items, and is selling or donating the less valuable or
obsolete items. Whenever possible, the Department tries to find homes for its
surplused equipment with local K-12 schools, particularly in Technology Education
programs. It is worth noting, though, that most California high schools have closed or
are currently closing their Technology laboratories.
6.8.2 Support for Facilities and Equipment: Facility and equipment needs shall be reflected in the long range goals and objectives for the program(s) and option(s), and sources of potential funding shall be identified.
Each Fall, the Chair asks all faculty members to submit written requests for both new
and replacement equipment. He reviews these proposals and works with the faculty
and administration to assess priorities and lab optimization. He further evaluates
these requests to ensure that they are in alignment with curricular goals and
objectives. Potential sources of funding to permit the purchase of new equipment
include: the Operating and Equipment (O&E) Budget allocated through the Dean’s
Office; Lottery moneys that are distributed (awarded) in response to formal
equipment proposals; soft funds available from Department trust funds including he
new Gerrish Trust, and direct donations of funds or equipment from external parties.
During years 2001-2004, the department received equipment donations from
Tektronix of $54,555 to supplement our purchase of $39,815 of Tektronix products.
5
More recently, we also received several machine tools and a Coordinate
Measurement Machine (CMM) from Lockheed Corporation, as well as an industry
grade smaller capacity Arburg injection molder. The greatest needs at this time
include refreshing our machine tool base and updating our electronics analytical
tools.
IS 117—Instrumentation & Automation Lab. This lab was used previously to
teach only one course, Tech 115. The electronics faculty developed and executed a
plan in 2003-2004 to revamp this lab so that it could be used for other electronics and
related courses (such as Avia 068). The conversion of this lab allowed the
department to offer additional sections of electronics classes. Currently this lab is
scheduled from 8:00 am to 9:00 pm most days. The revamp of IS 117 has allowed
this lab to be used by more classes and also allowed the department to offer more
electronics lab classes. Two laboratory refresh proposals have been submitted in
February to allow replacing the base of electronics and telecommunications
equipment in this lab and augmentation of equipment for signal generation and
processing to support the existing curricula as well as the emerging areas of wireless
and aerospace communications.
IS 122-119 – Manufacturing Processes Laboratories. These laboratories,
including the Planning Center IS 121 and the Product Ideation and Realization lab (IS
120) comprise our joint manufacturing processes facilities and are shared by both the
Manufacturing Systems program and the Mechanical Engineering program, under the
direction of the Department of Aviation and Technology faculty and chair.
6
Eng 103 – Design and Simulation Computer Laboratory. This lab serves
both Manufacturing and CENT students for instruction in product design and
manufacturing, process and manufacturing simulation, network instruction and
simulation, and other similar computer driven curricula. After Aviation and
Technology department scheduling, this space is made available for other similar
courses in the College of Engineering.
Eng 101 – Advanced Manufacturing Systems Laboratory. This room
supports advanced study in material processing and product realization. It contains
both our CNC equipment and our CMM.
6.8.3 Appropriateness of Equipment: Equipment shall be appropriate to reflect contemporary industry. Student use of equipment reflecting current technology practices shall be evident.
The Department Chair and the Computer, Equipment, and Facilities committee are
diligent in their efforts to insure that we do not acquire equipment just for the sake of
acquisition. An absence of planning often results in the purchase or receipt of “White
Elephants” that are often more trouble than they are worth. We believe that the
aforementioned acquisitions are appropriate and reflect practices in contemporary
industry. In AY 2001-2002 and again in 2005-2006, the department developed a
detailed facilities plan that outlined the significant changes for the next five years. In
2008, the manufacturing processes laboratories were redesigned and renovated (see
Section 6.2.4 above). Last year, we invested in acquiring and configuring instructional
workstations for each of our teaching spaces, comprising mobile carts with computer,
display, LCD projector, connections for internet, and DVD playback. This year, we
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have already completed refurbishing of the Design and Simulation laboratory with
new memory, drives, and software, and are now beginning a program to renovate the
Instrumentation and Automation laboratory. This work is ongoing and the needs
always outstrip our resources.
The figures on the page below show the first and second floor building plans of the
I.S. Building.
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Figure: Industrial Studies Building, First Floor
Figure: Industrial Studies Building, Second Floor
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6.9 Computer Systems 6.9.1 Availability of Computer Systems: Appropriate and current computer systems and software shall be available to both students and faculty. These systems must cover appropriate functions and applications in each program area. These systems may be on or off-site, as long as the systems are accessible to students and faculty. Since the last accreditation visit in 2003, the Department of Aviation and Technology
has either installed or upgraded more than 90 individual computers at various office
and laboratory locations throughout the I.S. building and in Eng 101 and 103. The
department created a computer replacement policy for faculty in Fall 2001 which
remains in effect. Every three years, a full-time faculty may request a new office
computer; either a laptop or a desktop. In addition, the department supplies a
desktop, networked computer to each part-time faculty member in his/her office And
universal access to printing either through a local printer or through the department
office network computer. The availability of discretionary funds from the various
department trust funds has eased implementation of this policy. The department
uses PC-compatible computer systems for all classroom and laboratory computing,
and most of the faculty use PC-compatible desktop or laptop computers.
The department has two instructional computer laboratories: Eng 103 (with 30
student stations) and IS 117 (with 24 student stations). These are not “open labs”
but are intended for use to support class instruction (the campus and the College of
Engineering provide a number of open computer labs for student convenience). In
addition, a five-workstation laboratory in Eng 101 supports networked CNC
machining and related activities, and that lab is served by a dedicated file server that
supports lab software installations and licensing. A small rapid prototyping laboratory
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in IS 120 connects several workstations to a 3-D printer so that advanced design
students can produce solid models of their product concepts. Each of these labs is
used by a wide range of classes and also sometimes by students from other related
disciplines, notably mechanical engineering and industrial design. These
workstations are primarily available to students who are enrolled in technical courses
in the IT or Aviation programs.
The student projects/clubroom (IS 216B) is a large room that is shared by all student
organizations in the department including SME and several Aviation clubs. This
room provides 5 or 6 computer workstations for student use when the room is open
for use. They are connected to the Department Ethernet LAN and have direct
access to the internet, as do any computers that are hard wired to the Ethernet
system.
These labs, the faculty offices, and the student projects/clubroom are nodes on a
department local area network (LAN) which is a subnet within the larger College of
Engineering wide area network (WAN). Our department was among the first in the
University to achieve a fully functioning local area network with shared servers and
printers. The network was first operational in the Fall of 1987. It was established by
Dr. Seth P. Bates using Token Ring technology and other equipment from a CIM in
Higher Education grant, and was subsequently replaced with Ethernet technology
and connected to the campus fiber optic network backbone. The campus network is
augmented by hundreds of wireless access points distributed around the campus.
Application software is demonstrated and presented for student use by faculty
members who are responsible for the labs where these computers are located (see
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section 6.3.8 for more information on software used). Students may make
arrangements with faculty members to gain access to the computer terminals at
times other than formal class periods but are required to carry evidence of such
permission to remain in the labs. Open computer labs distributed around the SJSU
campus support student assignments and laboratory work throughout the week. The
SJSU open computing labs support student access to common software programs,
the Internet, and the online library catalog over 60 hours per week.
During the last five years and continuing at this time, through grants and from regular
equipment purchases, the Department has made major investments in computer
upgrades, computer tools, and networking resources. As was indicated above, all
the laboratories and faculty offices are linked by an Ethernet network to departmental
lab servers and to the College of Engineering WAN and SJSU’s main network. San
Jose State University has made available to faculty and students a centralized e-mail
and computing environment. Users can use e-mail and the Internet with a
microcomputer that is linked either through a network directly, or through a wireless
connection. Campus email accounts may be accessed using local clients such as
Outlook, Eurora, Lotus Notes, and Outlook Express, or via a web-mail interface.
The University is engaged in several large projects that will impact both faculty and
instruction, including replacement of the Blackboard online instruction system with
Desire2Learn, and adoption of Google services for email, calendaring, and
collaborative work. Wireless access to the internet and campus intranet is available
from nearly every location on campus and is controlled by login keyed to the
students’ campus I.D..
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6.9.2 Utilization of Computer Systems: Evidence shall be available which indicates that students and faculty are making significant use of computer systems related to program curricula.
All of the faculty and staff of the Department make appropriate, regular use of the
Internet, e-mail, and computer programs in their areas of expertise and to support the
classes they teach. Students, in turn, must use these tools – sometimes to complete
specific assignments, and at other times the software IS the assignment. Most of our
full and part time faculty provide web pages that students use to augment instruction
and to stay in touch with class activities in many ways. These web pages (except for
those in the Blackboard web delivery system) may be accessed directly or through
the department faculty directory. Regular faculty who use personal web pages
include Dr. Backer, Dr. Bates, Dr. Garcia, Dr. Obi, and adjunct faculty include Dr.
Youssefi, Susana Gallardo, and Dianne Hall.
One needs to simply tour our Industrial Studies laboratory facilities to witness the
students and faculty members alike using a diverse range of computer workstations
and software. They use tools for Computer Aided Design, Numerical Control
Program generation, Process, Workcell, and Factory Floor Simulation, Robotic
Programming and modeling, Electronic Circuit Development and Simulation, Quality
Assurance tools for SPC and general statistics, and word processing and
spreadsheet development. Visiting team members are encouraged to interact with
students and faculty to obtain further evidence of our compliance with this ATMAE
standard.
6.10 Financial Resources
6.10.1 Financial Support: The budget for the Industrial Technology program(s) shall be adequate to support program objectives. When judging sufficiency, the visiting team shall make comparisons with the support levels given to other professional programs at the institution.
The major instructional and support functions of San Jose State University are
primarily State-supported. Student fees and federal reimbursements augment State
sources of support, and self-supporting activities such as dormitory and parking
funds, and continuing education programs, are planned as part of the budgeting
process. In addition to these sources of financial support, increased emphasis has
been placed on development efforts over the past few years. Tangible results have
been most evident in industry support for instructional equipment, and the cost-
sharing economies of department cooperation in use of the Engineering building.
Even though SJSU is a State-supported institution, campus officials recognize that
the margin of educational excellence is often dependent upon divisional and
departmental initiatives to raise external funds in the form of donations and grants.
The Industrial Technology programs’ Operational Budget is allocated through the
Dean’s Office along with moneys released to all other academic units in the College
of Engineering. The allocations are based primarily on FTES generation but are also
influenced by other factors and needs (for example, in AY 2007-8 and AY 2008-9 the
Dean provided investment funds to the Department of Aviation and Technology in the
amount of roughly $24,000). In addition the Technology program is more costly than
is average in the College of Engineering due to the fact that we have several faculty
who are close to retirement and at the top of their earning scale. This will change
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dramatically during the next four years as several faculty enter retirement. The
tables below show a comparison of the Technology program budgets for 2008-2009
and 2009-2010. The college-wide distributions are shown on the following page.
Technology Program Budget Overview
Annual Department State Budget, AY 2008-2009 Faculty / Staff * $ 631,377 Operating Expenses $ 25,029 Work Study $ 3,400 Student Assistants $ 2,300 Program Investment $ 22,700
Annual Department State Budget, AY 2009-2010 Faculty / Staff * $ 611,621 Operating Expenses ** $ 12,513 Work Study $ 3,400 Student Assistants $ 2,300
* Faculty and Staff Budget includes salaries and all benefits ** In 2009-2010, O&E budget was significantly reduced for all departments due to statewide budget cutting.
Thus, if anything, the IT program is better funded than most within the College of
Engineering. The two tables below show the allocations to departments in the
College of Engineering over the past two academic years (2008-2009 and 2009-
2010). Salaries are distributed based on faculty load and position/rank. Non-salary
dollars are allocated to each department in the College of Engineering based upon
the FTEF allocation. It is important to note that all CSU faculty agreed to a 9.3%
one-time salary reduction (does not affect base pay or retirement) for the 2009-2010
academic year. This has reduced the “Salaries” columns in the tables below. The
reductions in the Technology Operating Expense allocations are based partly on a
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slight decline in FTES and also on a reduction in the Dean’s special investment
contributions during the previous two years. An investment in part time faculty has
allowed us to offer classes that generate significant FTES to benefit the program and
the College.
2008-2009 Budget Distributions, College of Engineering
2009-2010 Budget Distributions, College of Engineering
The IT program budget for operating expenses declined gradually from 2001 to 2008,
but will stabilize this year due to improved FTES generation by the department.
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Because of state budget cuts, all the departments in the College of Engineering have
had to go through extensive budget and enrollment planning over the past eighteen
months. Our program has done an exceptional job of responding to the budget
pressures by improving efficiencies. The operating budget will remain fairly tight over
the next few years until the state and the nation recover from the current economic
downturn.
6.10.2 External Financial Support: There shall be evidence of external support for the program(s) in Industrial Technology. However, this external support shall be treated as supplementary support, and is to be used to achieve and maintain a high level of program excellence. This external support shall not be used to displace funding support normally provided by the institution.
The Department of Aviation and Technology developed a strong group of external
supporters during Dr. Bates’ initial tenure as chair in 1997-1999, and he has been
setting the stage to renew that effort in coming months. Individuals, foundations, and
industries continue to validate the importance of our program and its relevance to
contemporary academic preparation through their support, documented in several
sections of this report.
Examples of external support include, but are not limited to: Foundation Grants
earmarked for such things as curriculum expansion, project development, and
student scholarships; Industry Gifts (both cash and equipment donations); Student
Scholarships - restricted and nonrestricted; and estate trust donations. These types
of external funds have not in any way displaced any of the moneys normally
disbursed to the Department.
In 2000 through 2004, the department developed an external contract with NASA for
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which the Department delivers an accelerated on-site academic program to selected
NASA employees so that they could complete a BSIT in Manufacturing Systems.
This program generated significant discretionary income for the program and we plan
to initiate several off-campus professional courses in the next 2 years to enhance our
service to the community and to generate discretionary funds. The following table
displays the revenue from the NASA contract.
Revenues from NASA Cohort Contract
Year of operation
2000 2001 2002 2003 2004 (Fall)
Aviation and Technology net revenue
$ 31,000$
22,000$
21,000$
19,500$ 9,500
The faculty continue to successfully generate support for our activities with local companies and individuals. Some examples include: Lockheed Martin donated machine tools and a CMM valued at over $70,000 to support the manufacturing systems laboratories. HP has provided $20,000 to support the planning stage of the minicurriculum Product Design and Manufacturing project. Funding resulted in the support of the minicurriculum project for over eight years. EDS has supplied a campus-wide site license for the Unigraphics computer-aided engineering & manufacturing (CAE/CAM) software and promised to donate the training for this project. Tektronix Donated $54,555 in equipment to supplement our purchase of $39,815 of Tektronix products. Crown Manufacturing donated an Arburg Injection Molding machine valued at $49,000 to the Composite and Polymer processing lab. Society of Manufacturing Engineers - sponsors annual student project competition in manufacturing at WESTEC/Los Angeles. Value per year: $2,500 - $3,000.
This donation provides transportation, lodging, and some food costs to about 10 students to attend the WESTEC conference. The strong sponsorship from the
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local senior chapter of SME (Silicon Valley Chapter 98) encourages students in the SME student chapter to participate at the regional SME-sponsored WESTEC trade show in Los Angeles each year.
Friends of Technology – this is a fund focused on alumni donations. When initiated in 1997-98 the fund generated over $10,000 in support. We will restart this fund, possibly under a new name, beginning in the summer of 2010. Our goal is to generate $10,000 per year under the fund, to support program improvement. Department Scholarship Funds – the department controls five different scholarship funds that are awarded through the department scholarship committee to deserving Industrial Technology students. At this time the collective scholarships have a total value of approximately $34,000. Howard Gerrish Trust – In 2008, Howard Gerrish, emeritus CSU faculty, left an estate gift valued at roughly $395,000 to establish the Gerrish Trust to support the Technology programs. This gift provides roughly $16,000 per year in discretionary spending funds that may be used for a wide variety of program and faculty improvement projects including scholarships, equipment, faculty training, and professional travel.
6.11 Library Services
6.11.1 Library and Internet Resources: The administrative unit containing the Industrial Technology program(s) and/or the institutional library shall have access to technology resources, literature, and reference materials adequate to meet the curriculum and research needs of students and faculty.
Technical reference materials are generally kept on file by individual faculty members
in both their laboratories and their offices. Periodicals, journals, videotapes, and
textbooks held in this manner are available to students on an individualized check-out
basis. Collectively, the Industrial Technology faculty members receive several dozen
different periodicals; these are often circulated among the faculty and then made
available to students (e.g., Technology Review, Futurist, Journal of Industrial
Technology, The Technology Teacher, Architectural Digest, Cadalyst, Cadence,
etc.).
Our in-house materials are greatly augmented by the support we receive from the
Campus Library. The San Jose State University Library presently is located in the
newly completed Martin Luther King, Jr. Joint city/university library. This is a unique
partnership between the university and the city that provides extraordinary hard copy
and electronic collections and services for the students and faculty of SJSU. The
MLK library project cost was $177.5 million and was shared by the State of California,
the City of San José Redevelopment Authority, San José State University, and by
private fundraising. The MLK Library houses:
• Reference/Government Publications and library instruction services
• Circulation and Reserves
• audiovisual materials (CDs, art reproductions, microforms, maps, etc.)
• children's books and curriculum materials
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• Interlibrary Loan
• all current books
• older books which are heavily used
• periodical issues (print) from 1981 to the present
• all reference books and periodical indexes
As of its opening in August 2003, the SJSU/SJC Library holdings included more than
1,500,000 books and approximately 3,500 periodical titles. There are an additional
1.5 million other publications including non-print items such as records and tapes,
microfiche, and theses.
The new Dr. Martin Luther King, Jr. Library integrates the collections, services and
staffs of two distinct, but major institutions: a major metropolitan university and a
significant public library, creating one expansive resource center where everyone has
access to a world of information. The new Dr. Martin Luther King, Jr. Library is the
first of its kind in the United States and a model of innovation for library services for
the future.
The MLK Library subscribes to an impressive list of journals that are paid for with
library funds allotted to building the Industrial Technology resource collection. The
library provides a departmental liaison and the department is represented to the
library by Dr. James H. Yu. Dr. Yu has entered the FERP program (see Section 6.5:
Faculty) and we will elect a new library representative in August. Departmental
faculty input is requested on a regular basis to insure that newer journal titles are
considered. This list of titles further assists our students who need access to
contemporary technological literature. A complete list of the periodicals that support
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our programs subscribed to by the Library is available through the Department office.
Besides those on this list, there are numerous other titles paid for with Art, Business,
Engineering, Science and Social Science funds that are of great value to Industrial
Technology majors.
The librarians have compiled online subject guides to help students in each major on
campus. Our library liaison is Dr. Mengxiong Liu. The subject guide for Industrial
Technology students is available at http://libguides.sjsu.edu/aviation_technology.
Additional library articles are obtainable through an on-line reference service which
has access to hundreds of databases, covering a wide spectrum of subject areas.
These subscription databases require an individual password just for that database.
Only the students, faculty, and staff of San José State University can get the
password. Most of the subscription databases can be accessed off-campus using
EZProxy. One password can be used to access many different databases. Anyone
can use these databases in the Library, but off-campus access is limited to students,
faculty, and staff of San José State University. The SJSU library has over 50 online
or CD databases that are accessible to students and faculty.
The library also participates in two cooperative borrowing program, Interlibrary Loan
(ILL) and Link+. The students can use ILL to get books from other libraries if they are
not owned by the SJSU Library. The student can fill out the appropriate request form
at the Circulation & Reserves Desk on the 1st floor of Clark Library, or fill the form
online. Generally, it takes 2 weeks for the request to be filled. Link+ is a program
among various California libraries enabling SJSU students, faculty and staff access
to materials that they cannot obtain in their own library. Reference Department
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librarians are available for in-depth consultation in support of SJSU student and
faculty projects and research. Librarians will advise on research methodologies, the
identification of resources in print and electronic format, and the location of research
tools and collections. The Library also provides reference help for walk-ins or by
email or telephone. The Email Reference Service is for members of the University
community (students, faculty and staff). It is provided to help University users
become self-sufficient researchers.
6.11.2 Utilization of Library and Internet Resources: Evidence shall be available which indicates that students and faculty are making adequate and appropriate use of library and reference resources.
A significant number of our courses in the Industrial Technology program include
some form of term paper/project requirement that involves library utilization. As an
advanced General Education course, library research is required in Tech 198,
Technology and Civilization, and students are formally introduced to library services
and resources. It goes without saying that our faculty and students are making
adequate and appropriate use of the excellent library resources we have on this
campus. The best evidence to verify this practice is found by interviews with
students and faculty coupled with a review of Department Course Outlines.
Examples of student research work using library resources are available for review in
the Department office in the Technology course portfolios.
6.12 Support Personnel
Support Personnel: Personnel such as teaching assistants, student workers, office professionals, and laboratory technicians shall be adequate to support program objectives.
The Department of Aviation and Technology is allocated three (3.0) full time Support
Staff positions. Two (2.0) of these positions are used in our Central Services area for
technical support to the laboratories housed in the Industrial Studies and Aviation
buildings. Technicians are responsible for a variety of assignments: (1) machine
installation, maintenance and repair; (2) material handling; (3) manufacturing; (4)
personal computers repair and software installation; (5) small construction projects;
and (6) chemical distribution; etc. One (1.0) position is used in the Main Office for
secretarial support to the Chair and faculty members. An additional four to seven
part-time students work as faculty and front office assistants each semester.
These support personnel are sufficient to meet program needs. It is worth noting that
one of our technicians is expected to retire within three years. It will be critical to be
able to replace this individual when this happens, in order to continue to provide
appropriate support to all our programs.
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6.13 Placement Services
6.13.1 Placement Services: Appropriate services shall be available to assist with the placement of program graduates. Placement of graduates shall be tracked and the effectiveness of placement services shall be evaluated by the administrative unit containing the Industrial Technology program(s).
San Jose State University’s Career Center provides a great number of services to our
students. It is available on the internet at http://www.careercenter.sjsu.edu.
Regardless of the time of year, its facility is usually teeming with students, alumni,
and company representatives who are interested in hiring SJSU graduates. Nearly
half of SJSU's students and many of SJSU's alumni connect annually with the Career
Center. The Career Center has a proven track record for providing quality customer
service. The Career Center strives to continually build relationships with the
employing community, especially those located in the Silicon Valley, and to offer the
highest quality services to their clients.
The Career Center is one of the most comprehensive college career services in the
nation. Several features include: Career goals and expectations assessment;
Extensive on-campus employer interviews; Resume writing workshops and interview
techniques; Cooperative Education program; Job research assistance; An in-depth
employment survey of SJSU graduates and their career achievements; and Part-time
and full-time job listing for enrolled students or graduates.
The College of Engineering representative to the Career Center is Moira Srago.
Moira and the Center Director Cheryl Almen-Vinnedge are both very familiar with our
programs and students. Moira works closely with the college and the departments to
meet the needs of our students. Industrial Technology students are required to
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register with and become familiar with the Career Center during their Senior Seminar
class, Tech 190.
Career Planning office representatives respond favorably to IT students who are in
pursuit of employment. They understand our curricular requirements and have an
excellent insight into the types of skills inventories our graduates can live up to.
Typical job titles our students have accepted over the past few years include:
Production Technologist, Manufacturing Engineer, Process Planner, Electronics Test
Engineer, Technical Supervisor, Technical Support Engineer, Electronics Production
Manager, Industrial Engineer, Manufacturing Manager, Production Control Manager,
Product Manager, Production Controller, and Process Engineer. The Center staff
who work in this campus facility are there for the students; they provide assistance in
numerous ways and we commend them for their enthusiasm and willingness to
represent and support our students and to distribute promotional materials regarding
the Industrial Technology curriculum to prospective employers.
6.13.2 Cooperative Education/Internship: If cooperative education or internship is either a required or an elective part of the program, then appropriate services shall be provided to assist with the placement and supervision of students.
Cooperative internships have elective status in the Industrial Technology degree
program but are encouraged by all faculty. Some students who already work in a
program-related work site are able to use those experiences for their internship
experience and/or requirements through a developed independent study course
proposal developed under the supervision of one of our regular faculty (Tech 180 or
Tech 195). In the case of Internships, a job site supervisor is also engaged.
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The Career Center personnel assist our majors in finding internships and in
identifying program-related employment opportunities. When students are placed or
find job sites, they are carefully supervised and evaluated by their faculty advisor and
the job site supervisor. Students are required to meet on a regular schedule with the
supervising faculty advisor to discuss their experiences in industry. Three units of
credit are earned for work completed during one full semester. Supervisory visits are
conducted by the faculty member who is assigned to the internship course.
6.14 Industrial Advisory Committee(s)
6.14.1 Program Advisory Committee(s): An industrial advisory committee shall assist in the validation of program content. If more than one program of study or program option is available, then appropriately qualified industrial representatives shall be added to the committee or more than one committee shall be maintained. Policies shall be presented to indicate the: (a) procedures used in selecting members, (b) length of appointment, (c) organization of the committee, (d) committee responsibilities, (e) frequency of meetings, and (f ) methods of conducting business.
For many decades, the Industrial Technology program has enjoyed the contributions
of an Industry Advisory Board. The members of the board were nominated by the
faculty, the students, the educational community, or from within the Board itself.
Members of the Board have represented expertise in all areas of concentration
offered by the Department. The Board often elected its own Chair and secretary, and
convened sub-committees as it deems necessary. The Advisory Board met at least
twice each year, in the Fall and Spring semesters.
In January 1998, the Department of Technology was moved into the College of
Engineering. From 2000, advisory review of the Industrial Technology program was
integrated into the responsibilities of the college-wide Engineering Industry Advisory
Council (EIAC) and the EIAC has served as the advisory board for the Department
since that time. The EIAC has members from electronics, networking,
telecommunications, and both primary and electronics sector manufacturing
companies. It continues to serve as one of our advisory boards. It meets each
semester for a day-long meeting with the College of Engineering chairs, dean,
associate deans, and staff. Minutes and agenda for the EIAC for the last two years
are included in the appendices.
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Our ambitious efforts to maintain close contact with industry have remained very
successful. We were able to utilize the expertise of the EIAC during our 2001-2003
curriculum revision efforts when the department organized an ad-hoc curriculum
review group to assist us in redesigning the curriculum for the BSIT (see Figure 8).
In 2006, the department convened a joint industry-community advisory board not
connected with the EIAC to oversee the review of curriculum and our joint articulation
work with our sister college, Mission College. That board meet several times during
2007-2008 and the work of the group resulted in significant guidance to our
curriculum revisions that were implemented last Fall (Fall 2009). The work of this
joint board, and its membership, are described in more detail in Section 6.3.4,
Program Emphasis.
In 2009-2010, we began to reconstitute our traditional program Industry Advisory
Board as we feel that this needs to be a continuing function that is both at the
program level and also not focused on a specific task but on the ongoing work of the
department. The Industrial Technology Advisory Board includes members from a
number of local industries including both manufacturing and electronics sector
companies, as well as from our major community college partners, and student
representatives for both concentrations under the I.T. degree (see ITAB membership
below). We utilize the expertise of the members on these advisory groups to validate
our program content in several ways. Members of these boards assist us in: the
development of future curriculum directions; the modification of existing curricular
offerings; obtaining equipment donations and classroom materials for student use;
the procurement of scholarship funds; faculty nominations; public relations; and
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placement of our majors in either internship sites and/or relevant job placement for
our graduates.
2009-2010 Industrial Technology Advisory Board Industry Members email phone Yeou-Song (Brian) Lee, Ph.D. Anritsu Company [email protected] 408-201-1976
Metrology Manager Doug McNeil A-Optix [email protected] 408-853-3551
Vice President Mark V. Martin, Ph.D. Director, CACT CTE Hub [email protected] 415.550.4458
Owner, Design4x [email protected] 650.248.7728 (cell) John Chocholak Field Representative [email protected] 707 326-5324
Small Manufacturing Institute (SMI), MTTA Kent Beall Industry, Self-employed [email protected] 510-512-0765
Manufacturing and Automation Consultant Barbara Roberts Wright Engineered Plastics (WEP) [email protected] 707 575-1218
Chief Executive Officer Michael Wycisk Optovue Inc. [email protected]
Manufacturing Engineer/ NPI Manager
Education Members
Christopher Martin Mission College Technology Studies Department [email protected] 650 504-7236
Department Chair
Kieron Connolly HVAC Program, San Jose City College [email protected]
Faculty
John Branlund Machine Technology, San Jose City College [email protected]
408 298-2181 ext 3836
Faculty Student Representatives Kevin Rivas Manufacturing Systems [email protected]
Tom Pellicer Computer Electronics and Network Technology [email protected] 408.888.4613
BSIT Representative and Board Liaison Seth Bates Aviation and Technology, SJSU [email protected] 408 924-3227
Department Chair Debbora Creed Aviation and Technology, SJSU [email protected] 408 924-3192
6.14.2 Advisory Committee Meetings: The industrial advisory committee(s) shall meet at least once each year, and minutes shall be kept of these meetings showing agenda items, actions taken, and recommendations made.
During the review period, the Industrial Technology program Advisory Board work
was initially integrated into the activities of the college-wide Engineering Industry
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Advisory Council (EIAC). The EIAC served as the primary advisory board for the
Department from 2000 to 2006, and continues to serve us. It meets twice each
academic year. Later, a program-specific joint board was developed from 2006 to
2008, and currently our primary advisory board is operating as an ongoing Industrial
Technology Advisory Board (ITAB). Minutes and other records from the EIAC, the
Joint I.T. Advisory Board, and the I.T. Advisory Board covering the period from Fall
2004 to the present are included in the Advisory Board section of the appendices,
organized by group and date.
6.15 Educational Innovation
Educational Innovation: There shall be evidence that program objectives are based upon long-range planning related to the industries being served. Program content must be current in both content and delivery of instruction.
There have been many changes, both routine and innovative, in the Industrial
Technology program since the last accreditation visit in 2003. These changes can be
broadly grouped into curriculum revision and improvement, and curriculum delivery,
principally involving on-line delivery and multimode delivery (both in-class and online,
or what is called at SJSU “web-augmented” instruction). Some of these changes can
be seen in the individual areas of concentration while others are related to the
Department as a whole.
Curriculum Development activities include the development of a new lower division
general education course – Tech 098: Technology and Women. Some Technology
students take this course to meet GE requirements but it is not required for the major.
We have continued the evolution of curriculum and delivery for our upper division GE
course – Tech 198: Technology and Society, and this course is described in some
greater detail below. We have also revised the degree program concentrations to
address current trends in industry and technology and to be more efficient and lean in
delivery, reducing the required units from 128 to 122 semester units.
The Manufacturing Systems concentration has been thoroughly informed by the
emerging technologies and techniques of green product design and sustainability in
operations. The Electronics and Computer Technology (ECT) program has been
overhauled to incorporate emerging and maturing technologies in the networking and
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communications sectors including mobile device technologies. This area has been
renamed Computer Electronics and Network Technology, or CENT.
Tech 60, Introduction to Electronics, and Tech 25, Introduction to Materials, have
been redesigned as lecture courses in preparation for gaining approval under the
Physical Sciences portion of lower division general education (Area B2). Laboratory
experiences related to both of these courses are available to BSIT majors in required
major courses further along in the degree program.
Because of the many exciting things happening, several examples will be discussed
separately.
Educational Innovation in Tech 198, Technology and Civilization. Tech 198 is a
required course for all BSIT majors; in addition, it is part of SJSU’s Advanced
General Education curriculum. This course is delivered in a novel way. It has a hybrid
structure and was originally composed of three units that are delivered through self-
paced multimedia CD, one unit that is delivered through WWW instruction, and three
units that are delivered through a traditional classroom model. Over the past five
years, we have developed fully on-line delivery for this course and we offer both
online and “traditional” instruction every semester to a wide range of students across
the university and in the College of Engineering. Several Engineering departments
have adopted this course as required to meet general education requirements for
their majors. This course is evaluated each semester under SJSU’s general
education program and this continuous assessment and improvement is also unique.
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This General Education course is designed to introduce students to the history and
use of technology in society and to increase their awareness of both the uncertainties
as well as the promises of the utilization of technology as a creative human
enterprise. Technology and Civilization; a Science, Technology, and Society (STS)
course, is an example of courses that are becoming more evident on campuses
throughout the USA. The goal of the multimedia and web-based modules is to have
the students actually use technology as they explore its impact on our society over
time.
All the instructors teaching this course use the CD and web-based learning materials
in their classes and several teach online versions every semester. They also share a
common course topic outline and agree on the course reading materials each year.
The course is structured to measure assessment by student achievement of the
learning goals for Area ‘V’ (‘Self and Society’) of SJSU’s GE program. At the end of
each semester, every instructor submits an assessment report to the course
coordinator that describes how the student learning goals were measured and how
many students met each learning goal. To determine student achievement of each
GE Learning Objective, each instructor generally uses various, and usually multiple,
measures of student performance. Since this class has been approved since Fall
2000, these measures have varied. However, the Tech 198 faculty as a whole
continually monitors this class to ensure that it adheres to the Area V Goals.
The multimedia CDs that are used for this course will be available to the visiting
team, and the online portion covering the History of Technology is available at any
time over the internet at http://www.mastep.sjsu.edu/history_of_tech. The multimedia
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and online units of study were developed by Dr. Patricia Backer. Websites for Tech
198 include those of Dr. Seth Bates:
http://www.engr.sjsu.edu/sbates/tech198_home.htm and Dr. Patricia Backer:
http://www.engr.sjsu.edu/pabacker/Tech198WI2003.htm.
Online delivery is currently carried out in the Blackboard web course development
system and will be ported to the Desire2Learn system this coming summer. Our
faculty are engaged in two pilot courses for the transition.
Innovation in the Manufacturing Systems capstone course sequence, Tech
147-149. Students in the Manufacturing Systems concentration who are nearing
completion of courses for the major must enroll in this two-semester sequence of
courses. The purposes of these courses are to expose students to current
techniques for small and large-scale sustainable manufacturing in a global
community, while practicing what they are learning in small groups mimicking model
or virtual factories. Students in the sequence are expected to draw on the full
breadth of their coursework for the major, and thus must certify that they have met all
course prerequisites before enrolling.
In the first course of the Fall semester, students are challenged to work in teams to
plan, design, develop and analyze production systems. Emphasis is placed on
sustainable design of high performance manufacturing including production flow,
scheduling, work flow, layout of manufacturing plants, and material handling using
techniques to promote sustainability and minimize environmental impact.
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In the spring semester, emphasis is on analysis and design of computer-integrated
manufacturing (CIM) systems. CIM-oriented product ideas are brought to the
planning level for larger-scale, automated production including forecasting,
scheduling, CAD/CAM, marketing, database design, flexible manufacturing system
layout, development of jigs and fixtures, application of critical manufacturing
techniques such as group technology and design for manufacturability and assembly.
Students design and deliver short seminars on current practices in industry, calling
on industry personnel and recent research and writings in manufacturing technology.
From these courses have emerged a number of striking, innovative, and useful
product ideas.
Innovation in an interdisciplinary Product Design and Manufacturing
minicurriculum. The Department of Aviation and Technology spearheaded the
development of a three-course minicurriculum in 2002-2003 that prepares students
from three different backgrounds and career goals in the basics of Product Design
and Manufacturing. Our department teamed up with faculty in Mechanical
Engineering and in Industrial Design. The three-course sequence delivers basics of
product design using three-dimensional modeling and the Unigraphics software
system – a powerful industry standard CAD/CAM system (this has more recently
given way primarily to the Solidworks design program). On this CAD foundation, the
courses expose students to materials and manufacturing concepts and techniques
through the vehicle of case studies.
Students from all three programs work together in the courses, building on each
others’ viewpoints and knowledge bases. Three faculty, one from each department,
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work together to develop and deliver course content for each of the courses. In each
course the case studies increase in complexity. In the first course, all case studies
involve products that must be made from metals, and metal processing techniques.
In the second course, students are introduced to polymer and composite materials
and processing techniques. In the final course students will work more in teams, and
may develop independent complex products involving several types of materials. On
completion of the three-course curriculum, successful students receive a Certificate
in Product Design and Manufacturing.
The program has been offered for seven years with some success, and in the 2009
curriculum implementation has incorporated a much stronger emphasis on green
product design. Mechanical Engineering remains a partner in this curriculum.
Industrial Design no longer participates due to issues within their faculty, however
some ID students continue to enroll.
Innovation in the delivery of the electronics coursework. For the past two years,
one of our faculty in electronics has been piloting the use of the Internet as a
resource for instruction in electronics. Dr. Garcia has developed an in-depth web site
for all of his classes that includes the lectures, Powerpoint presentations, laboratory
materials, and resources for the classes. WebCT (now Blackboard) is used to
present supplementary materials to the students in the class and more recently for
comprehensive curriculum delivery. Discussion boards are used for conversations
about class readings and activities. In addition to individual email, the listserv, and
the discussion boards, the students can use the chat function available on
Blackboard. Unlike discussions which are asynchronous (participants can post at
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different times), chat requires that participants are online in the chat room at the
same time. This feature is useful if the students are working with a team on a project
and want to meet online to talk about it. Dr. Garcia’s web site is available at:
http://www.engr.sjsu.edu/jgarcia/.
All the instructional materials for these courses are available at Blackboard
(sjsu6.blackboard.com) in which students need to login with their StudentID and their
passwords.
Depending on the type of course Dr. Garcia also uses CBTs, Ubiquitous Presenter
and Tablet PC. This helps in the delivery of dynamic instruction and instant feedback
to students when they need to submit answers to proposed questions. In addition, Dr.
Garcia has developed workbooks for most of the courses he teaches.
Thanks to a grant funded by the National Science Foundation (NSF) Dr. Garcia has
also developed materials for the Tech 167 course “Control Systems.” These
materials are posted on the National Instruments’ website
(http://zone.ni.com/devzone/cda/tut/p/id/6655). These materials are used by students
taking Tech 167 at SJSU and by faculty from institutions in the U.S. and abroad.
Other examples of innovative teaching strategies and curricular activities are evident
throughout the Department. Faculty members are dedicated to their Industrial
Technology profession. They attend conferences, trade shows and technical
seminars to maintain currency in their content areas. They are active in professional
associations, publish articles and textbooks, and deliver scholarly papers. Improving
the delivery of instruction in industrial technology is a critical issue to our faculty and
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they dedicate most of their time to instruction. It is their hard work and drive to be
outstanding academic leaders that make our Industrial Technology degree program
one of the best in the nation!!
6.16 Assessment
Assessment Plan and Integration: An assessment plan shall be comprised of, but not limited to, the following for each program: (1) program mission statement, (2) program outcomes/student competencies, (3) evidence that the program incorporates these outcomes/student competencies, (4) assessment measures used to evaluate student mastery of the student competencies stated, (5) compilation of the results of the assessment measures, and (6) evidence that these results are used to improve the program.
The mission, goals, and objectives of the Industrial Technology programs are
outlined in Section 6.2 of this report. The department assessment plan is provided in
the Assessment Appendices of this Self-Study.
The BSIT program uses several different assessment measures to determine
whether its programs are effective and whether its graduates meet the expected
program goals and competencies. Assessment for the BS Industrial Technology
programs takes place at the course and program level, and also for our program
graduates, using course-level competency assessment (tracking individual student
learning of identified competencies), externally validated examinations for graduating
seniors, graduate surveys, and advisory board input. Past survey data have been
used extensively, with other forms of program evaluation, during the current review
period, and surveys are underway at this time to guide the work of the faculty and the
advisory board in the future. These processes are documented in this section.
Course – Level Assessment
Assessment of Student Mastery of Competencies
The competencies for each area of concentration for the BSIT were presented earlier
in this self-study (Section 6.2); in this section, we will describe the assessment
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measures used to evaluate student mastery of the identified competencies. In each
concentration, several intermediary checkpoints were chosen to assess student
achievement of the competencies. In addition, there is a capstone course in each
concentration that is integral to our assessment of student achievement. In addition
to the capstone courses in each concentration, there is a new course that has been
required of all students since Fall 2003, Tech 190, Senior Seminar in Technology.
Of the skills listed under the core and support courses, the faculty chose four that
were deemed to be critical by the curriculum advisory members:
• Effective written and oral communication skills,
• Effective decision making skills,
• Business and industrial ethics, and
• Leadership skills for a technology professional.
These competencies are assessed in Tech 190.
On-line instruction is increasingly important to our programs as more and more
courses are available either as an option or solely in online format. The quality of
learning in online courses is of real concern to us. Our upper division general
education course, Technology and Civilization (Tech 198) has been identified for
evaluation of online learning as it is available in both online and classroom delivery
and uses a variety of instructional methods as well. Three of our faculty worked
together in 2003 to conduct a thorough study of this course both as online delivery
and also in terms of meeting expected course goals. This study was presented to
NAIT in Fall of 2003 (Backer, Bates, Kim, 2003). A copy of this abstract and
presentation is provided in the Assessment Appendices.
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For students in Electronics and Computer Technology, the concentration’s
competencies were pegged to four required courses that address key competencies:
Tech 65, Tech 115, Tech 163, and Tech 169 (see table below).
Assessment of Competencies in the Electronics & Computer Technology Concentration.
Competency Assessed in what class
E1. Solve electronic circuit and electronic systems problems in analytical and creative ways.
Capstone class, Tech 169
E2. Analyze and troubleshoot analog and digital communication techniques
Capstone class, Tech 169
E3. Apply theories of computer-aided design and manufacturing of electronic systems: printed circuit boards (PCBs) and integrated circuits (ICs).
Capstone class, Tech 169
E4. Use microprocessors and associated circuits in test simulations, system interfacing of processes.
Capstone class, Tech 169
E5. Develop and implement software systems for control of electronic industrial processes.
Capstone class, Tech 169
E6. Analyze the role of instrumentation and automation in the electronics industry.
Tech 115
E7. Demonstrate skills in the control of electronics manufacturing processes, production scheduling and testing.
Capstone class, Tech 169
E8. Apply telecommunications theory to industrial settings and problems
Tech 163
E9. Manage a computer network Tech 065 E10. Design and Analyze electronic circuits and systems
using simulation and hands-on exercises Capstone class, Tech 169
Most of the competencies are assessed in the capstone class, Tech 169. As a
requirement, each student in Tech 169 is required to do a senior project. Depending
on the project the student chooses, various problem-solving techniques are applied
to interface between analog and digital, electronics and fiber optics, frequency and
voltage, combinational logic and microprocessor, speech synthesizer. From drawing
board to final product, the students are applying and demonstrating what they have
learned in electronics and computer technology program to design, build, test, debug,
and troubleshoot their projects.
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For students in Manufacturing Systems, , the concentration’s competencies were
pegged to three required courses that address key competencies: Tech 45, Tech
140, and Tech 149 (see table below). Most of the competencies are assessed in the
capstone class, Tech 149.
Assessment of Competencies in the Manufacturing Systems Concentration:
Competency Assessed in what class
M1. Demonstrate skills in the planning and design of manufacturing processes.
Capstone class, Tech 149
M2. Apply OSHA and NIOSH principles to facilities design and management
Tech 45
M3. Design and plan industrial facilities Tech 45 M4. Select and operate computer numerical controlled and
other machines Capstone class, Tech 149
M5. Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including laser machining, electrical discharge machining, water jet and abrasive water jet machining, and rapid prototyping.
Capstone class, Tech 149
M6. Select, analysis and use polymers, composite materials, and materials in the design of manufactured products.
Tech 140; Capstone class, Tech 149
M7. Apply the theory of computer-integrated manufacturing (CIM), including the computer-aided design/computer-aided manufacturing (CAD/CAM) interface to industrial problems and settings.
Capstone class, Tech 149
M8. Use the principles of production scheduling & planning in an industrial environment
Capstone class, Tech 149
M9. Apply a knowledge of statics to manufacturing product design
Tech 140; Capstone class, Tech 149
M10. Demonstrate an understanding of materials management including Just-in-Time (JIT) and Materials Resource Planning (MRP)
Capstone class, Tech 149
M11. Integrate design, manufacturing, and materials into the design and development of new products
Tech 140; Capstone class, Tech 149
M12. Apply the principles of Lean Manufacturing to manufacturing and soft systems
Capstone class, Tech 149
Advanced Manufacturing Systems, Tech 149, is the second of a two-semester senior
capstone course sequence where students learn more about manufacturing process
planning, project management, the integration of processes, Lean Manufacturing
tools and techniques, and other topics. In this class, the students design and build a
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complete project on which they work alone or in teams, integrating all the skills and
knowledge learned in past manufacturing courses in the execution of the project.
The department has developed several assessment measurement tools that are
used to assess the BSIT students’ achievement of the competencies. A copy of the
assessment tools used is included in the Assessment Appendices.
The department has used course level assessment, externally validated
examinations, industrial advisory boards, and a graduate survey for many decades to
assess its students and graduates. The competency assessment is a newer
technique that the faculty have been using since 2003. The department uses the
results of this assessment along with graduate survey data and advisory board input
to improve both individual courses and the program as a whole. In addition to these
assessment plans, the department continues to study other external measures of
student assessment. Both NAIT and SME examinations have been used. The SME
exam continues to be used up to this year. A subcommittee of faculty members is
now reviewing recent changes to the ATMAE certification exams to see they could be
used for outcomes assessment for all of our students.
Program – Level Assessment
Assessment Examinations of Senior Students
The faculty have used both the NAIT Certification Exam and the SME Certified
Manufacturing Technologist (CMfgT) Exam over the past five years to assess the
learning of students prior to graduation. The results of these examinations were
analyzed and presented in the form of professional papers to NAIT in 2006 and 2007.
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These papers along with summary data tables are presented in the Assessment
Appendices. They are used by faculty in determining whether the curriculum
effectively addresses the identified competency gaps we feel are critical to our
graduates, and to guide development of both individual courses and the programs as
a whole. For example, the recent strengthening of the Industrial Technology Core
was driven in part by these and other indicators of needs of graduates from both
concentrations in the degree.
The results of some of these assessment examinations are presented in the
Appendices. The next program assessment will be this spring (2010), through the
administration of the SME Certification Examination. As mentioned above, the
faculty are encouraged by the recent expansion and improvement of the ATMAE
outcomes measure examinations and will evaluate both the SME and ATMAE
Certification Examinations over the next two months as effective measures of
learning in our programs. It is our hope that the ATMAE tools will be able to be
adopted and used each year.
Industrial Advisory Boards
The Department of Technology (now Aviation and Technology) became a part of the
College of Engineering in January, 1998. Since 2000, advisory review of the
Industrial Technology program has been integrated into the responsibilities of the
college-wide Engineering Industry Advisory Council (EIAC). The EIAC has served as
the industry advisory board for the Department since that time. The EIAC meets each
semester for a day-long meeting with the College of Engineering chairs, dean,
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associate deans, and staff. The EIAC members include industry representatives of
both large and small companies representing both concentrations under the BSIT
degree program. Minutes of the EIAC are provided in the Appendices of this Report.
Our ambitious efforts to maintain close contact with industry have come to fruition
over the past several years. Looking back to the previous self-study, the Fall 2001
Technology Task Force retained several Advisory Board members including its chair,
James Kreager. The Task Force was to become the principal sounding board not
only for the current programs and their effectiveness but also for the program
reevaluation process. The Charter of the Task Force was:
“. . . to evaluate the Industrial Technology program as to its relevance and quality,
and to make recommendations to us about whether or not it has the proper focus
and if it is headed in the right direction.” The focus was to include the question of
whether the focus should be on [engineering] technology or on industrial
technology (which has reduced depth in technology subjects in exchange for a
management emphasis).
The Technology Task Force continued operations for several years in the period just
before and after the last Accreditation review in 2003.
Joint Industry-Education Advisory Board. In 2006-2008, a separate Industrial
Technology program advisory board was created as a joint board (Joint Industry-
Education Advisory Board) overseeing program review at both SJSU and at our sister
institution, Mission College. This work resulted in the current curriculum design as
well as in a transparent articulation pathway between the Technology programs at
Mission College and the BS Industrial Technology programs at SJSU. The
membership of the joint board and minutes from its work are also provided in the
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Appendices of this report. That group was disbanded in Spring of 2008 when the
curriculum design was completed. The proposals for the new curricula were
submitted for approval in Fall of 2008 and became active in Fall of 2009. The
composition and work of the Joint SJSU/Mission College Industrial Technology
Advisory Board is presented in more detail in Section 6.3 of this report.
During the period Fall 2008 to Fall 2009, industry review remained active through the
EIAC, and more recently the department-level Industrial Technology Advisory Board
(ITAB) has been reactivated and is again providing external review of our programs
since the implementation of the new curricula in Fall of 2009. The membership and
minutes of the ITAB are presented in the Appendices. At its most recent meeting,
the ITAB provided detailed feedback and recommendations to the program as it
moves forward.
Assessment of Program Graduates
Surveys of Graduates and Their Employers
Surveys of graduates have been conducted in 1997-1998, Spring, 2001, Spring
2003, and Spring 2010 with the purpose of determining program success at meeting
our Program Educational Outcomes. Our next survey will take place in the Spring
semester 2012 with, we hope, a greatly expanded graduate database. Copies of the
survey letters and instruments are provided in the Appendices. The survey
instruments for 1998, 2001, and 2003 included a survey form for graduates and a
survey form for their employers or supervisors. The 2010 survey collected data from
program graduates from 2007 and earlier.
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In earlier studies, the methodology of the survey process was to send a mailed
survey instrument sent to all graduates in the University database who graduated
during the last three years, along with a survey letter and form for their supervisors.
An effort was made to locate valid addresses for returned letters. The returned
surveys represented between 13% and 24% of the successfully mailed surveys.
Some of the result of these earlier studies are available through the department
office.
The current graduate survey was administered via email, and data gathered via
internet survey, jointly by the SJSU Alumni Office and the Department of Aviation and
Technology office, using email information for graduates of the program. The survey
was open to all program graduates from 2007 and earlier. The preliminary report
from the current graduate survey is provided in the Appendices. This study is still
accepting input at the time of this writing. The study will be closed at the end of
March, 2010 and the final report will be provided to the ATMAE Visiting Team.