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UNIVERSITY OF NORTHERN IOWADEPARTMENT OF TECHNOLOGY

COLLEGE OF HUMANITIES ARTS AND SCIENCESCEDAR FALLS, IOWA

CONSTRUCTION MANAGEMENTGRAPHIC TECHNOLOGIESMANUFACTURING TECHNOLOGY ADVANCED MANUFACTURING DESIGN METAL CASTING

TECHNOLOGY MANAGEMENT

SELF-STUDY REPORT

SUBMITTED FOR RE-ACCREDITATION

TO THE

ASSOCIATION OF TECHNOLOGY MANAGEMENT, AND APPLIED ENGINEERING BOARD OF ACCREDITATION

MARCH 2014

UNI Department of Technology ATMAE Self-Study Report 2014

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ACCREDITATION SELF-STUDY REPORTDepartment of Technology

University of Northern Iowa

Table of Contents

List of Appendices..........................................................................................................................v

List of Tables.................................................................................................................................vi

I. The On-Site Visit

A. Date of Visit.....................................................................................................................1

B. Visiting Team Members.................................................................................................1

C. Proposed On-Site Visit Agenda.....................................................................................2

D. Current Accreditation Status of Program(s)................................................................8

II. General Information

A. The Institution.................................................................................................................8

1. Name and Address..............................................................................................9

2. Number of Students Enrolled............................................................................9

3. Total Full-Time Equivalent Faculty..................................................................9

4. Operating Budget................................................................................................9

5. Institutional Accreditation Organization(s).....................................................9

6. History of Accreditation by ATMAE (NAIT)................................................11

7. Administration of the Institution....................................................................11

8. Major Academic Units within the Institution................................................11

9. Institutional Mission and Goals.......................................................................12

10. Relationship of Institution to Superior Governing Body..............................16

B. Administrative Unit(s) Information

1. Name of College and Department...................................................................17

2. Names of Dean and Department Head...........................................................17

3. Name of Other Departments in Administrative Unit....................................17

4. Names of Program Coordinators....................................................................18

5. Name and Titles of Others with Coordination Responsibilities...................18

6. Titles of Degrees, Programs and Requested Options for Accreditation......18


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III.Compliance With Standards

7.0 Preparation of Self-Study Report................................................................................19

7.1 Program Title, Mission, and General Outcomes........................................................19

7.1.1 Definition of Technology..................................................................................20

7.1.2 Department of Technology Mission Statement..............................................20

7.1.3 College of Humanities, Arts and Science Mission Statement.......................20

7.1.4 University of Northern Iowa Mission Statement...........................................20

7.1.5 Construction Management Program..............................................................20

7.1.6 Graphic Technologies Program.......................................................................20

7.1.7 Manufacturing Technology Program.............................................................21

7.1.8 Technology Management Program.................................................................21

7.1.9 Construction Management Outcomes.............................................................21

7.1.10 Graphic Technologies Outcomes.....................................................................23

7.1.11 Manufacturing Technology Outcomes............................................................23

7.1.12 Technology Management Outcomes...............................................................24

7.2 Competency Identification & Validation....................................................................24

7.3 Transfer Course Work.................................................................................................25

7.4 Assessment of Competency Measures.........................................................................26

7.4.1 Construction Management...............................................................................26

7.4.2 Graphic Technologies.......................................................................................28

7.4.3 Manufacturing Technology..............................................................................30

7.4.4 Technology Management.................................................................................33

7.5 Program Structure & Course Sequencing..................................................................34

7.5.1 Minimum-Maximum Foundation Requirements..........................................35

7.5a Construction Management...............................................................................38

7.5b Graphic Technologies.......................................................................................42

7.5c Manufacturing Technology-Advanced Manufacturing................................47

7.5d Manufacturing Technology-Design.................................................................51

7.5e Manufacturing Technology-Metal Casting....................................................55

7.5f Technology Management.................................................................................59

7.6 Student Admission & Retention Standards...............................................................63

7.6.1 ACT of Incoming Students Statistics..............................................................64

7.6.2 History of ACT Scores Among Regent Universities of Iowa........................66

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7.7 Student Enrollment.......................................................................................................66

7.8 Administrative Support & Faculty Qualifications....................................................67

7.8.1 Procedures for Filling Permanent Faculty Positions.....................................69

7.8.2 Faculty Qualifications.......................................................................................70

7.8.3 Tenure (PAC) -- Guidelines and Procedures..................................................71

7.9 Facilities, Equipment & Technical Support...............................................................74

7.9.1 ITC Classrooms...............................................................................................75

7.9.2 ITC Laboratories.............................................................................................75

7.9.3 ITC Stockroom................................................................................................76

7.9.4 Other Support..................................................................................................76

7.9.5 Construction Management.............................................................................79

7.9.6 Graphic Technologies......................................................................................79

7.9.7 Manufacturing Technology............................................................................80

7.9.8 Technology Management................................................................................82

7.9.9 Secretarial, Clerical, and Student Services Staff..........................................83

7.9.10 Full-Time Technical Staff...............................................................................83

7.9.11 Graduate Assistantships.................................................................................83

7.9.12 Work-Study and Departmental Student Employment................................83

7.9.13 Additional.........................................................................................................84

7.10 Program Goals..............................................................................................................84

7.10.1 Construction Management...............................................................................84

7.10.2 Graphic Technologies.......................................................................................86

7.10.3 Manufacturing Technology..............................................................................88

7.10.4 Technology Management.................................................................................89

7.10.5 Department Goals.............................................................................................90

7.11 Program/Option Operation..........................................................................................96

7.11.1 Motivation and Program Advising of Students.............................................96

7.11.2 Scheduling of Instruction.................................................................................99

7.11.3 Quality of Instruction.......................................................................................99

7.11.4 Observance of Safety Standards....................................................................100

7.11.5 Availability of Resource Materials................................................................100

7.11.6 Teaching and Measurement of Competencies..............................................101

7.11.7 Supervision of Instruction..............................................................................102

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7.11.8 Placement Services Available to Graduates.................................................103

7.12 Graduate Satisfaction with Program/Option...........................................................103

7.12.1 Procedures.......................................................................................................104

7.12.2 Findings............................................................................................................105

7.12.3 Results..............................................................................................................107

7.13 Employment of Graduates.........................................................................................108

7.14 Job Advancement of Graduates................................................................................110

7.15 Employer Satisfaction with Job Performance..........................................................111

7.16 Graduate Success in Advanced Program.................................................................111

7.17 Student Success in Passing Certification Exams......................................................112

7.18 Advisory Committee Approval of Overall Program...............................................112

7.19 Outcome Measures Used to Improve Program........................................................112

v

List of Appendices

Appendix Description ATMAE Sections

A Program Requirements – Courses and Program Structure 7.5

B Catalog Listing, Advising, Planning Sheets, Program Publicity and Brochures 7.5, 7.11

C Application of Mathematics and Science/Course Syllabi 7.11

D Competency Identification/ Student Outcomes Assessment for 2013. See separate binder for other SOA documents. 7.2, 7.19

EProgram Validation/Program Review – Graduation rate, Semester enrolment, Program restatement documents from Curriculum package - 2012

7.2

F Transfer Course Work/2+2 Articulation Agreement 7.3

G Course Syllabi, Problem-Solving Activity Examples 7.11

HFaculty Curriculum Vitae, Minimum Faculty Qualifications/Academic PreparationFaculty Position Notices/Tenure-Reappointment Policies

7.8

I Faculty Loads 7.8

J Scholastic Success/Student Achievements 7.16

K Placement of Graduates, and Placement Services 7.13

L Student Enrollment 7.7

M Student Evaluation of Program(Graduate and Employer Survey Results) 7.12

N Facilities and Equipment 7.9

O Financial Support/External Financial Support 7.11

P Library Support 7.11

Q Cooperative Education, Internships 7.5

R Industrial Advisory Board (Committee) Meeting Minutes 7.18

vi

List of Tables

Table Description Page

Table II.1 UNI Five-Year Budget History 9

Table 7.5.1 Major Programs, Minimum-Maximum Foundation Requirements 35

Table 7.5a Construction Management 38

Table 7.5b Graphic Technologies 42

Table 7.5c Manufacturing Technology – Advanced Manufacturing 47

Table 7.5d Manufacturing Technology – Design 51

Table 7.5e Manufacturing Technology – Metal Casting 55

Table 7.5f Technology Management 59

Table 7.6.1 ACT of Incoming Student Statistics 64

Table 7.6.2 History of ACT Scores Among Regent Universities of Iowa 66

Table 7.7.1 Undergraduate Enrollment Analysis 67

Table 7.9.4 Budget Allocations for Technology Programs 77

Table 7.9.5 CM Software Applications 79

Table 7.9.6 GT Software Applications 80

Table 7.9.7 MT Software Applications 81

Table 7.9.8 TM Software Applications 82

Table 7.19 Outcome Measures Used to Improve Program 114

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ACCREDITATION SELF-STUDY REPORTDepartment of Technology


I. On-Site Visit

A. Date of Visit:

April 6 to 8, 2014

B. The Visiting Team

Team Chair

Dr. Ahmad Zargari, Morehead State UniversityDepartment of Applied Engineering and Technology210A Lloyd Cassity BuildingMorehead, KY 40351Phone: 606.783.2425Email: [email protected]

Team Member

Dr. Balsy KasiDepartment of Environmental and Technological StudiesHeadley Hall 206 St Cloud State UniversitySt. Cloud, MN 56301-4498Phone: (320) 308-3132Email: [email protected]

Team Member

Dr. Lynda KenneyUniversity of North DakotaDepartment of TechnologyStarcher Hall Room 235B 293 Centennial Drive Stop 8098Grand Forks, ND 58202-8098Phone: 701-777-2197Email: [email protected]

C. Proposed On-Site Visit Agenda

Sunday, April 6, 2014

Check into Clarion Inn Cedar Falls 5826 University


mailto:[email protected]

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Avenue, 319-277-2230

6:30-7:00 p.m. Transportation from Clarion Inn to Dinner

7:00-9:00 p.m. Dinner with Department Head and Program Coordinators

Montage, Cedar Falls

9:00-9:30 p.m. Transportation to Clarion Inn

Monday, April 7, 2014

7:00-7:45 a.m. Breakfast with Dr. Scott Giese and Ms. Sara Smith

Village Inn, Cedar Falls

8:00-8:30 a.m. Tour the Industrial Technology Center, Including the Metal Casting Center Giese

8:30-9:00 a.m. Meet with Department Head, Dr. FahmyIndustrial Technology Center 25C

9:15-9:45 a.m. Meet with Director of Academic Assessment, Donna Vinton

Industrial Technology Center 1

10:00-10:45 a.m. Meet with Dean Joel Haack, College of Humanities, Arts and Sciences

Communication Arts Center 266

11:00-11:30 a.m.Meet with Executive Vice President & Provost Gloria Gibson and Associate Provost Michael Licari

Seerley Hall 1

11:30 a.m.-12:00 p.m. Meet with President William Ruud Seerley Hall 20

12:00-1:30 p.m. Lunch with Student Representatives Piazza at Redeker Center

1:45-2:15 p.m. Meet with Library Dean, Christopher Cox Rod Library 211

2:30-3:00 p.m. ½ Team Meets with Career Services Assistant Director, Laura Wilson (Co-op Program) Gilchrist 102

½ Team Meets with Continuing Education and Special Programs Dean Kent Johnson and Director Belle Cowden

Industrial Technology Center 1

3:00-3:30 p.m. ½ Team Meets with Director of Admission, Christie Kangas Gilchrist 2

½ Team Meets with University Registrar, Philip Patton Gilchrist 115


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3:30-4:00 p.m. Meet with Career Services Director, Robert Frederick Gilchrist 102

4:15-4:45 p.m.Meet with Recruitment Coordinator, Linda Reardon-Lowry and Staff*Cookies & Coffee

Industrial Technology Center 30-34

5:00-6:00 p.m. Transportation to Clarion Inn and Break

6:00-6:30 p.m. Transportation to Dinner

6:30-8:30 p.m. Dinner with Dr. Fahmy, Program Coordinators, & Dean Haack

Ferrari’s Ristorante, Cedar Falls

8:30-9:00 p.m. Transportation to Clarion Inn

Tuesday, April 8, 2014

7:30-8:30 a.m. Breakfast with Dr. Ali Kashef and Dr. Nilmani Pramanik

Panera Bread, Cedar Falls

8:30-9:30 a.m. Meet with Individual Faculty*Cookies & Coffee

Industrial Technology Center 30-34

9:30-10:15 a.m. Team Inspection of General ExhibitsIndustrial Technology Center 30-34

10:30-11:00 a.m.Meet with Academic Advising Director Jean Neibauer and Associate Director David Marchesani

Gilchrist 102

11:15 a.m.-12:30 p.m. Lunch with Advisory Board Members Piazza at Redeker Center

12:45-1:45 p.m. Report PreparationIndustrial Technology Center 1

2:00-2:30 p.m.Exit Interview with Associate Provost Michael Licari. Dean Joel Haack, Dr. Fahmy, & Program Coordinators

Seerley Hall 1

2:30-3:00 p.m. Transportation to Airport

Mohammed F FahmyTitle: Department Head & ProfessorOrganization: TechnologyOffice InformationUniversity of Northern Iowa


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Industrial Technology Center 25Cedar Falls, IA 50614-0178(319) 273-2758Email: [email protected]

Joel K HaackTitle: Dean & ProfessorOrganization: College of Humanities, Arts & SciencesOffice InformationUniversity of Northern IowaCommunication Arts Center 266Cedar Falls, IA 50614-0358(319) 273-2725Email: [email protected]

Gloria J GibsonTitle: Executive Vice President & Provost & ProfessorOrganization: Executive Vice President & ProvostOffice InformationUniversity of Northern IowaSeerley Hall 1Cedar Falls, IA 50614-0707(319) 273-2517Email: [email protected]

Michael J LicariTitle: Assoc. Provost Acad. Affairs/Dean Grad College & ProfessorOrganization: Executive Vice President & ProvostOffice InformationUniversity of Northern IowaSeerley Hall 1Cedar Falls, IA 50614-0707(319) 273-2518Email: [email protected]

Christopher N CoxTitle: Dean & ProfessorOrganization: LibraryOffice InformationUniversity of Northern Iowa


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Rod Library 211Cedar Falls, IA 50613-3675(319) 273-2737Email: [email protected]

Robert J FrederickTitle: Dir. Career Services/Comm. College RelationsOrganization: VP for Student AffairsOffice InformationUniversity of Northern IowaGilchrist 102Cedar Falls, IA 50613-0384(319) 273-6857Email: [email protected]

William N RuudTitle: PresidentOrganization: President's OfficeOffice InformationUniversity of Northern IowaSeerley Hall 20Cedar Falls, IA 50614-0705(319) 273-2566Email: [email protected]

Christie M KangasTitle: Director of AdmissionsOrganization: AdmissionsOffice InformationUniversity of Northern IowaGilchrist 2Cedar Falls, IA 50614-0018(319) 273-2322Email: [email protected]

Laura Anne WilsonTitle: Assistant DirectorOrganization: Career ServicesOffice InformationUniversity of Northern Iowa


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Gilchrist 102Cedar Falls, IA 50614-0384(319) 273-6857Email: [email protected]

Donna E VintonTitle: Dir. Academic AssessmentOrganization: Office of Academic AssessmentOffice InformationUniversity of Northern IowaInnov. Teaching & Tech Ctr. 117ACedar Falls, IA 50614-0138(319) 273-2778Email: [email protected]

Jean M NeibauerTitle: Director of Academic AdvisingOrganization: Academic AdvisingOffice InformationUniversity of Northern IowaGilchrist 102Cedar Falls, IA 50614-0389(319) 273-3406Email: [email protected]

David M MarchesaniTitle: Associate DirectorOrganization: Academic AdvisingOffice InformationUniversity of Northern IowaGilchrist 102Cedar Falls, IA 50614-0389(319) 273-6026Email: [email protected]

Kent M JohnsonTitle: Dean & InstructorOrganization: Continuing Education & Special ProgramsOffice InformationUniversity of Northern Iowa






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H 32Cedar Falls, IA 50614-0223(319) 273-2122Email: [email protected]

Belle Doyle CowdenTitle: Dir. Continuing & Distance EdOrganization: Continuing Education & Special ProgramsOffice InformationUniversity of Northern IowaH 32Cedar Falls, IA 50614-0223(319) 273-7211Email: [email protected]

Philip L PattonTitle: University RegistrarOrganization: Registrar's OfficeOffice InformationUniversity of Northern IowaGilchrist 115Cedar Falls, IA 50614-0006(319) 273-2244Email: [email protected]

Lee J GeisingerGraphic Technologies Program CoordinatorEmail: [email protected]

Nilmani PramanikTechnology Management Program CoordinatorEmail: [email protected]

Shahram VarzaVandConstruction Management Program CoordinatorEmail: [email protected]

Nageswara Rao PosinasettiManufacturing Technology Program CoordinatorEmail: [email protected]

Linda K Reardon-LowryRecruitment CoordinatorEmail: [email protected]

Ali Kashef






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Manufacturing ProfessorEmail: [email protected]

Scott Roger GieseManufacturing Assoc. ProfessorEmail: [email protected]

Sara B SmithGraphic Technologies InstructorEmail: [email protected]

D. Current Accreditation Status of Program(s):Initial Accreditation : 4-years; November 1992Reaccreditation : 6-years; November 1996Reaccreditation : 6-years; November 2002Reaccreditation : 6-years; November 2008

II. General Information

A. The Institution

The University was established in 1876 by an enactment of the Iowa General assembly, and opened on September 5, 1876 as the Iowa State Normal School. In 1909 the institution was renamed the Iowa State Teachers College, and has been known for much of its history primarily as a teacher preparation institution. By an enactment of the Iowa General assembly on July 5, 1961, the name of the college was changed to the State College of Iowa and degree programs were added for those students not planning to teach. The change to the current name of the University of Northern Iowa was effected on July 7, 1967. Over the last several decades, the University has evolved into a multi-purpose institution that offers specialized, accredited graduate programs, and a wide range of accredited undergraduate degree programs.

The University’s commitment to excellence during the last two decades has been demonstrated through higher admission standards, as well as through standards for faculty tenure and promotion that support intellectual vitality and excellence. The past decade in particular has seen exceptional physical growth, including the construction of new facilities for residence, recreation, environmental and energy education, renovation of several existing buildings, and the performing arts. The University now offers courses covering a broad spectrum of curriculum on both the undergraduate and graduate level. Fall 2013 headcount enrollment at the University is 12,159 students.

The University of Northern Iowa is a member of the American Association of State Colleges and Universities (AASCU), the American Association of Colleges for Teacher Education (AACTE), and the Council of Graduate Schools in the United States. The University is accredited through the master’s degrees, the specialist’ s degrees and the doctorate (Doctor of Education and Doctor of Industrial Technology) by the North Central Association of Colleges and Secondary Schools (NCA). Individual programs are accredited by several national accrediting agencies.




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1. Name and Address


1227 W. 27th Street,

Cedar Falls, IA 50614

2. Number of Students Enrolled

a. Total: 12,159 (Fall 2013)

b. Full-time: 9,968

c. Part-time: 2,029

d. Full-time Equivalent: 10,380

3. Total Full-Time Equivalent Faculty: 801

a. Tenured Faculty: 450

b. Tenure-Track: 119

c. Non Tenure-Track: 232

4. Operating Budget

a. Current: $323,363,693

b. Five-Year History:

Table II.1: UNI Five Year Budget History

Year Operating Budget2013-2014 $323,363,6932012-2013 $316,024,1452011-2012 $314,872,6052010-2011 $295,308,5122009-2010 $282,131,251

5. Institutional Accreditation Organization(s) and Dates of AccreditationThe University of Northern Iowa is accredited through the doctoral degree (Doctorate of Education and Doctorate of Industrial Technology) by The Higher Learning Commission (HLC), North Central Association of Colleges and Schools (NCA). UNI was first accredited as a teacher training institution in 1913 and has been continuously accredited as a four-year institution since 1930. It was first granted approval to offer undergraduate liberal arts non-teaching degrees in 1961. It was granted approval to offer programs at the Master’s level in 1951 and the Doctoral level in 1978. The last comprehensive NCA evaluation took place during November 8 – 10, 2010 (http://www.uni.edu/accreditation/accreditation-news-release), at which time the accreditation is reaffirmed until 2020.

The University of Northern Iowa is also a member of the American Association of State Colleges and Universities (AASCU), the American Association of Colleges for Teacher Education (AACTE), the Council of Graduate Schools in


http://www.uni.edu/accreditation/accreditation-news-release

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the United States, the Association for the Advancement of Sustainability in Higher Education (AASHE), and the National Collegiate Athletic Association (NCAA).

a. The Higher Learning Commission HLC. (Formerly NCA)b. National Association of Schools of Musicc. National Association of Schools of Arts and Designd. National Council of Social Work Educatione. American Speech-Language-Hearing Associationf. American Home Economics Associationg. American Dietetic Associationh. National Recreation and Park Association/American Association for

Leisure and Recreationi. Iowa State Department of Educationj. National UNIVERSITY Extension associationk. American Chemical Societyl. American Association of Museumsm. American Association of Family and Consumer Sciencen. Council for Accreditation of Counseling and Related Educational

Programso. American Assembly of Collegiate Schools of Businessp. The Association of Technology, Management, and Applied Engineering

(ATMAE)q. Foundry Education Foundation (FEF)r. Council on Social Work Education

In addition, the following areas in the University have specialized accreditations and approvals:

Music Department - accredited by the National Association of Schools of Music.

Speech-Language Pathology program - accredited by the American Speech-Language-Hearing Association.

B.A. and Master of Social Work (M.S.W.) program - accredited by the Council on Social Work Education.

B.S. in Chemistry and Biochemistry - accredited by the American Chemical Society.

College of Business Administration - accredited by The Association to Advance Collegiate Schools of Business (AACSB International).

Real Estate Education program - accredited by the Society of Accredited Real Estate Programs.

Leisure/Recreation Program Delivery and Therapeutic Recreation - accredited by the National Recreation and Park Association Council on Accreditation.

B.A. in Athletic Training major - accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP).

Mental Health Counseling (M.A.) and School Counseling (M.A.E.) programs in the Department of Educational Leadership, Counseling, and


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Postsecondary Education - accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

The University Museums - accredited by the American Association of Museums.

Combined program (MAE and Ed. S.) - designed in alignment with the training standards of the National Association of School Psychologists (NASP) and fully approved by NASP.

Undergraduate program in Family Services - approved as a Certified Family Life Educator (CFLE) program by the National Council on Family Relations.

Counseling Center - accredited by the International Association of Counseling Services, Inc.

Student Health Center - accredited by the Accreditation Association for Ambulatory Health Care (AAAHC/Accreditation Association).

National Ag-Based Lubricants Center - accredited by the International Organization for Standardization (ISO).

6. History of Accreditation by The Association of Technology, Management, and Applied Engineering (ATMAE) formerly National Association of Industrial Technology (NAIT):

1991: Application for initial accreditation filed.1992: Provisional initial accreditation granted for first time.1994: Full initial accreditation granted.1995: Application for six year re-accreditation filed1996: Full accreditation granted2001: Application for six-year re-accreditation filed2002: Full accreditation granted2007: Application for six-year re-accreditation filed2008: Full accreditation granted

2013: Application for six-year re-accreditation filed

7. Administration of the Institution:

a. Head: Dr. William N. Ruud, President

b. Chief Academic Officer: Dr. Gloria Gibson, Provost

8. Major Academic Units within the Institution:

College of Business Administration Dr. Farzad Moussavi, DeanCollege of Education Dr. Dwight C. Watson, DeanCollege of Humanities, Arts and Sciences Dr. Joel K. Haack, DeanCollege of Social and Behavioral Sciences Dr. Brenda Bass, DeanDivision of Continuing Education and Special Programs

Dr. Kent Johnson, Dean

Graduate College Dr. Michael Licari, DeanLibrary Services Dr. Christopher Cox, Dean

9. Institutional Mission and Goals: (http://uni.edu/strategicplan/)


http://uni.edu/strategicplan/

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Vision Statement

The University of Northern Iowa will be nationally known for innovative education, preparing students for success in a rapidly changing, globally competitive, and culturally diverse world.

Mission Statement

The University of Northern Iowa provides transformative learning experiences that inspire students to embrace challenge, engage in critical inquiry and creative thought, and contribute to society.

Values

As a university community we are guided by the following core values:

Academic Freedom – freedom of inquiry by students, faculty, and staff

Access– an affordable, inclusive educational environment

Accountability – integrity, responsibility and the highest ethical standards of students, faculty and staff

Community– an ethical, caring, and safe community characterized by civility

Diversity – a welcoming community that celebrates pluralism, multiculturalism, and the unique contributions of each person and group

Engagement – characterized by challenge, transformation, and lifelong learning in a global society

Excellence – in teaching and learning, scholarship and creative work, and service

Sustainability – an attractive, well-maintained campus environment that enhances the living and learning experience with an emphasis on environmental stewardship

University Goals: (http://uni.edu/strategicplan/goals)

Goal 1: Be a leading undergraduate public university that provides a strong liberal arts foundation

Objective 1 – Provide a rigorous and relevant undergraduate educational experience that prepares students for the future

S1. Identify, support, and promote undergraduate programs that raise the profile of the institution

S2. Reshape the Liberal Arts Core to be innovative and interdisciplinary, and integrate liberal-arts learning outcomes throughout the undergraduate experience

S3. Increase the graduation rates for minority students and close the gap between minority and non-minority student graduation rates


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S4. Mentor undergraduate students to conduct research and compete for national scholarships and fellowships

Objective 2 – Provide a transformative learning experience that inspires student responsibility for their learning

S1. Develop and implement collaborative and seamless first-year programs that contribute to enhanced student learning and engagement

S2. Provide broad-based education that inspires critical thinking, creativity, openness to new ideas, and student responsibility for their learning

Objective 3 – Recruit, develop, and retain faculty distinguished by their creative and intellectually rigorous teaching and scholarship

S1. Improve recruitment and retention strategies for faculty and increase professional development opportunities

S2. Enhance recognition of faculty for exemplary teaching, research, scholarship, creative activity, advising and engagement

Objective 4 - Infuse an interdisciplinary approach into teaching, scholarship, and engagement

S1. Establish university mechanisms to support interdisciplinary collaboration

S2. Support professional development to increase the number of faculty and staff pursuing interdisciplinary teaching, research, creative activity, outreach and grants

Goal 2: Provide rigorous and relevant graduate education that meets the needs of graduate students, the university, and the community

Objective 1 – Hold graduate programs accountable to standards for rigor, relevance, and excellence

S1. Recognize and support high-quality graduate programs that prepare leaders in their professions and enhance the social, cultural, and economic development of Iowa

S2. Phase out programs that do not meet the criteria for rigor, relevance, and excellence

Objective 2 – Promote innovation in graduate education

S1. Develop select graduate distance-education programs to meet the needs of 21st century alternative and distance learners

S2. Develop new interdisciplinary graduate programs based on current program strengths

S3. Recruit, develop, and retain faculty distinguished by their creative and intellectually rigorous teaching and scholarship

Goal 3: Lead the state and nation in pre K-12 education


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Objective 1 – Focus educator-preparation programs on developing 21st century leader practitioners at all levels

S1. Recruit, develop and retain nationally recognized faculty

S2. Collaborate with the Iowa Department of Education to develop a research and development school as a leading demonstration site for innovative evidence-based practice

S3. Re-examine and adapt educator-preparation programs, formal and non-formal, focusing on 21st century skills and knowledge, and the use of technology

Objective 2 – Expand the ownership of educator preparation to the entire university community

S1. Redefine the role of the Teacher Education Office, especially its university-wide responsibilities for educator-preparation programs

S2. Redefine the role of the Council of Teacher Education as the leading governance body for university-wide educator preparation

S3. Promote integration of: the liberal arts, the professional education sequence, educator-preparation majors and minors, and field experiences

Objective 3 – Expand and improve the network of external partners involved in educator-preparation programs

S1. Establish additional professional-development partnerships with school districts

S2. Expand the use of advisory board networks

S3. Ensure a wide range of diverse field experiences for educator preparation students

S4. Recognize and support external professional partnerships to promote exemplary teaching, research, scholarship, creative activity and engagement

Goal 4: Create and maintain an inclusive educational environment that prepares students to thrive in a diverse global environment

Objective 1 – Ensure students are prepared to live and work successfully in a diverse world

S1. Increase the number of students who participate in diverse cultural experiences

S2. Provide more opportunities for students to have meaningful interactions with people from backgrounds different from their own

Objective 2 – Enhance the international and domestic diversity of students, faculty, and staff


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S1. Broaden recruitment and retention efforts to attract and retain more diverse students, faculty, and staff

S2. Implement programs to infuse diversity awareness and accountability into the management and organizational culture

Objective 3 – Equip students, faculty, and staff to engage positively and productively in diverse communities of learning

S1. Enhance faculty and staff professional development in the area of diversity

S2. Develop and maintain meaningful collaborative relationships with domestic and international communities

S3. Broaden students’ intercultural knowledge, competence, and engagement through curricular and co-curricular activities

Goal 5: Enhance the economic, social, cultural, and sustainable development of the state

Objective 1 – Expand the university culture of community-engagement to increase the depth and breadth of participation

S1. Increase community-based research and technology transfer

S2. Provide faculty and staff development to support service learning

S3. Increase service-learning opportunities and community-engagement in existing UNI courses

Objective 2 – Provide support for the economic, social, and sustainable development priorities of Iowa

S1. Assess and address the critical economic, social, and sustainable development needs of Iowa communities and the region through student, staff, and faculty engagement

S2. Encourage and support student, staff and faculty entrepreneurial activity and technology transfer

S3. Support workforce development by assisting state and regional workforce initiatives, including those that serve refugee and immigrant populations

Objective 3 – Promote a broad range of artistic, athletic, cultural and other opportunities to Iowa citizens

S1. Provide opportunities for primary- and secondary-school students to experience a variety of programs at UNI and in their schools

S2.Promote participation within the university auxiliaries (e.g. Maucker Union, Gallagher-Bluedorn and collegiate athletics)

Goal 6: Ensure accountability, affordability, and access

Objective 1 – Ensure accountability in all university operations


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S1. Implement consistent process-improvement and risk-management strategies across all university units

S2. Engage faculty, staff, and students in sustainability and energy conservation initiatives, to ensure the efficient and effective uses of facilities and other resources

S3. Increase Regents inter-institutional collaboration

Objective 2 – Increase the number of non-traditional and distance learner

S1. Support, expand, and improve online offerings and other alternative delivery methods to ensure increased access

S2. Provide professional development for faculty and staff addressing the needs of non-traditional and distance learners

S3. Strengthen relationships with community colleges to improve transfer students’ transition process

Objective 3 – Ensure affordability for university students

S1. Increase four-year graduation rates

S2. Empower first generation students and their families to access and understand information regarding financial aid

S3. Increase the UNI endowment, sponsored funding, and student scholarships

10. Relationship of Institution to Superior Governing Body

The University of Northern Iowa and the state’s other public universities (the State University of Iowa, and Iowa State University) are statutorily rather that constitutionally based.

The governance of the three institutions is vested in a single body, the Board of Regents, State of Iowa. “Created by the Iowa General Assembly in 1909, the Board of Regents, State of Iowa, is a group of nine citizens who govern five public educational institutions in the state through policymaking, coordination, and oversight, as provided by law. The Board enhances the quality of life for Iowans by maintaining the educational quality, accessibility, and public service activities of Iowa's three public universities – the University of Iowa, Iowa State University, and the University of Northern Iowa; and two special preschool/K-12th grade schools – the Iowa School for the Deaf and the Iowa Braille and Sight Saving School.

The Board’s nine members are citizen volunteers appointed by the governor and confirmed by the Iowa Senate to serve staggered six-year terms. They elect one member to serve as president and another to serve as president pro-tem for two-year terms. According to Iowa Code Chapter 262, one member must be a full-time graduate or undergraduate student at one of the universities at the time of her or his appointment, and not more than five members can be of the same political party. Current members are profiled on the Board's web site at http://www.regents.iowa.gov/.


http://www2.state.ia.us/regents/BoardMembers/brdmembers.html

http://www2.state.ia.us/regents/BoardMembers/brdmembers.html

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The Board meets at least four times a year. The meetings are open to the public except when Iowa's open meetings law allows closed sessions for specific reasons, such as the discussion of personnel matters or pending litigation.

The Board's staff are responsible for the implementation of the Board's governance strategies. Board staff provides professional and administrative support through review, analysis, and policy recommendations on all matters coming before the Board.

The Board's staff is one of the smallest public higher education board staffs in the nation. “Total costs for Board Office operations represent less than 0.01 percent of the total budget for the entire Regent enterprise.” (Excerpted from the Board’s web site)

The University President reports directly to the Board, whose members continue to avoid the type of centralized academic, financial and personal controls evident in many other states. Universities in Iowa have considerable institutional autonomy. Several financial reversions in the early 1980’s, restrictive budgetary language, and increased emphasis upon strategic planning have combined to promote greater budgetary authority at the Board of Regents and in the university executive officials than was evident in earlier decades, but the fundamental distribution of authority and autonomy in Iowa has remained unchanged. (Excerpted from a previous NCA self-study)

B. Administrative Unit(s) Information

1. Name of College: College of Humanities, Arts and Sciences

Name of Department: Department of Technology

2. Name of Dean: Dr. Joel K. Haack

Name of Department Head: Dr. Mohammed F. Fahmy

3. Names of other Departments in Administrative Unit:

Department Department Head Name RemarksArt Jeffery J. BoydBiology David K. SaundersChemistry and Biochemistry

Laura Strauss

Computer Science Gene WallingfordCommunication Sciences & Disorders

Carlin Hageman

Communication Studies Christopher R. Martin Interim HeadEarth Science Siobahn M. MorganGBPACSpecial Programs

Steven M. Carignan Executive DirectorAssociate Dean

Languages and Literature Julie E. HusbandMathematics Douglas MupasiriPhilosophy and World Religions

Jerome P.Soneson

Physics Paul M. Shand Acting Head


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Science Teacher Education

Lawrence Escalada

Theatre Eric R. LangeMusic John F. Vallentine School of Music, DirectorAssociate Dean Kavita DhanwadaAssociate Dean John E. Fritch Communication StudiesDevelopment Debra Umbdenstock Director of DevelopmentField Experience Chad A. Christopher Coordinator

4. Name of Program Coordinators:

Construction Management Coordinator: Dr. Shahram VarzaVandGraphic Technologies Coordinator: Mr. Lee GeisingerManufacturing Technology Coordinator: Dr. Nageswara Rao PosinasettiTechnology Management Coordinator: Dr. Nilmani Pramanik

5. Names and Titles of Others with Program Administration and/or Coordination Responsibilities:

Dr. Hong Nie, Coordinator of Electrical Engineering Technology ProgramDr. Douglas R. Hotek: Coordinator Technology Education ProgramDr. Julie Zhang, Coordinator of Graduate StudiesDr. Scott R. Giese, Faculty Advisor, Metal Casting Center & FEF ProfessorMr. Gerard Thiel, Director, Metal Casting CenterMs. Linda Reardon-Lowry, Department Recruitment CoordinatorMs. Susan Quam, Department Office Coordinator

6. Titles of Degrees, Programs, and Options for which Accreditation is Being Requested:

Bachelor of Arts Degree: Graphic TechnologiesTechnology Management

Bachelor of Science Degree:

Construction ManagementManufacturing Technology:

Advanced ManufacturingDesignMetal Casting

III.Compliance With Standards

7.0 Preparation of Self-Study Report


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This self-study document was prepared by Dr. P. N. Rao with input from department administration, program coordinators, faculty, staff, and students. Following are names of those who contributed to the preparation of this self-study report:

Dr. Mohammed F. Fahmy, Professor and Department Head Dr. Shahram VarzaVand, Professor and Coordinator of the Construction

Management Program Mr. Lee Geisinger, Instructor and Coordinator of the Graphic Technologies

Program Dr. Nageswara Rao Posinasetti, Professor and Coordinator of the Manufacturing

Technology Program Dr. Nilmani Pramanik, Associate Professor and Coordinator of the Technology

Management Program Dr. Douglas Hotek, Associate Professor and Coordinator of the Technology

Education Program Ms. Susan Quam, Department of Technology Office Coordinator Ms. Linda Reardon-Lowry, Department Recruitment Coordinator

Ms. Vickie Turner, Department Secretary II and Receptionist

In addition to the above listed individuals, information required by many standards was obtained through the following campus offices and organizations:

The Office of the Registrar

The UNI Office of Enrollment Services

The UNI Career and Placement Office

The UNI Rod Library

The Technology Metal Casting Center

Office of Institutional Research

7.1 Program Title, Mission, and General Outcomes. The program/option title, definition and mission shall be compatible with the ATMAE definition of Technology, Management, and Applied Engineering. The program/option shall lead to a degree at the bachelors, level. ATMAE approved definitions for degree programs are as follows. (Representative student transcripts for each program and/or option shall be made available for the visiting team.)

The department, college and university missions are compatible with the approved definition of Industrial Technology.

7.1.1 Definition of Technology

“Industrial/Engineering Technology and Applied Engineering is a field of study designed to prepare technical and/or technical management-oriented professionals for


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employment in business, industry, education, and government” [ATMAE Accreditation Handbook, 2011; pp. 2].

7.1.2 Department of Technology Mission Statement

The primary mission of the Department of Technology at the University of Northern Iowa is to prepare, at the undergraduate and graduate levels, leaders and managers with technological expertise who contribute to society through industry, education, business, civic, and government organizations. Additionally, the Department supports the university and the community at large through academic activities, service courses, research and professional involvement. [Approved by the Department Council, 2006]

7.1.3 College of Humanities, Arts and Science Mission Statement

A number of work groups, consisting of faculty from each of the merged colleges, formulated recommendations on topics ranging from curriculum to technology. One of these groups is developing a statement on the mission and vision of the combined college. Despite the fact that the statement is not yet completed, clearly the mission and vision of the new college is aligned with that of the university: “to be a distinguished arts and sciences university with an outstanding teacher education program.” (http://www.uni.edu/chas/about/vision-mission)

7.1.4 University of Northern Iowa Mission Statement

The University of Northern Iowa provides transformative learning experiences that inspire students to embrace challenge, engage in critical inquiry and creative thought, and contribute to society.

All four program definitions are compatible with the approved definition of Technology by ATMAE as listed in the ATMAE Accreditation Hand-book, 2011; pp.2. The definition of each program is stated separately below:

7.1.5 Construction Management Program

The Construction Management major is designed to prepare management-oriented professionals for careers in the construction industry: residential, commercial, and heavy and highway construction. The Construction major is a broad program of studies concerning accounting, business law, marketing, relationship between the owner, architect and contractors from bidding a project to its completion, construction safety and management of construction activities and schedules in a construction site. The program includes core requirements in mathematics, physical sciences, management, and construction science and technology plus the liberal arts core required by the university.

7.1.6 Graphic Technologies Program

The Graphic Technologies Program is a bachelor of arts degree designed to produce graduates that are prepared for life-long, successful careers in industries utilizing graphic communications technologies. Throughout the program, students are introduced to technical, business, supervision, management, marketing, and problem solving components of graphic communications.

7.1.7 Manufacturing Technology Program


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The Manufacturing Technology program provides relevant and contemporary learning experiences in order to prepare student majors to manage people, materials, processes and equipment in technical, managerial, or service careers in manufacturing environments and related industries. The program has three emphasis areas: Advanced Manufacturing, Design, and Metal Casting. Graduates are employed in areas such as: production supervision, new product development, foundry engineering management, safety/risk management, manufacturing engineering, quality assurance, supply chain management, procurement, industrial training, technical sales, product distribution and field service, and industrial education and training.

7.1.8 Technology Management Program

This major is designed to prepare management-oriented professionals for careers in goods producing industries and related technical service areas. The Technology Management major provides a broad background in studies concerning industry, its organization, resources, processes, and managerial technologies. The Technology Management program of study includes core requirements in mathematics and the physical sciences, management, industrial technology, and departmental and university electives in addition to the university-wide liberal arts core. Students graduating with a Bachelor of Arts in this major are eligible for broad spectrum of occupations in our economic sector. The program provides opportunity for students to select additional elective courses in specific technologies, or to complete a minor in a related or supporting field.

7.1.9 Construction Management Outcomes

Each year Construction Management majors are assessed the following program outcomes.

Outcome I. Students shall be knowledgeable about design disciplines processes, be able to communicate with the design professionals and participate throughout the total building life cycle.

Be knowledgeable about Building Information Modeling (BIM), Sustainable Construction, and Leadership in Energy & Environmental Design (LEED) Certification.

Be knowledgeable of construction materials components, inherent characteristics, testing procedures, and required standards.

Be familiar with the fundamentals of construction science to include statics, strength of materials, dynamics, thermodynamics, soil mechanics, and hydraulics.

Be knowledgeable about the analysis and design of building systems with emphasis on structural, mechanical, plumbing, and electrical.

Demonstrate proficiency in construction design in areas of temporary facilities, rigging, formwork, scaffolding, foundations, project layout, and construction graphics.

Express knowledge in project development, feasibility studies, value analysis, site planning, building codes, inspection, and basic elements of building and site


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design.

Be knowledgeable about the heavy and highway construction including roads, bridges, culverts, landfill, and water/waste-water treatment construction.

Outcome II. Students shall be knowledgeable about current industry practices and develop skills which will facilitate advancement of the individual in the construction profession. Emphasis is directed at problem definition and solution, creativity, communications, and evaluation.

Be knowledgeable of construction fundamentals in areas ranging from drawings and specifications, and contract documents to computer applications.

Demonstrate competencies in estimating and bidding, quantity surveying, pricing, manpower estimate, bid compilation, bid analysis, and bidding strategies.

Understand project execution with emphasis on construction methods, equipment selection, work analysis, safety, field records, quality control and assurance, and Job supervision.

Exhibit competencies in project control to include project budgeting, purchasing, expediting, cost control and cash flow analysis.

Understand applications of business fundamentals such as construction law, construction marketing and construction accounting.

Outcome III. Student shall be knowledgeable about contemporary business practices and have a broad understanding of the fundamentals of the free enterprise system, accounting, finance, business regulations, contract law, labor law, and marketing.

Be knowledgeable of macro, micro and labor economics.

Understand accounting and finance with emphasis on financial accounting, managerial accounting, cost accounting, finance, and economic techniques and applications.

Be knowledgeable about industrial relations, personnel management, labor relations, supervision and productivity.

Be familiar with business management, industrial management, organizational management and investment.

Demonstrate proficiency in management information systems (MIS), and MIS policies.

Outcome IV. Students shall be knowledgeable about mathematics and physical science with specific attention directed at mathematics (beyond algebra and trigonometry), physics, and chemistry.

Demonstrate proficiency in the use of analytic geometry and elementary calculus with an emphasis on application.

Be knowledgeable about the basic principles and interrelationships of matter, motion, and energy including topics from classical and modern physics.

Be knowledgeable of the basic concepts of inorganic and organic chemistry and


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their applications to industrial processes with an emphasis on application directed at materials, energy production and environmental implications.

7.1.10 Graphic Technologies Outcomes

Desired student outcomes for the Graphic Technologies majors were developed in 1994, and each year surveys are used to determine how well students are meeting the following outcomes.

Understanding of the nature of the graphic arts industry, its organizational structure, socio-economic principles, and the environmental impacts.

Understanding of the theory and concepts and have a working knowledge of mathematics, chemistry, physics, and computer technology applications.

Knowledge of accepted principles and practices for managing material, financial, and human resources in the graphic arts industry.

Ability to communicate effectively in oral, written, and graphic forms as needed to function as a company team member.

Knowledge within each of the six technological areas of graphic arts.

7.1.11 Manufacturing Technology Outcomes

The SOA Plan for the Manufacturing Technology program will be used to enhance the student’s total university experiences through such means as program and course revision, faculty and staff development, equipment acquisition, and facilities modification and/or fabrication. It seeks to determine the level of competency of our students and three primary areas: fundamental manufacturing knowledge; science, technology, engineering, and mathematics (STEM); and practical and managerial. The goal of the manufacturing faculty is to foster and develop manufacturing skills while synthesizing the disciplines of materials, design, manufacturing processes, and management. The following program outcomes are based on industry needs, program goals and surveys of program graduates.

Technical Skill and Knowledge

Management and Professional Competencies

Specific competencies for students in specified concentrations

o Advanced Manufacturing

o Design

o Metal Casting

o Nature of Technology

7.1.12 Technology Management Outcomes

The Technology Management program at UNI provides a broad background in the use of technology as well as management associated with harnessing the human, material,


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and information resources needed in an organization to effectively and profitably move through the life cycle inherent in any technological system; including design, production, utilization, and assessment. Specific emphasis is placed on technically-oriented supervision and management. The SOA plan for the Technology Management Program includes the following outcomes vis-à-vis program goals.

Technical Skill and Knowledge

Management and Professional Competencies

Nature of Technology

Technology and Society

Design and Technical Problem Solving

Managing Technological Systems

Managing Organizational Systems

7.2 Competency Identification & Validation. Measurable competencies shall be identified and validated for each program/option. These competencies must closely relate to the general outcomes established for the program/option and validation shall be accomplished through a combination of external experts, an industrial advisory committee and, after the program is in operation, follow up studies of program graduates.

The competencies for the Construction Management, Graphic Technologies, Manufacturing Technology, and Technology Management Programs are identified in the Student Outcomes Assessment (SOA) Plan and are given in Appendix D. The competencies listed for each program were arrived at through several discussions and studies and in consultation with our industrial partners in different disciplines. The SOA program is a university-wide (http://www.uni.edu/assessment/) requirement for all the departmental programs. The departmental SOA program is administered at three different stages of student in their respective programs: at entry, mid-program, and senior year-level stages to assess their progress in achieving the listed competencies. A designated faculty member oversees the administration of the SOA program for the department in cooperation with all the Program Coordinators. Major curricular revisions were instituted as a result of analyzing the data obtained by the SOA program. Listing of competencies developed for all four programs are found in Appendix D.

All departmental programs are continually validated by informal feedback from students in the program and after they have graduated. The results of the Student Outcomes Assessment are an excellent method of obtaining information from students on what they think of the program. The Industrial Advisory Board of the department has also contributed through many recommendations to the department programs. An excellent example of an additional validation of one of our programs (the Manufacturing Technology Program) is the excellent pass rate in the Certified Manufacturing Technologist examination conducted by the Manufacturing Engineering Certification Institute of SME at regular intervals. Another excellent example is that the


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Graphic Technologies Program is continually validated by informal feedback from students in the program and after they have graduated (Appendix D). Based on this the changes will be made to the curriculum. Program restatement done through curriculum revision process can be seen in Appendix E.

The university also mandates an external evaluation of all academic programs once every seven years. In this process visiting teams made out of external reviewers and colleagues from peer institutions evaluate all programs. The latest of such external evaluation of the department programs was conducted in 2010 by ABET for our Electrical Engineering Technology program. The recommendations brought forth by the evaluating teams have been acted upon by the department faculty and administration to carry out the recommended changes. A third avenue of departmental program validation is the accreditation/re-accreditation of all programs by national accrediting organizations such as ATMAE.

7.3 Transfer Course Work. The institution shall have policies in place to ensure that coursework transferred to the program is evaluated and approved by program faculty. All transfer coursework accepted must meet the ATMAE foundation course requirements for the program/option.

For several years, the UNI Admissions Office and the department faculty have established guidelines for accepting transfer credit from students transferring from other institutions. Since 1976, the Department of Technology has had an effective transfer policy for graduates of Two- Year Vocational Technical Programs in the state of Iowa. Referred to as the "blue sheet", a form used in equating student course-work and credits from those post-secondary colleges with the requirements in our various majors, has been an effective instrument for managing articulation. The policies regarding transfer of credit are listed on the back of each "blue sheet." The special "blue sheet" form for establishing credit has been in use for many years in which student courses and programs are evaluated by Technology faculty associated with the given technical area.

In recent years, the department established articulation agreements with all Iowa community colleges (over 300 such agreements) to ensure that the appropriate courses are transferred into UNI and specific majors based on prior reviews and approvals of faculty and administrators. Such articulation agreements (refer to Appendix F for an example) guarantee the seamless and smooth transfer of students who graduated from the 2-year programs into our Technology Management program and complete their respective degrees in two years at UNI. Students are advised that in case they choose another program such as Construction Management, Graphic Technologies or Manufacturing Technology; it is likely additional semesters may be needed to complete the respective degree requirements. Hawkeye, Kirkwood, Des Moines Area C.C., Ankeny; Iowa Western C.C., Council Bluffs; Sioux City, and North Iowa Community Colleges are just a few of the colleges we have created agreements with. Currently, few agreements exist with Construction Management program. As more community colleges have recently added or updated their construction curriculums, our department


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is in the process of drafting additional articulations to transfer into the Construction Management program.

To facilitate the transfer activity, all the transfer sheets and course equivalents for the liberal arts courses are made available from the UNI website (http://uni.edu/tech/transfer-information) so that the advisors at the respective community colleges can advise the students to better plan their transition to UNI. Also the department organizes regular meetings for the faculty of community colleges by bringing them to Cedar Falls and refreshing them with the curriculum developments in the department.

The department is considered the flagship and the leader in the college and on campus in the articulation efforts with community colleges. Ms. Linda Reardon-Lowry works with all the majors in conjunction with the program coordinators. Transfer credits from other four-year programs are evaluated by the Admissions Office to ensure equivalency of course content. An example of an articulation agreement is found in Appendix F.

7.4 Assessment of Competency Measures. Assessment measures shall exist for each of the measurable competencies identified for the program/option.

7.4.1 Construction Management Competencies Assessment Measures

1 1Students shall be knowledgeable about design disciplines processes, be able to communicate with the design professionals and participate throughout the total building life cycle.

Tests, quizzes, laboratory reports, student’s presentations, and research papers are used to measure student competencies of various subjects including1 Building Information Modeling (BIM), Sustainable Construction, and Leadership in Energy & Environmental Design (LEED) Certification. Knowledge of construction materials components, inherent characteristics, testing procedures, and required standards are measured via laboratory reports. Familiarity with the fundamentals of construction science such as statics, strength of materials, dynamics, thermodynamics, soil mechanics, and hydraulics are measured in TECH 1018; TECH 2072; STAT 1772; TECH 4100 courses.Analysis and design of building systems with emphasis on structural, mechanical, plumbing, and electrical. Proficiency in construction design in areas of temporary facilities, rigging, formwork, scaffolding, foundations, project layout, and construction graphics. Express knowledge in project development, feasibility studies, value analysis, site planning, building codes, inspection, and basic elements of building and site design. Be knowledgeable about the heavy and highway construction including roads, bridges, culverts, landfill, and water/waste-water treatment construction are reflected in and measured in the following courses TECH


http://uni.edu/tech/transfer-information

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1025; TECH 2045; TECH 2096; TECH 4124; TECH 3125; TECH 3128; TECH 4175

2 1Students shall be knowledgeable about current industry practices and develop skills which will facilitate advancement of the individual in the construction profession. Emphasis is directed at problem definition and solution, creativity, communications, and evaluation.

Course objectives of various construction classes are used to measure the student’s competencies and understandings.1 Knowledge of construction fundamentals in areas ranging from drawings and specifications, contract documents to computer applications are measured inclusively in TECH 1025 construction graphics; TECH 2045 construction law and document; and MGMT 3101 courses. Estimating and bidding competencies as well as quantity surveying, pricing, manpower estimate, bid compilation, bid analysis, and bidding strategies are measured in TECH 3149 construction estimating and TECH 4154 computerized construction estimating courses.

Understand project execution with emphasis on construction methods, equipment selection, work analysis, safety, field records, quality control and assurance, and Job supervision are measured in TECH 3125; TECH 4173; and TECH 4185. Competencies in project control to include project budgeting, purchasing, expediting, cost control, cash flow analysis, and applications of business fundamentals, and construction accounting are measured by TECH 4153, 4185; ACCT 2120 courses.

3 1Student shall be knowledgeable about contemporary business practices and have a broad understanding of the fundamentals of the free enterprise, accounting, finance, business regulations, contract & labor laws, and marketing.

1Knowledge of macro, micro and labor economics in addition to financial accounting, managerial accounting, cost accounting and economic techniques and applications are measured in courses ACCT 2120; ECON 1021;ECON 1031. Industrial relations, personnel management, labor relations, supervision, productivity business management, industrial management, organizational management, and investment are measured by the requirements of TECH 4173 and TECH 4185.

Proficiency in management information systems (MIS), and MIS policies knowledge are gained and measured in two business courses MGMT 2080 and MGMT 3145.

4 1Students shall be knowledgeable about mathematics and physical science with specific attention directed at mathematics

1Proficiency in the use of analytic geometry and elementary calculus with an emphasis on application are measured across curriculum among multiple courses and disciplines such as MATH 1420; STAT 1772; TECH 2080; TECH 3126


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(beyond algebra and trigonometry), physics, and chemistry.

The basic principles and interrelationships of matter, motion, and energy including topics from classical and modern physics are measured by the requirements of PHYSICS 1511; TECH 2080; TECH 4128

Basic concepts of inorganic and organic chemistry and their applications to industrial processes with an emphasis on application directed at materials, energy production and environmental implications are evaluated by the following two courses CHEM 1110; TECH 2072

7.4.2 Graphic Technologies Competencies Assessment Measures

1. Students should understand the nature of the graphic arts industry, its organizational structure, the socio-economic principles, and the environmental impacts.

The ability to solve problems using both technical and critical thinking methods has become paramount to success in the graphic communications industry. Graphic technologies courses emphasize these qualities through individual and group projects, lectures and class discussion.Quizzes, exams, readings, hands-on projects and portfolio development are used by faculty as outcome measurement. Examples of measurement can be reviewed during the on-campus program visit and syllabi will be available for review.Courses that reflect this competency are: TECH 1055, TECH 1022, TECH 1065, TECH 2070, TECH 3179, TECH 4161, ART 3034

2. Students should possess an understanding of the theory and concepts and have a working knowledge of mathematics, chemistry, physics, and computer technology applications.

Because graphic communication processes continue to rely heavily on various types of calculations and measurement, it is imperative that students have no less than a general understanding and appreciation for the various scientific and mathematical methods applied during graphic production. All aspects of graphic communications include various forms of these elements.

Quizzes, exams, readings, hands-on projects and portfolio development are used by faculty as outcome measurement. Examples of measurement can be reviewed during the on-campus program visit and syllabi will be available for review.

Courses that reflect this competency are: MATH 1100, MATH 1772, CHEM 1010, CHEM 1020, CHEM 1110, CS 1000, CS 1050


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3. Students should be knowledgeable of accepted principles and practices for managing material, financial, and human resources in the graphic communications industry.

Though technology has continued to improve the coordination and management of graphics production, the principles that have governed business operations for many years continue to be emphasized as the guiding aspects of daily operations. Using materials efficiently and effectively, understanding profit needs and accepting how employees must function in an on-demand environment are stressed using readings, lectures and various testing methods.

Quizzes, exams, readings, hands-on projects and portfolio development are used by faculty as outcome measurement. Examples of measurement can be reviewed during the on-campus program visit and syllabi will be available for review.

Courses that reflect this competency are: TECH 1022, TECH 1065, TECH 1055, TECH 2070, TECH 3179, TECH 4193, TECH 4194, TECH 4161

4. Students should be able to communicate effectively in oral, written, and graphic forms as needed to function as a company team member.

Communicating effectively has become even more important in today’s technology driven business environment as communication options continue to expand and employees must embrace the most appropriate methods for relaying information and making messages understandable and complete. While all graphic technologies program courses touch on various aspects of communication, the following courses use quiz results, exams and graded projects to assure successful student outcomes.

The graphic technologies program advisory board plays a key role through feedback about program planning. In addition the required internship is reviewed to determine where certain skills are either weak or strong so areas can be addressed in the classroom setting.

Exams and project grades also are used to revise assessed outcome to make certain students are grasping project guidelines with revisions structured to insure successful student outcomes.Courses that reflect this competency are: LAC IA, LAC 1B, TECH 1055, TECH 3179, TECH 4193, TECH 4194

5. Students should possess appropriate

Design principles, visualization and the use of images, production, technology, professional and business practices,


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knowledge within each of the six technological areas of graphic arts.

and general education make up the core of graphic arts education and align with industry needs and requirements. The following courses provide accepted industry insight and perspective so students can be assured of a solid knowledge base.

The graphic technologies program advisory board plays a key role through feedback about program planning, implementation and review. In addition the required internship is reviewed to determine where certain skills are either weak or strong so areas can be addressed in the classroom setting.

Exams and project grades also are used to revise assessed outcome to make certain students are grasping project guidelines with revisions structured to insure successful student outcomes.Courses that reflect this competency are: TECH 1011, TECH 1022, TECH 1055, TECH 2070, TECH 3144, TECH 3150, TECH 4158, TECH 4161, TECH 3169

7.4.3 Manufacturing Technology Competencies Assessment measures

1 Students should master and apply current knowledge, techniques, skills and modern tools of their disciplines including mathematics and science.

Many homework assignments given to the students involve the working of industrial problems that require scientific methods such as those learned in mathematics and science courses. The homework component measures their quantitative understanding, analytical reasoning, and problem solving skills. Most of the homework assignments (about 10 to 15 assignments per semester) are mathematical problems employing geometry, algebra, trigonometry, statistics and an occasional calculus problem. Homework assignment credit forms a substantial portion of the final grade, thus reflecting the student’s learning of the particular subject. A few examples are courses such as TECH 2080, TECH 3148, TECH 3113, TECH 2072, TECH 3142, and TECH 3177.

2 Students should identify, analyze and improve technical processes including experimental verification.

Most of the courses will make the student do laboratory activities that will supplement the lectures and the learning process. Examples are TECH 1008, TECH 1010, TECH 2060, TECH 2080, TECH 3148, TECH 3113, and TECH 3147 etc. Some of the exercises given in these courses are actually utilized to improve on the processes that they learned. For example in TECH 3113 students design a jig utilizing the CAD and actually fabricate the same in the


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Production Laboratory to make sure that it works. During the process the students understand the linkage of concepts and practical problems of manufacture. In the final project of TECH 3147, students individually design a 3D surface model, and also need to produce the surface by using CNC machines in the production lab, which includes selecting machining parameters, setting up the tools and setting up the program zeroes in the CNC machine. In TECH 3177, the 3D prototype project students in team first need to concept design a product that has two assembled components. When prototype of the project is printed in the 3D printer, students need to do analysis and write a report on how to improve the current design. In TECH 3142 project, students need to conduct a R&R measurement project and write the report to tell which source (operator or equipment) generate a large portion of the variation and give recommendations on how to control or reduce the variation.

3 Students should apply creativity in the design of systems, components or processes appropriate to program objectives including working on teams and communicating effectively.

Many courses have semester long projects to be completed as part of the course work. This helps in students getting an overview of why they are studying the particular subject as well as apply them for industrial projects. Some example courses are TECH 3148, TECH 3113, TECH 4155, TECH 3135, TECH 3177, etc. For example in 3148 students learn various machine element design methods and then do a project that involves multiple machine elements such as a gear box. They start with specifying the deign functions, and then develop all the necessary specifications to completely design various elements. In the process they understand design of systems as well as find the various industrial component availability from the market. Similarly in TECH 3135 students as a group dream about a product and then go through all the motions required to completely design and market such a product. This involves the market survey, develop the concept and critic the market benchmarking, and other processes involved in actual industrial design.

4 Students should prepare for the ability to engage in lifelong learning, a commitment to quality, timeliness, and continuous improvement.

As explained earlier, many courses have semester long projects or the year end projects to be completed as part of the course work, sometimes going beyond what was taught as part of the course. Many a times these require to research information not readily available in the textbook, and look for internet/ Rod library and other sources to get the pertinent information that could be utilized for solving the problem faced by the group. Also these project reports will be assessed not only for the completion of the task, but the quality of information presented, the way the problem was approached, and for timely completion. Most of technical


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reports presented by the students is assessed for their technical competency, communication skill and writing proficiency.

In TECH 3177 students were asked to write a report on green/sustainable manufacturing and how this concept will impact their current learning and future practice. Students were very creative in that they reported a number of ways on methods to improve their current practice in college study and part-time jobs. They realized that learning/improving will be a life-long activity just as pursing green/sustainable manufacturing.

Continuous improvement is a very important component of the class. This principle has been presented in different examples and case studies. Students are additionally asked to critique their homework/exam questions.

5 Students should demonstrate an awareness of professional, ethical and social responsibilities, including a respect for diversity and a knowledge of contemporary professional, societal and global issues.

Students are actively participating in various professional societies SME and AFS, which provide them with opportunities to mingle with active professionals in their trade, and get to know the requirements of team work and leadership aptitudes. Additionally they will understand some of the issues of contemporary professional, societal and global issues through attending the professional society meetings, visiting nearby industries, visiting industrial exposition such as IMTS in Chicago, and going through an internship.

6 Students should solve complex problems utilizing discipline specific expertise.

This competency is practiced in the capstone industrial projects done by the students as a group in TECH 4112 and TECH 4113. Each group in this course meets regularly and will visit with department faculty as well as on-site industrial individuals to select a project supervisor from the department faculty and from industry. They do all the research towards the possible solutions to an actual problem in an industrial setting. They also develop an understanding and knowledge of writing a proposal outlining the problem, budgeting, scheduling of events, etc. to solve that problem. Team members will prepare, and present, a professional presentation to faculty supervisors, industry supervisors, colleagues and others at the scheduled time for the Final presentation.

7.4.4 Technology Management Competencies Assessment Measures


33

1 Technical Skill or Knowledge: Students shall master and apply current knowledge, techniques, skills and modern tools of their disciplines including theory and concepts of the physical sciences, mathematics, and computer applications.

Assessment used for measuring these set of competencies include weekly homework assignments given for quantitative understanding, analytical reasoning, and problem solving skills. Solving these problems involve working on practical/real-life industrial problems and it requires application of scientific methods learned in mathematics and science courses – skills requiring knowledge of geometry, algebra, trigonometry, and statistical methods. A good percent of student’s final grade comprise of scores from these homework assignments. A few examples are courses such as TECH 1018, TECH 2036, TECH 2043, and TECH 3119.

2 Management and Professional Competencies: Students should be knowledgeable of accepted principles and practices for managing material, financial, and human resources in manufacturing, and related service organizations.

Students take 21 credits of management courses catering for knowledge required for understanding industrial organization and management of various resources including managing material, financial, and human resources. Typically students work on individual as well as group projects involving problems related to areas of project management, managing manufacturing and service sectors. These assignments are graded for assessing their competencies. Courses include: TECH 2043, TECH 3131, TECH 3180 etc.

3 Nature of Technology, Technology and Society: Students should understand the nature of industry, its organizational structure, as well as socioeconomic and environmental impacts, the characteristics and scope of technology including the process of developing technology, technological change and impacts on society.

This category of competencies form major understanding of role of technology in society and industry. Understanding the role that technology plays in integrating the society and industrial activates are measures using several assessment tools including quizzes, exams and group activities. Typical courses in this category are: TECH 1065, TECH 3102, TECH 3168, and TECH 3179.

4 Design and Solving Technological Problems: Student

Students are required to take courses with project as part of their course work in applying technical skills in understanding design process (steps of design). This is an


34

should understand the design process (steps of design) and the role of design and creativity in solving a host of technological problems.

essential step in managing design projects as well as applying technical knowledge. Example courses are TECH 3114, TECH 3112, TECH /3113, and TECH 3180.

5 Students should be able to communicate effectively in oral, written, and graphic forms as needed to function as technical team member, to supervise or manage groups within an industrial production or service organization with an awareness of professional, ethical and social responsibilities, including a respect for diversity and a knowledge of contemporary professional, societal and global issues.

These set of competencies are essential to work and manage group of technical, semi-technical as well as professional people in any organization. As part of this process students take part in activities in professional societies and clubs such as ASME, IEE, Solar Boat, ATMAE Robotics Competition, etc., and through this they mix with diverse people in their professional area and exchange views, ideas for an overall development. The students also take several courses that orient them in this direction. These include TECH 3168, TECH 3102, TECH 4187, TECH 3196

7.5 Program Structure & Course Sequencing. Each program/option shall meet minimum foundation semester hour requirements. Programs/options may exceed maximum foundation semester hour requirements specified in each area, but appropriate justification must be provided. A specific list of courses and credit hours that are being counted toward each category shall be included in the Self Study Report (See table 7.5). Minimum and maximum foundation semester hour requirements for degree programs/options are listed below.

All four programs, the options in manufacturing technology, and related minors (graphic technologies minor) require specific courses, and lead to the bachelor of Science/Arts degrees. Courses required for the completion of each of the four programs, options, and minors are clearly specified and listed in program work-sheets with suggested sequence. The degree requirements of all programs under consideration meet or exceed ATMAE standards. Program requirements are listed in Appendix A.


35

The primary emphasis of the Department of Technology for the non-teaching programs, of which are the four programs under consideration, is to integrate contemporary theoretical concepts of current technologies and management techniques and its application and utilization in industrial and business settings.

Examples of such technologies of contemporary industry are included in such courses as: Construction Surveying; Construction Estimating; Construction Project Planning, Scheduling and Controlling; Construction Management; Statics and Strength of Materials; Management Information Systems; Communications Technology, Organizational Management; Screen Printing Technology; Lithographic Technology, Web Publishing; Technical Drawing and Design, CAD; Product Design; Manufacturing Processes; Fundamentals of Automated Manufacturing; Applied Industrial Supervision and Management; Industrial Safety; CAM; Finite Element Analysis; Engineering Materials; Industrial Projects I & II; Manufacturing Tooling; Foundry Research Practicum; Molding Practices in Metal Casting; and Non-Destructive Evaluation of Industrial Materials.

This list is not exhaustive of all such courses required by the standard. Several other such courses are found in material provided in Appendix A and documentation exhibited on site for the visiting team inspection.

Table 7.5.1: Major ProgramsMinimum - Maximum Foundation Requirements (semester hours)

Categories Required Hours

Construction Management

GraphicTechnologies

Manufacturing Technology

Technology Management

General Ed (LA)

18-36 45* 45 45 **** 45***

Mathematics 6-18 7 3** 7 4 **

Physical Science

6-18 8 4*** 8 7

Management 12-24 18 12 12 21

Technical 24-36 51* 41 46- 47 42

Electives 0-18 5 15 7 - 8 9 * 11 credits satisfy both LA core and Technical categories ** Students also take a required LA core class (3 credits) to compliment math requirements.

Students in Graphic Technologies and Tech Management do not take an additional math class to meet LAC requirements. The math they take for their major also satisfies LAC requirement

*** 7 credits satisfy both LA and Physical Sciences categories**** 15 credits of which are also used to satisfy Mathematics and Physical Sciences categories

As listed above The Construction Management and Manufacturing Technology Programs lead to a Bachelor of Science degree (BS) that requires a minimum of 126


36

semester hours. The Graphic Technologies and Technology Management Programs lead to a Bachelor of Arts degree (BA) which requires a minimum of 120 semester hours. As a basic part of all curricula, the university requires 45 credit hours of courses taken in the Liberal Arts Core (LAC). There are no exemptions for any program of this mandated requirement. However, in some instances, course taken to fulfill the LAC requirements can also be considered to fulfill major core requirements (math, physical sciences, etc.) or university electives (double dip). While planning the curriculum due process of standards has been taken into account. An example is shown here for the Manufacturing Technology program where the SME Curricula 2015 four pillars mapping of our curriculum is given.

All programs under consideration have structured its course requirements with a recommended sequencing of the courses for each program, option or minor. Such recommended sequencing is found in the Major Planning Sheets found in Appendix B. All the programs have Cooperative Education as one of the requirements to foster early exposure of the students to the industrial environment. Details of Cooperative Education and some internship proposals can be seen in Appendix Q.

In addition, several courses require pre-requisite(s) course(s) as described and listed in the catalog descriptions. Students are encouraged to take these courses in the recommended sequence/pre-requisite. To ensure that, an advisor hold on registration for courses is instituted to ensure that proper advising and sequencing requirements are followed. With the newly instituted electronic on-line registration system, it is virtually impossible for students to take courses out of sequence unless they receive permission (or over-ride) by the professor (advisor or teaching the course). All departmental faculty along with the Recruitment Coordinator assist students and guide them to ensure that the proper sequencing of courses is followed. Moreover, the sequencing of classes also ascertains that advanced level courses build upon concepts covered in introductory level ones. The university catalog also lists the sequence in which the courses are offered (i.e. fall, spring, etc.) to better plan for their program of studies by following the required sequence of courses by the students. Appendix B also lists the Major Planning Sheets and Brochures for all programs.


37


38

Table 7.5a: Bachelor’s Degree Foundation Semester Hour Requirements Construction Management

Requirements

School/Program Degree RequirementsCourse prefix, number and title Semester

Hours

General Education (Humanities,

English, History, Sociology,

Psychology, Speech, etc.)

18-36 Semester Hours

Category 1A – Reading and WritingENGLISH 1005 College Writing and ResearchENGLISH 2015 Craft of Academic WritingENGLISH 2120 Critical Writing About Literature

3

Category 1B – Speaking and ListeningCOMM 1000 Oral Communications 3

Category 1C – Quantitative TechniquesCS 1025 Computational Modeling/SimulationMATH 1100 Math and Decision MakingMATH 1420 Calculus ISTAT 1772 Statistical MethodsSTAT 1774 Into Stats Life Sciences

3

Category 1D – Personal WellnessHPELS 1010 Personal Wellness 3

Category 2A – HumanitiesHUM 1021 Humanities IHUM 1022 Humanities IIHUM 1023 Humanities III

6

Category 2B – Non-Western CulturesANTH 3159 Cultural Anthropology of KoreaHUM 3121 Russia/Soviet UnionHUM 3122 JapanHUM 3123 Latin AmericaHUM 3124 ChinaHUM 3125 IndiaHUM 3127 Middle EastHUM 3128 AfricaHUM 3132 Native North AmericaHUM 3137 Native Central and South AmericaHUM 3121 Russia/Soviet UnionHUM 1023 Humanities III

3

Category 3A – Fine Arts, Literature, Philosophy, and Religion

PEMES 2034 Survey of Dance HistoryTHEATRE 1002 The Theatrical Arts and SocietyMUSIC 1100 Soundscapes: Music in CultureART 1002 Visual InventionsARTHIST 1004 Visual Perceptions

3


39

Category 3B – Literature, Philosophy, or ReligionENGLISH 1120 Introduction to LiteratureRELS 1020 Religions of the WorldPHIL 1020 Philosophy: The Art of ThinkingFREN 1120 Introduction to Francophone Literature in

TranslationGER 1120 Introduction to German Literature in

TranslationSLAV 1120 Introduction to Russian Literature in

TranslationPORT 1120 Introduction to Portuguese and Hispanic

Literature in Translation

3

Category 4A – Life SciencesANTH 1001 Human OriginsBIOL 1012 Life: The Natural WorldBIOL 1013 Life: Natural World LabBIOL 1014 Lie: Continuity & ChangeBIOL 1015 Life: Continuity & Change Lab

3

Category 4B – Physical SciencesCHEM 1010 Principles of ChemistryCHEM 1011 Molecules & LifeEARTHSCHI 1100 AstronomyEARTHSCHI 1200 Elements of WeatherEARTHSCHI 1300 Intro To GeographyGEOG 1210 Physical GeographyPHYSICS 1000 Physics in Everyday LifePHYSICS 1400 Conceptual PhysicsTECH 1015 Introduction to Sustainability

4

Category 5A – Social ScienceWGS 1040 Women’s and Gender Studies: IntroductionSOCSCI 1023 American CivilizationGEOG 1120 Human GeographyGEOG 1110 World GeographySOC 1000 Introduction to SociologyANTH 1002 Culture, Nature, and Society

3

Category 5B – Individual and Institutional PerspectivesFAMSERV 1010 Human Identity and RelationshipsPSYCH 1001 Introduction to PsychologyECON 1030 Introduction to EconomicsPOLAMER 1014 Introduction to American PoliticsPOLINTL 1024 International Relations

3

Category 5C – Topical PerspectivesEDPSYCH 2030 Dynamics of Human DevelopmentsSW 1041 Social Welfare: A World ViewSW 2045 American Racial & Ethnic MinoritiesSOCSCI 1020 Women, Men, and Society

3


40

POLGEN 1020 Contemporary Political ProblemsSOC 1060 Social ProblemsCategory 6 – Capstone ExperienceCAP 3102 Living in Our Techno-Social WorldCAP 3103 Multidisciplinary Perspectives on Genocide:

Case StudiesCAP 3105 Sacred SpaceCAP 3106 Theatre in EducationCAP 3110 Obesity and Diabetes: Science, Sociology

and EconomicsCAP 3121 Creativity and the Evolution of CultureCAP 3122 Building Communities: Developing

Intentional Family SpacesCAP 3123 Greece: From the “Cradle of Democracy” to

TodayCAP 3124 DemocraciesCAP 3125 Globalization, Cultural Pluralism, and

International SecurityCAP 3128 Ethics in CommunicationCAP 3129 Being NationalCAP 3130 Science and Pseudoscience: Critiquing the

World Around YouCAP 3131 Analysis of Social IssuesCAP 3132 Medicine, Morality, and SocietyCAP 3134 Back in the Valley: Martin Luther King Jr.

and the 21st CenturyCAP 3140 Environment, Technology, and SocietyCAP 3148 The Holocaust in Literature and FilmCAP 3151 Money, Sex & Power: Theories of Race,

Class, & GenderCAP 3152 Complementary, Alternative and Integrative

HealthCAP 3155 Socio-Economic Reality of Central AmericaCAP 3158 The Water PlanetCAP 3159 Child, Family, and Community Development

in NicaraguaCAP 3159 Communication Disorders and SocietyCAP 3159 Conflict Transformation in Northern IrelandCAP 3159 Constructing Cross-Cultural BridgesCAP 3159 Evolution in the Courtroom, on the StageCAP 3159 Genocide in Writing and FilmCAP 3159 Ghanaian Culture ImmersionCAP 3159 Global SkillsCAP 3159 Intercultural PerspectivesCAP 3159 Lies and Lying in Personal and Public LifeCAP 3159 Myths of IrelandCAP 3159 The Black Sea: Exploring Crimea

2


41

CAP 3159 The Idea of a UniversityCAP 3159 Russia TodayCAP 3160 Community and Public HealthCAP 3173 Bio-Medical EthicsCAP 3187 Blues and Jazz in African American Film

and LiteratureCAP 3194 Perspectives on Death and Dying

Total 45

Mathematics6-18 Semester Hours

*MATH 1420 Calculus I 4*STAT 1772 Introduction to Statistical Methods 3

Total 7

Physical Sciences*6-18 Semester Hours

*Can be applied toLiberal Art Core

*CHEM 1010 Principles of Chemistry 4*PHYSICS 1511 General Physics I 4

Total 8

Management12-24 Semester Hours

ACCT 2120 Principles of Accounting I 3*MGMT 2080 Introduction to Information System 3MGMT 3101 Business Law I 3MGMT 3145 Information Systems Applications 3ECON 1021 Introduction to Decision Tech 3ECON 1031 Introduction to Economics 3

Total 18

Technical24-36

TECH 1018 Construction Resources 3TECH 1025 Construction Graphics 3TECH 2045 Construction Law & Documentation 3TECH 2072 Engineering Materials 3TECH 2080 Statics & Strengths of Materials 3TECH 2096 Construction Safety 3TECH 4100 Undergraduate Research in C.M. 3TECH 4124 Mechanical Systems in Const. 3TECH 3125 Commercial & Heavy/Hwy Const. 3TECH 3126 Land, Route, & Construction Survey 3TECH 3128 Electrical Const. Material & Method 3TECH 3149 Construction Estimating 3TECH 4153 Construction Project Planning, Sche 3TECH 4154 Computerized Construction Estima 3TECH 4173 Construction Management 3TECH 4175 Structural Analysis in Construction 3TECH 4185 Method Improvement & QCA in Con 3

Total 51General Electives 4


42

0–18 Semester Hours Total 4

ATMAE Minimum Total 120

Semester Hours

Degree Total 126

Table 7.5b: Bachelor’s Degree Foundation Semester Hour RequirementsGraphic Technologies

Requirements

School/Program Degree RequirementsCourse prefix, number and title Semester

Hours






3


Category 1C – Quantitative TechniquesCS 1025 Computational Modeling/SimulationMATH 1100 Math and Decision MakingMATH 1420 Calculus ISTAT 1772 Statistical MethodsSTAT 1774 Into Stats Life Sciences

3



6


3

Category 3A – Fine Arts, Literature, Philosophy, and 3


43

ReligionPEMES 2034 Survey of Dance HistoryTHEATRE 1002 The Theatrical Arts and SocietyMUSIC 1100 Soundscapes: Music in CultureART 1002 Visual InventionsARTHIST 1004 Visual PerceptionsCategory 3B – Literature, Philosophy, or ReligionENGLISH 1120 Introduction to LiteratureRELS 1020 Religions of the WorldPHIL 1020 Philosophy: The Art of ThinkingFREN 1120 Introduction to Francophone Literature in




Literature in Translation

3

Category 4A – Life SciencesANTH 1001 Human OriginsBIOL 1012 Life: The Natural WorldBIOL 1013 Life: Natural World LabBIOL 1014 Lie: Continuity & ChangeBIOL 1015 Life: Continuity & Change Lab

3

Category 4B – Physical SciencesCHEM 1010 Principles of ChemistryCHEM 1011 Molecules & LifeEARTHSCHI 1100 AstronomyEARTHSCHI 1200 Elements of WeatherEARTHSCHI 1300 Intro To GeographyGEOG 1210 Physical GeographyPHYSICS 1000 Physics in Everyday LifePHYSICS 1400 Conceptual PhysicsTECH 1015 Introduction to Sustainability

4


3

Category 5B – Individual and Institutional PerspectivesFAMSERV 1010 Human Identity and RelationshipsPSYCH 1001 Introduction to PsychologyECON 1030 Introduction to EconomicsPOLAMER 1014 Introduction to American Politics

3


44

POLINTL 1024 International RelationsCategory 5C – Topical PerspectivesEDPSYCH 2030 Dynamics of Human DevelopmentsSW 1041 Social Welfare: A World ViewSW 2045 American Racial & Ethnic MinoritiesSOCSCI 1020 Women, Men, and SocietyPOLGEN 1020 Contemporary Political ProblemsSOC 1060 Social Problems

3

Category 6 – Capstone ExperienceCAP 3102 Living in Our Techno-Social WorldCAP 3103 Multidisciplinary Perspectives on Genocide:










in NicaraguaCAP 3159 Communication Disorders and SocietyCAP 3159 Conflict Transformation in Northern IrelandCAP 3159 Constructing Cross-Cultural BridgesCAP 3159 Evolution in the Courtroom, on the StageCAP 3159 Genocide in Writing and Film

2


45

CAP 3159 Ghanaian Culture ImmersionCAP 3159 Global SkillsCAP 3159 Intercultural PerspectivesCAP 3159 Lies and Lying in Personal and Public LifeCAP 3159 Myths of IrelandCAP 3159 The Black Sea: Exploring CrimeaCAP 3159 The Idea of a UniversityCAP 3159 Russia TodayCAP 3160 Community and Public HealthCAP 3173 Bio-Medical EthicsCAP 3187 Blues and Jazz in African American Film and

LiteratureCAP 3194 Perspectives on Death and Dying

Total 45


Category 1C – Quantitative TechniquesMATH 1100 Mathematics in Decision Making orSTAT 1772 Introduction to Statistical Methods orCS 1025 Computational Modeling and Simulation

3

Total 3


*Life Sciences may be appropriate for

selected programs of study

Category 4B – Physical SciencesCHEM 1010 Principles of Chemistry orCHEM 1020 Chemical Technology orCHEM 1110 General Chemistry I

4

Category 4A – Life SciencesSCIED 1200 Inquiry into Life Science orBIOL 1012 Life: The Natural World orBIOL 1014 Life: Continuity and Change orBIOL 1033 Principles of Microbiology orBIOL 2051 General Biology: Organismal or Diversity orBIOL 2052 General Biology: Cell Structure and

Function orANTH 1001 Human Origins or

3

Total 7


TECH 3196 Industrial Safety 3TECH 3179 Cooperative Education 3TECH 4194 Graphic Technology Estimating and

Management I 3

TECH 4193 Graphic Technology Estimating and Management II 3

Total 12(Continued on next page)


46

Requirements(continued)

(continued)School/Program Degree Requirements

Course prefix, number and title

Semester Hours

Technical24-36

TECH 1022 Communication Technology 4TECH 1055 Graphic Technology Foundations 4TECH 1065 Technology in Society & Organizations 3TECH 2070 Digital Prepress 3TECH 3115 Fundamentals of EET 3TECH 3144 Web Publishing 3TECH 4158/5158 Graphic Comm. Technical Visualizations 3

TECH 4161/5161 Digital Graphic Communication 3TECH 3169 Digital Imaging 3TECH 4188/5188 Digital Imaging II 3Technical Electives (Complete two of the following)TECH 1011 Intro to Graphics ProgramsTECH 3150/5150 Graphic Communication ImagingTECH 3163/5163 Advanced Digital PrepressART 2030 Graphic Design IART 3030 Graphic Design IIART 3034 Publication Design

6

Total 38General Electives

0–18 Semester HoursUniversity Electives 15

Total 15ATMAE Minimum

Total 120Semester Hours

Degree Total 120


47

Table 7.5c: Bachelor’s Degree Foundation Semester Hour RequirementsManufacturing Technology – Advanced Manufacturing

Requirements

Manufacturing Technology – Advanced Manufacturing Emphasis Degree Requirements

Semester Hours






3




6


3



3



3


48



Literature in TranslationCategory 4A – Life SciencesSCIED 1200 Inquiry into Life ScienceBIOL 1012 Life: The Natural WorldBIOL 1014 Life: Continuity and ChangeBIOL 1033 Principles of MicrobiologyBIOL 2051 General Biology: Organismal DiversityBIOL 2052 General Biology: Cell Structure and

FunctionANTH 1001 Human Origins

3


3


3

Category 5C – Topical PerspectivesEDPSYCH 2030 Dynamics of Human DevelopmentsSW 1041 Social Welfare: A World ViewSW 2045 American Racial & Ethnic MinoritiesSOCSCI 1020 Women, Men, and SocietyPOLGEN 1020 Contemporary Political ProblemsSOC 1060 Social Problems

3





2


49







in NicaraguaCAP 3159 Communication Disorders and SocietyCAP 3159 Conflict Transformation in Northern IrelandCAP 3159 Constructing Cross-Cultural BridgesCAP 3159 Evolution in the Courtroom, on the StageCAP 3159 Genocide in Writing and FilmCAP 3159 Ghanaian Culture ImmersionCAP 3159 Global SkillsCAP 3159 Intercultural PerspectivesCAP 3159 Lies and Lying in Personal and Public LifeCAP 3159 Myths of IrelandCAP 3159 The Black Sea: Exploring CrimeaCAP 3159 The Idea of a UniversityCAP 3159 Russia TodayCAP 3160 Community and Public HealthCAP 3173 Bio-Medical EthicsCAP 3187 Blues and Jazz in African American Film and


Total 38Mathematics

6-18 Semester HoursCategory 1C – Quantitative TechniquesMATH 1100 Mathematics in Decision MakingMATH 1420 Calculus ISTAT 1772 Introduction to Statistical MethodsCS 1025 Computational Modeling and Simulation

3


50

MATH 1150 Calculus for Technology 4Total 7




CHEM 1110 General Chemistry I or CHEM 1020 Chemical Technology 4

PHYSICS 1511 General Physics or PHYSICS 1701 Physics I for Science & Engineering 4

Note: Physics or Chemistry class satisfies as Category 4B in Liberal Arts

Total 8


TECH 3142 Statistical Quality Control 3TECH 3143 Managing Manufacturing and Operation

System 3

TECH 4187 Applied Industrial Supervision and Management 3

TECH 3196 Industrial Safety 3Total 12

Technical24-36

TECH 1008 Manufacturing Processes I 3TECH 1010 Manufacturing Processes II 3TECH 1024 Technical Drawing and Design I 3TECH 2024 Technical Drawing and Design II 3TECH 2060 Fundamentals of Automated Manufacturing 3TECH 2072 Engineering Materials 3TECH 2080 Statics and Strength of Materials 3TECH 4112 Industrial Projects I 1TECH 4113 Industrial Projects II 2TECH 3113 Manufacturing Tooling 3TECH 3147 Computer Aided Manufacturing 3TECH 3177 Advanced Manufacturing Processes 3TECH 3180 Introduction to Lean Manufacturing 3TECH 4162 Automation Pneumatics and Hydraulics 3TECH 3xxx Technical Elective 3

Total 42

General Electives0–18 Semester Hours

University Elective 3University Elective 3University Elective 3University Elective 3University Elective 3



Degree Total 126

Table 7.5d: Bachelor’s Degree Foundation Semester Hour RequirementsManufacturing Technology – Design


51

Requirements

Manufacturing Technology – Design Emphasis Degree Requirements

Semester Hours






3




6


3



3




3


52


Literature in TranslationCategory 4A – Life SciencesSCIED 1200 Inquiry into Life ScienceBIOL 1012 Life: The Natural WorldBIOL 1014 Life: Continuity and ChangeBIOL 1033 Principles of MicrobiologyBIOL 2051 General Biology: Organismal DiversityBIOL 2052 General Biology: Cell Structure and


3


3


3


3





TodayCAP 3124 Democracies

2


53

CAP 3125 Globalization, Cultural Pluralism, and International Security

CAP 3128 Ethics in CommunicationCAP 3129 Being NationalCAP 3130 Science and Pseudoscience: Critiquing the







Total 38


Category 1C – Quantitative TechniquesMATH 1100 Mathematics in Decision MakingMATH 1420 Calculus ISTAT 1772 Introduction to Statistical MethodsCS 1025 Computational Modeling and Simulation

3



54




CHEM 1110 General Chemistry I or CHEM 1020 Chemical Technology 4

PHYSICS 1511 General Physics or PHYSICS 1701 Physics I for Science & Engineering 4


Total 8



System 3



Technical24-36

TECH 1008 Manufacturing Processes I 3TECH 1010 Manufacturing Processes II 3TECH 1024 Technical Drawing and Design I 3TECH 2024 Technical Drawing and Design II 3TECH 2060 Fundamentals of Automated Manufacturing 3TECH 2072 Engineering Materials 3TECH 2080 Statics and Strength of Materials 3TECH 4112 Industrial Projects I 1TECH 4113 Industrial Projects II 2TECH 3113 Manufacturing Tooling 3TECH 3122 Advanced CAD & Modeling 3TECH 3135 Product Design 3TECH 3148 Machine Design 3TECH 4155 Finite Element Analysis 3TECH 3xxx Technical Elective 3

Total 42General Electives

0–18 Semester HoursUniversity Elective 3University Elective 3University Elective 3University Elective 3University Elective 3



Degree Total 126

Table 7.5e: Bachelor’s Degree Foundation Semester Hour RequirementsManufacturing Technology – Metal Casting


55

Requirements

Manufacturing Technology – Metal Casting Emphasis Degree Requirements

Semester Hours






3




6


3



3




Translation

3


56

PORT 1120 Introduction to Portuguese and Hispanic Literature in Translation

Category 4A – Life SciencesSCIED 1200 Inquiry into Life ScienceBIOL 1012 Life: The Natural WorldBIOL 1014 Life: Continuity and ChangeBIOL 1033 Principles of MicrobiologyBIOL 2051 General Biology: Organismal DiversityBIOL 2052 General Biology: Cell Structure and


3


3


3


3






2


57








Total 38


Category 1C – Quantitative TechniquesMATH 1100 Mathematics in Decision MakingMATH 1420 Calculus ISTAT 1772 Introduction to Statistical MethodsCS 1025 Computational Modeling and Simulation

3


CHEM 1110 General Chemistry I or CHEM 1020 4


58




Chemical TechnologyPHYSICS 1511 General Physics or PHYSICS 1701

Physics I for Science & Engineering 4


Total 8



System 3



Technical24-36

TECH 1008 Manufacturing Processes I 3TECH 1010 Manufacturing Processes II 3TECH 1024 Technical Drawing and Design I 3TECH 2024 Technical Drawing and Design II 3TECH 2060 Fundamentals of Automated Manufacturing 3TECH 2072 Engineering Materials 3TECH 2080 Statics and Strength of Materials 3TECH 4112 Industrial Projects I 1TECH 4113 Industrial Projects II 2TECH 3127 Transport Phenomena for Technologists 3TECH 3132 Applied Metallurgy 3TECH 3134 Molding Practices in Metal Casting 3TECH 4136 Melting Practices in Metal Casting 3TECH 4137 Tooling Practices in Metal Casting 3TECH 3xxx Technical Elective 3

Total 42


University Elective 3University Elective 3University Elective 3University Elective 3University Elective 3



Degree Total 126

Table 7.5f: Bachelor’s Degree Foundation Semester Hour RequirementsTechnology Management


59

Requirements

School/Program Degree RequirementsCourse prefix, number and title

Semester Hours






3




6


3



3




Translation

3


60

PORT 1120 Introduction to Portuguese and Hispanic Literature in Translation

Category 4A – Life SciencesSCIED 1200 Inquiry into Life ScienceBIOL 1012 Life: The Natural WorldBIOL 1014 Life: Continuity and ChangeBIOL 1033 Principles of MicrobiologyBIOL 2051 General Biology: Organismal DiversityBIOL 2052 General Biology: Cell Structure and


3


3


3


3






2


61








Total 38


Category 1C – Quantitative TechniquesSTAT 1772 Introduction to Statistical Methods 3

Total 3


CHEM 1110 General Chemistry or CHEM 1010 Principles of Chemistry or CHEM 1020 Chemical Technology

4

PHYSICS 1511 General Physics or PHYSICS 1400 3


62


selected programs

Conceptual Physics or PHYSICS 1000 Physics in Everyday Life


Total 7


TECH 3131 Technical Project Management 3TECH 2043 Managing Manufacturing and Operation

System 3


TECH 1065 Technology in Society & Organizations 3TECH 3142 Statistical Quality Control 3TECH 3168 Technology Training Strategies 3TECH 3180 Lean and Sustainable Manufacturing 3

Total 21Technical

24-36TECH 1008 Manufacturing Materials and Processes I 3TECH 1010 Manufacturing Materials and Processes II 3TECH 1011 Introduction to Graphic Programs 3TECH 1017 Computer-Aided Design and Drafting 3TECH 1018 Construction Resources 3TECH 1022 Communication Technology 3TECH 1024 Technical Drawing and Design-I 3TECH 1055 Graphic Communications Foundations 3TECH 1115 Fundamentals of Electrical Eng.

Technology 3

TECH 1169 Digital Imaging 3TECH 2036 Power Technology 3TECH 2060 Fundamentals of Automated Manufacturing 3TECH 2119 Computer Applications in Industrial

Technology 3

TECH 2196 Industrial Safety 3TECH 3102 Living in Our Techno-Social World

“Sustainability” 3

TECH 3114 Product Development and Enterprise 3TECH 3178 Contemporary Inst. In Tech ed. (PLTW

Principles of Engineering) 3

TECH 3179 Cooperative EducationORTECH 4112, 4113 Industrial Project I and II

3

TECH 4158 Graphic Communications Technical Visualization 3

TECH 3XXX Wind Energy Engineering 3* Note: Students take any 14 courses from the above


63

technical coursesTotal 42


University Elective 3University Elective 3University Elective 3



Degree Total 120

7.6 Student Admission & Retention Standards. There shall be evidence showing that the quality of technology, management, and applied engineering students is comparable to the quality of students enrolled in other majors at the institution. The standards for admission and retention of technology, management, and applied engineering students shall compare favorably with institutional standards. Sources of admission information may include test scores and grade rankings. Sources of retention information shall include general grade point averages of technology, management, and applied engineering students compared to programs in other institutional programs.

Students in the Department of Technology majors are held to the same standards and retention policies as all other students in the university (http://catalog.uni.edu/generalinformation/) under the "Admissions Requirements".

The requirements for admission are spelled out clearly in the University 2012-2014 catalog (http://catalog.uni.edu/generalinformation/admissionrequirements/). It also describes the current policy regarding Academic Regulations: Academic and Nonacademic Discipline Procedures [Probation, Suspension, and Dismissal Policies]. The specific information related to the Department of Technology can be found here (http://catalog.uni.edu/collegeofhumanitiesartsandsciences/technology/).

Listed below are statistics about the ACT scores of students accepted for the Technology majors compared to those who were admitted to UNI in general:

Table 7.6.1: ACT of Incoming Students Statistics

Academic Year Technology Major # Enrolled ACT Average2009 - 2010 Construction Management 109 21.49


http://catalog.uni.edu/collegeofhumanitiesartsandsciences/technology/

64

Academic Year Technology Major # Enrolled ACT AverageGraphic Communications 68 21.88Gen Industry & Technology 2 21.00Manufacturing Tech: Advanced Mfg. 8 21.50Mfg. Tech: Automation & Production 13 19.33Mfg. Technology: Metal Casting 8 22.29Mfg. Technology: Mfg. Design 46 21.81Technology Management 25 18.64Elect/Info Eng. Technology (EIET) 4 27.00Technology Management 46 19.97Tech Ed & Training - Teaching 38 21.69Tech Ed & Training - Training 2 22.00All Students 441 23.0

2010 - 2011

Construction Management 119 21.45Graphic Communications 48 22.00Graphic Technologies 18 22.20Gen Industry & Technology 3 21.00Manufacturing Tech: Advanced Mfg. 14 24.29Mfg. Tech: Automation & Production 6 23.00Mfg. Technology: Metal Casting 8 20.86Mfg. Technology: Mfg. Design 39 20.76Technology Management 40 21.16Technology Management 28 20.20Elect/Info Eng. Technology(EIET) 2 19.00Electrical Eng. Technology(EET) 62 21.76Tech Ed & Training - Teaching 21 20.73Technology Education-Teaching 11 21.29All Students 433 23.1

2011 - 2012 Construction Management. 1 18.00Construction Management. 111 21.43Graphic Communications, Genera 24 22.85Graphic Communications, Genera 28 22.21Gen Industry & Technology 3 21.00Manufacturing Tech: Advanced Mfg. 23 24.27Manufacturing Technology 7 21.50Mfg. Tech: Automation & Production 3 20.00Mfg. Technology: Metal Casting 9 21.38Mfg. Technology: Mfg. Design 43 21.72


65

Academic Year Technology Major # Enrolled ACT AverageTechnology Management 63 20.42Electrical Eng. Technology(EET) 78 22.35Technology Teacher Education/I 16 21.09Technology Teacher Education/I 15 21.20Tech Ed & Training - Training 1 N/AAll Students 436 23.3

2012 - 2013

Construction Management. 1 18.00Construction Management. 91 21.37Graphic Communications, Genera 6 22.33Graphic Communications, Genera 41 21.30Manufacturing Tech: Advanced Mfg. 21 23.29Manufacturing Technology 1 N/AMfg. Tech: Automation & Production 1 N/AMfg. Technology: Metal Casting 15 21.60Mfg. Technology: Mfg. Design 30 22.14Technology Management 66 20.03Gen Industry & Technology 1 N/AElectrical Eng. Technology(EET) 79 22.51Technology Teacher Education/I 5 22.00Technology Teacher Education/I 22 21.00All Students 389 23.1

2013 - 2014

Construction Management. 1 N/AConstruction Management. 70 21.50Graphic Communications, Genera 61 20.63Manufacturing Tech: Advanced Mfg. 21 22.73Manufacturing Technology 8 22.14Mfg. Tech: Automation & Production 1 N/AMfg. Technology: Metal Casting 12 22.80Mfg. Technology: Mfg. Design 35 21.50Technology Management 67 19.93Electrical Eng. Technology(EET) 80 24.00Technology Teacher Education/I 2 N/ATechnology Teacher Education/I 25 20.92All Students 418 22.8

Listed below are statistics related to the ACT scores amongst the Regent Universities of Iowa:


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Table 7.6.2: History of ACT Scores Among Regent Universities of Iowa

YEAR SUI MEAN

ISU MEA

N

UNI MEA

N

National MEAN

State of Iowa MEAN

2007 25.1 24.5 23.0 21.2 22.32008 25.2 24.7 22.9 21.1 22.42009 25.4 24.9 23.0 21.1 22.42010 25.4 24.9 23.1 21.0 22.22011 25.4 24.9 23.3 21.1 22.32012 25.3 24.9 23.1 21.1 22.12013 22.8 20.9 22.1

SUI = University of Iowa, ISU= Iowa State UniversitySource: UNI Admissions Office: http://www.uni.edu/admissions/

7.7 Student Enrollment. There shall be evidence of an adequate number of program majors to sustain the program, and to operate it efficiently and effectively. Program enrollment shall be tracked and verified.

The department prepared an enrollment tracking and projection plan in November 1996. The plan tracked all department majors enrollment since 1990, and projected an enrollment growth of about 7.7% for each academic year up to the 2007 academic year. Since 1996, the department actual enrollment exceeded the projected numbers listed in that plan. A copy of the actual enrollment of each departmental program is provided for review in Appendix L. Since 2008 there is a slight drop in the enrollment that coincided with the economic downturn experienced throughout the Midwest. In the recent past a major marketing campaign was undertaken by upgrading the brochures and targeting the high schools and community colleges for possible recruiting. The full-time staff position: Recruitment Coordinator is spearheading the recruitment and student services in association with all the coordinators of the departmental majors. We have seen that the enrollment has now (in Fall 2013) picked up and we are seeing a gradual improvement in many of the majors. Undergraduate student enrollments in Technology will be always monitored to ensure that we have adequate resources to serve all the enrolled students. Overall current numbers are very adequate and are commensurate with our current resources. Department enrollment for the past ten years (as per Fall semester enrollments) for all the department’s undergraduate programs is shown in the table below.

Table 7.7.1: Undergraduate Enrollment Analysis

Department of Technology Undergraduate Enrollment Fall 2004 - Fall 2013F0 F0 F0 F0 F0 F0 F1 F1 F1 F1

Undergraduate Majors (B.S.)Construction Management 96 90 91 92 99 109 119 109 92 71Electrical Engineering 59 57 52 52 49 58 64 77 82 85


http://www.uni.edu/admissions/

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Technology (EET)Manufacturing Technology 99 108 94 102 106 85 73 90 74 89

Undergraduate Majors (B.A.)Graphic Technologies 56 66 64 82 86 74 71 50 47 64Technology Education-Teaching 54 41 43 45 37 39 33 35 27 27Technology Management 130 108 119 101 84 76 73 75 67 82Total 494 470 463 474 461 441 433 436 389 418

Furthermore, the breakdown of the Fall 2013 undergraduate enrollment in each of the departmental majors is listed below:

Construction Management 17%Graphic Technologies 15%Manufacturing Technology 21%Technology Management 20%EET 20%Technology Education & Training 6%

Spring semester undergraduate student enrollment information can be found in Appendix L along with more information about the undergraduate enrollment trends. The fall semester numbers are usually higher than those in the spring semester due to the fact that more students graduate in the spring semester than in the Fall semester.

7.8 Administrative Support & Faculty Qualifications. There must be evidence of appropriate administrative support from the institution for the technology, management, and applied engineering program/option including appropriately qualified administrators, an adequate number of full time faculty members and budgets sufficient to support program/option goals. Full time faculty assigned to teach courses in the technology, management, and applied engineering program/option must be appropriately qualified. Faculty qualifications shall include emphasis upon the extent, currency and pertinence of: (a) academic preparation; (b) industrial professional experience (such as technical supervision and management); (c) applied industrial experience (such as applied applications); (d) membership and participation in appropriate technology, management, and applied engineering professional organizations; and (e) scholarly activities. The following minimum qualifications for full time faculty are required (except in unusual circumstances which must be individually justified).

Full-time employees of the university who hold tenure/tenure-track faculty positions in the department coordinate the four programs under consideration. The program coordinators are highly qualified individuals and have direct responsibility for program coordination and curriculum development (in consultation with program faculty). The program coordinators report directly to the Department Head - who provides the overall leadership responsibility for the department administration - for final approvals. A list of the current Program Coordinators follows:


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Dr. Shahram VarzaVand Construction ManagementMr. Lee Geisinger Graphic TechnologiesDr. Nageswara Rao Posinasetti Manufacturing TechnologyDr. Nilmani Pramanik Technology Management

Program Coordinator's responsibilities are summarized as:

1. Monitoring of their respective curricular offerings for maintenance of a relevant and quality program.

2. Providing leadership in curricular development relating to the major program; and acting on all curricular proposals affecting the major program prior to referral to the Coordinator Council.

3. Conducting long range plans to maintain, promote, and develop the respective major program and the Department in general.

4. Developing schedules by conferring with appropriate departmental faculty in the respective major or program areas. Transmitting this recommended class schedule to the Department Head for final schedule determination and faculty assignment.

5. Determining the budgetary needs of the program in consultation with faculty serving the program. This will include equipment, equipment maintenance, software, instructional supplies, and student help on both yearly and long range projections.

6. Transmit this budget request to the Department Head who will make allocations based on need and available resources.

7. Acting on all requests for expenditures (requisitions) from the program budget prior to transmittal to Department Head for final action.

8. Monitoring expenditures of the program budget and maintain an accurate account of the balance. Communicating budgetary conditions and priorities to faculty serving the major program.

9. Presiding over meetings of faculty serving in the major program area. These meeting are for the primary purpose of coordinating, communicating, discussing, and resolving the professional needs and problems of the program faculty.

10. Conferring with the Department Head as needed regarding performance of coordinating responsibilities.

11. Updating the curricular worksheets for the major program in cooperation with the Undergraduate Curriculum Committee on an annual basis.

12. Establishing and maintaining, in consultation with the Department Head, an advisory committee to serve the major program. Convening the committee on regular intervals (at least annually) for the purpose of program review and advisement.

13. Promote enrollment and recruitment into the program


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In addition to the above-mentioned responsibilities, the Program Coordinators are very actively involved in many leadership activities on campus and regionally/nationally with many professional organizations. Additional evidence of leadership can be found in the vitae of the faculty members in the department (Appendix H and Appendix I).

The department has always enjoyed administrative support at both the college and university levels. The Department Head (Dr. Mohammed Fahmy) and the Dean of the College of Humanities Arts and Sciences (Dr. Joel Haack) provide support within their limitations and available resources. Positive support and encouragement have been extended from administration for faculty to seek external funding and to participate in various professional and outreach endeavors. Recently, significant support from the Provost and Vice President for Academic Affairs (Dr. Gloria Gibson), and President (Dr. William N. Ruud) has been afforded to the department in allocating two new faculty positions (EET and Graphic Technologies), and in supporting the 2+2 articulation efforts between the department and Iowa Community Colleges.

7.8.1 Procedures for Filling Permanent Faculty Positions

1. The department head obtains administrative approvals to fill the vacancy, and prepares Request to fill.

2. The position will be advertised by the Search and Screening Committee in a timely manner to insure that qualified persons have an equal opportunity to apply. The advertisement copy needs to be approved by the Office of Compliance.

3. A Search and Screening Committee consisting of three faculty members is appointed by the department head. When employing personnel to primarily serve a particular program area, the chair will normally be the coordinator of that area. The two additional members of the committee will be recommended by the chair to the department head.

4. The Committee will screen all applications to determine which applicants are to be invited for interview. The applications will be kept in the department head's office where they can be reviewed by faculty. Copies of applications may be provided to the Search and Screening Committee members, which will be returned after closing the search. All interviews will be conducted on the University of Northern Iowa campus. Invitations will normally be extended to two or three qualified applicants.

5. The Search and Screening Committee will devise an itinerary for the candidates' campus visit. It should insure that all faculty and staff, the department head, and the dean has an opportunity to meet and interview the candidate. It makes arrangements for local transportation and housing. Opportunities may also be provided for the candidates to demonstrate teaching ability and/or exhibit research or creative efforts and meet with student groups. The Committee should do its utmost to insure that the applicant's visit is professional and pleasant.

6. The chair of the Search and Screening Committee requests the department head to call a meeting of the Department Council after the candidates have all been interviewed. The faculty will rank order candidates which they determine to meet


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qualifications. All full-time faculty shall have the opportunity to discuss candidates but voting shall be limited to full-time probationary and tenured departmental faculty members.

7. If available, two qualified candidates for each position will be submitted to the department head for consideration. The candidates may be in rank order but the department head, in consultation with the dean, will have the option of selecting either of the candidates submitted or of rejecting both.

8. If the recommended candidates are unsuitable either because of being rejected by the department head and/or the dean, or because a contract agreement cannot be reached, one of the following options will prevail:

a. The Faculty Search & Screening Committee continues the selection process if qualified candidates remain in the application pool.

b. A temporary appointment is made, the search is discontinued and re-initiated at a later term.

9. Salary level, conditions of contract and academic rank to be offered a candidate shall be determined by the department head in consultation with the dean.

The university guidelines are given here:

http://www.uni.edu/equity/checklist-faculty-searches

7.8.2 Faculty Qualifications

1. For initial appointment at the rank of assistant professor, candidates will normally possess the appropriate terminal degree and will show experience of or strong potential for excellence in teaching, productive scholarship, and professional service.

2. For initial appointment at the rank of associate professor or professor, candidates will have the appropriate terminal degree and will have substantial experience demonstrating excellent teaching, productive scholarship, and professional service. Initial appointments at the senior ranks are based on the same criteria as promotion to those ranks.

3. Although in most academic disciplines and for most faculty positions the appropriate terminal degree is the doctorate, the university recognizes that in some disciplines and for some positions other degrees are customarily regarded as the highest normally appropriate to scholars in those areas. The university also recognizes that in exceptional instances there can be experience and/or training other than formal degree work that qualify a faculty member or candidate as teacher and scholar as effectively as a formal degree program. Such instances will be based on a considerable record of achievement, such as a substantial record of published research in professional journals. For those disciplines or positions where the appropriate terminal degree is normally not the doctorate, the degree requirement, if any, will be stated in established polices initiated by the department affected and agreed to by the college dean and the vice-president and provost. In the absence of any established policy to the contrary, the terminal degree for all disciplines and positions is the doctorate.

7.8.3 Tenure (PAC) -- Guidelines and Procedures


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1. The responsibility and activities of the Professional Assessment Committee (PAC) in the Department of Industrial Technology fall under two major categories as described below.

1.1 The development of procedures to be used in conducting assessments and reporting the findings.

1.2 The assessment process including the nomination of faculty members for promotion, the conducting of assessments, and subsequent deliberation and reporting of findings.

2. Membership of the PAC consists of all tenured members who hold the rank of assistant professor or higher in the department. The department head is not a member. A quorum shall consist of 2/3 of the eligible PAC members.

3. The assessment pertains only to the teaching, research and professional service of the faculty member.

4. Assessment by the PAC culminates with written reports being submitted to the parties involved at those times prescribed by the Master Agreement.

4.1 Assessment Teams. The assessment of a faculty member is the primary responsibility of a two person sub-committee--hereafter referred to as the Assessment Team (AT). At any given time, there may be as many AT's as faculty members being assessed.

4.2 Assessments will be conducted of the following faculty:

4.2.1 Those who have accepted a nomination for consideration for promotion.

4.2.2 Those probationary and other faculty as requested by the department head.

4.3 The PAC will nominate faculty members to be considered for promotion. The nominations are made to the department head who will in turn inform the nominees. The department head will then provide the PAC chairperson with a list of candidates who have accepted nomination for promotion.

4.4 The department head will provide the PAC chairperson with a list of all faculty members, their year of appointment, highest degree held, current rank and years of service at that rank. This list may be used by the PAC to determine eligibility of nomination for promotion by comparing faculty members' service records against the criteria in the Policies and Procedures Manual.

5. Assessment Procedures.

5.1 Faculty members being assessed may be requested to show certain materials to the AT as part of the assessment. These materials might include such items as course syllabi, examples of publication, tests, evidence of research activity, teaching aids and professional service. The AT members will review the evaluation file of the faculty member they are assigned to assess.

5.2 Each assessor should arrange for at least two conferences with the assessee


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during the investigation period--one prior to, and one after the classroom observations. The purpose of these conferences may vary; however, they should enable the assessor to become better acquainted with the professional activities, goals, methodologies and qualities of the assessee. The conference conducted prior to the classroom observation should provide an opportunity for the assessee to explain objectives and teaching strategies which will be observed in the course.

5.3 A minimum of two classroom observations should be made by each assessor during the investigation period. Assessors should jointly plan their observations to allow for a broader coverage of courses, both lecture and laboratory when appropriate. The assessee would be informed when one of the observations will take place. In addition, at least one unannounced observation should take place.

5.4 Following the observations, the two members of the AT may arrange a joint conference with the faculty member to provide feedback on teaching, research and professional service.

6. The election of chairperson, secretary and appointment of the AT members shall be conducted as follows:

6.1 The chairperson of the PAC shall be of the rank of full professor and elected by the PAC at its first meeting of the fall term. The secretary shall also be elected from the membership at this meeting. The term of office is for one year; however, there is no limit to the number of years one may serve.

6.2 Assessment teams shall be appointed by the chairperson in consultation with the PAC. The teams shall normally consist of two members of the PAC. The members of the AT who are to consider an individual for promotion shall be of a rank higher than the person assessed. The chairperson shall notify the persons to be assessed of the individuals appointed to be their AT members. The chairperson shall further inform the assessees of their right to request a change of any member of their AT. When requesting such a change the assessee shall provide written reasons to the chairperson of such requests. Requests for changes will be honored to the extent PAC personnel can accommodate the change and the PAC concurs that the change is in the best interests of the department. In consecutive assessments of an individual, the AT shall normally consist of one member of the previous AT and one new member. A member of the AT may serve no more than two consecutive years in the assessment of a given individual.

7. The time factors and operational details.

7.1 PAC procedures are reviewed at an early PAC meeting of the fall term.

7.2 On or before the second Friday of September, election of the chairperson shall be conducted.

7.3 On or before the second Friday of September, the department head will provide to the PAC chairperson the list referred to in Section 4.4.

7.4 Deliberation will then follow eligibility of faculty members for promotion.


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Nominees will be sent to the department head on or before the fourth Wednesday of September.

7.5 On or before the first Friday of October, the department head will inform the PAC chairperson of "candidates for promotion" and of faculty whose probationary status requires that they be assessed, and Other assessments as specified by the department head.

7.6 On or before the second Friday of October, AT's will be appointed for faculty members identified in 7.5.

7.7 On or before the third Friday of November, the AT's shall present their reports to the PAC.

7.7.1 The reports are to be supported with written documentation or notations in each of the areas of teaching, research, and professional service.

7.7.2 The report shall include but not be limited to the following information:

a) The instructional settings visited.

b) An indication of the material assessed in compiling the report relative to teaching, research and professional service.

c) The assessment reached.

d) The reasons and evidence which support the assessment.

7.8 A person under consideration by the PAC will not be permitted to be present during the times his/her AT report is being presented, deliberated, and voted upon by the PAC. PAC members, before they deliberate and vote to reach a collective assessment, are encouraged to familiarize themselves with the AT reports and any teaching, research, and professional service related material in the evaluation file.

7.9 The PAC shall determine among themselves who will have the assignment of writing the report, which is to represent their collective judgment.

7.9.1 The written report shall be subject to amendment and approval vote by secret ballot. The final report shall be submitted with a report of the number of PAC members who support the collective judgment.

7.9.2 In no case will the collective and concurring reports, if any, reflect the assessment of less than the majority of the PAC membership. Minority reports may also be submitted.

8. Transmittal Procedure.

On or before the final day specified in the Master Agreement, the following items shall be transmitted to the department head, dean of the college, faculty members who were assessed, and to the department secretary for insertion in the respective faculty members' evaluation files:

8.1 Copies of the PAC report(s).


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8.2 Contents and voting division on all motions passed pertaining to recommendations and summative statements, if any.

8.3 Minority reports, if any.

9. Faculty under assessment will be given an opportunity to discuss the results of their assessment with the PAC. Those who wish such a meeting are requested to notify the chairperson of the PAC in writing before the third week of the spring semester. These discussions are intended to provide the assessee with the opportunity to seek clarification of items in the assessment report(s) and/or to provide the PAC with general feedback on the assessment process. The session(s) will also give the PAC an added opportunity to provide input to help the assessee fulfill his/her goals for professional advancement. The sessions will be conducted during the first six weeks of the spring semester.

10.No permanent files on individual faculty members will be kept by the PAC.

7.9 Facilities, Equipment & Technical Support. Facilities and equipment, including the technical personnel support necessary for maintenance, shall be adequate to support program/option goals. Evidence shall be presented showing the availability of computer equipment and software programs to cover functions and applications in each program area. Facility and equipment needs shall be included in the long range goals for the program.

Since 1975, the Department of Technology has enjoyed the use of the Industrial Technology Center (ITC) building for instructional and other related services to students majoring in technology/technology majors (current total gross area of ITC Building = 63,200 sq. ft.) The ITC has been kept in an excellent operating condition, and serves the students, faculty, staff, and the university community in an excellent manner. All four programs share (with two more programs, EET and Technology Education) the use of classrooms, labs, faculty and staff offices, and student service areas in the building. Growth in student enrollments and the faculty and staff providing services for them mandated some limited space reallocations, renovations and additions.

All four programs under consideration share the following space in ITC:

7.9.1 ITC Classrooms

ITC #1 ----------------------------------------------------------------306 sq. ft.

ITC#3 --------------------------------------------------------------2,266 sq. ft.

ITC#6 ----------------------------------------------------------------513 sq. ft.

ITC#7 --------------------------------------------------------------1,009 sq. ft.

ITC#10 -------------------------------------------------------------500 sq. ft.

ITC#24 -------------------------------------------------------------1,110 sq. ft.


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All classrooms are equipped with the state-of-the-art multimedia equipment as well as external networking capabilities.

7.9.2 ITC Laboratories

EET Labs

ITC#10----------------------Electronics Lab-----------------------------1,700 sq. ft.

ITC#11----------------------EET Lab/Graduate Student Office---------192 sq. ft.

ITC#13 ---------------------Energy and Materials I Lab---------------2,544 sq. ft.

ITC#13A-------------------Materials Testing Lab ------------------------753 sq. ft.

ITC#13D-------------------Solar Boat Project Lab-----------------------523 sq. ft.

Both these labs (ITC#10 & ITC#13) are separated by a moving partition that allows using the two labs simultaneously if needed.

Production Labs

ITC#15----------------------Metal Forming and Welding--------------2,580 sq. ft.

ITC#17----------------------Plastics Forming and CM------------------2,274 sq. ft.

ITC#17B--------------------CAM Lab--------------------------------------208 sq. ft.

ITC#17C-----------------------------------------------------------------------168 sq. ft.

ITC#21----------------------CM and Woods Lab------------------------2,932 sq. ft.

ITC#21A-------------------Construction Materials Testing-------------326 sq. ft.

ITC#21B--------------------Paint Finishing Lab---------------------------224 sq. ft.

Metal Casting Labs

ITC#13C ProE/MCC Lab-----------------------------------------------1,200 sq. ft.

ITC#15B Metal Casting Material Lab 380 sq. ft.

ITC#13C-1-----------------Sand Testing Lab---------------------------1,065 sq. ft.

ITC#80 MCC Lab------5,500 sq. ft.

Materials Testing Labs

ITC#13A-------------------Advanced Materials Testing-----------------753 sq. ft.

ITC#13B--------------------Polymers Testing Lab------------------------800 sq. ft.

Graphic Technologies, Design, and Computer Labs

ITC#18----------------------GT, Printing, Digital Photography------2,455 sq. ft.

Both labs (ITC#18 and ITC#19) are separated by a moving partition that allows using the two labs simultaneously if needed.

Additional IT Labs Serving Students in the Four Program Areas:

ITC#14 STEM/Technology Education Lab 762 sq. ft.

ITC#19 CADD Lab, CM and GT 1,829 sq. ft.


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Computer Applications

[also equipped with state-of-the-art multimedia instructional equipment]

[also equipped with both external and Robotel internal networking capabilities]

ITC#24 CM, GT, MFG General--------------------------------------1,100 sq. ft.

Computer Applications Lab

7.9.3 ITC Stockroom

All ITC laboratories are serviced through a common Stockroom (ITC #22, 670 sq. ft.) to provide students with needed supplies for their lab exercises.

7.9.4 Other Support

It is an on-going challenge to keep up with technological changes in the Construction Management, Graphic Technologies, and Manufacturing Technology fields. Faculty strive to add new equipment (technology) and to maintain existing equipment. As new or used equipment is acquired through donations, grants or new equipment funds, they are quickly integrated into the curriculum and space reallocated to accommodate them. The latest Fixed Asset Inventory for the department, which is mostly equipment located in the above-mentioned laboratories was $1,900,879.32 (as of 10/03/2013). This fixed asset inventory list does not include the computer hardware and software in labs ITC 18, ITC 19, ITC 24 which are dedicated to serve students in the department in general. In addition, the equipment located at the ITC Metal casting Center (estimated to be of a value of $10,000,000 approximately) also is utilized for lab and training of students in the Manufacturing and Technology Program students. A copy of the Fixed Asset Inventory and a floor plan of the ITC Building are found in Appendix N.

Like many similar industrial technology programs, which are very equipment-intensive programs, funding by university allocations from the general fund has been limited over the years. However, considerable effort was mounted by several department faculty to secure pieces of equipment, materials, and supplies as donations from local and regional industrial companies or through writing grants for external funding through national (e.g. NSF, DNR, etc.) or regional institutions (e.g. John Deere, Rockwell Collins, etc.). Several industry donations have been acquired through such partnerships with industry over the years. The most recent effort is a grant by the John Deere Contributions Committee for $250,000 to purchase equipment for the Manufacturing and EET labs (both used by other majors such as Construction Management and Technology Management students.

In 1996 the department was allocated a new line-item budget [account # 00243-02] in the amount of $150,000.00 for Program Enhancement from the general university fund appropriations. To ensure a yearly source for equipment acquisition for the department programs, an amount of $88,009.00 has been dedicated for the purchase of new equipment and general department projects. The distribution of funds for equipment allocated for each departmental program follows a formula taking in consideration the number of students enrolled in each program. Allocations for the 2012-2013 academic year (which is a typical example) is listed below:


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Table 7.9.4: Budget Allocations for Technology Programs

Program Fall 2013 % Equipment BudgetConstruction Management 73 17 $ 6,663.00Graphic Technologies 65 16 $ 6,272.00Manufacturing Technology 88 21 $ 8,232.00Technology Management 82 20 $ 7,840.00Technology Education 26 06 $ 2,355.00EET 85 20 $ 7,840.00Total 419 100 $ 39,202.00

In addition, an amount of $12,000 and $10,000 were allocated respectively for general department student recruitment efforts and general department projects bringing the total amount to $ 88,010.00.

Significant efforts have been expended (and are still on-going) to identify areas of greatest need in each program to most wisely utilize the money available. Each program faculty prepared a five-year equipment acquisition plan to ensure the proper use of the annually allocated equipment funds made available to each program.

The department faculty realizes the importance of keeping equipment current and well maintained, and will keep up efforts such as those listed above to ensure delivering our curriculum content in the best instructional and training methods possible. Cooperation between the different program majors is often practiced by Program Coordinators making such decisions as to lend some/all of their allocated funds for one year (on-loan) to another area to allow purchases of “large-item” equipment that may not be otherwise obtainable on each program individual yearly allocations.

A list of equipment inventory for the department labs is found in Appendix N.

The efforts of both faculty and administration in recent years have resulted in the purchase of several pieces of new equipment that reflect contemporary industrial applications. There is no doubt in everyone's mind that more efforts and resources should be made to secure more new equipment and keep current ones at an excellent safe and working condition. To this end of safety and excellent working conditions, the department currently employs four full-time Lab Assistants in its main lab areas, namely:

Mr. Jay Hileman, Production/Construction Lab,

Mr. Stephen Burdette, EET/Production Labs,

Mr. Craig Bravender, ITC Stockroom, and

Mr. James Volgarino, Graphic Technologies lab

The computer systems on campus are under the control of the Department of Information Technology Services (ITS). ITS has set up several laboratories/centers on campus for use by students in all majors and frequently holds short workshops on word processing and related applications. Access to main servers is available to students in all of these centers, as well as to faculties in offices through the use of the optic-fiber network.


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These services include access to library holding on campus and to other universities in the nation, intra and inter-campus electronic mail, and access to other selected databases, and the nation's information super highway (internet, www, ... etc.). ITS also provides general-purpose software e.g. word processor, spread sheet, data management. It also has a hotline available for students for technical support in addition to the help available from students responsible for managing the various laboratories across the campus.

In addition to the computer services by ITS, the department has several other discipline-specific computer labs (ITC #10, ITC #17C, ITC # 18, ITC #19, and ITC #24) dedicated to technology applications. Extensive use of these five contemporary computer labs is made by technology students including those majoring in the four programs under consideration. As mentioned earlier, the computer-fee monies were utilized to establish these student computer labs and to purchase related hardware and software for student use and training. Computers in the IT labs are funded through the student computer fee and are replaced on a three-year upgrade cycle to ensure the latest available computing capacity and applications.

Furthermore, all departmental faculty have computers in their offices that were made available through starting funds (for new faculty), or other grants (when they were available from the Provost's Office) or through departmental funds. All such computers are linked to the network through the fiber-optic backbone that serves all campus units or the newly installed wireless- networks. In addition to these computers a number of PCs are made available in the lobby for student use in the department so that they can get on the network for such applications as electronic mail, library browsing, etc. It should also be noted that it is not uncommon to find additional PCs in other areas serving students where they may need to run certain computations or experiments that require a PC hook up. All these computers are provided with all the software that is used by the students to adequately complete the student home work even when the computer labs are designated for class work.

Finally, in order to guarantee the appropriate use and running of the PCs and related equipment in the department faculty offices and student laboratories, the college hired a full-time staff member, who is assisted by several computer science students to manage and maintain the computers in all departments. The department, also, hires students with expertise in computer problem solving knowledge to assist in the daily running of these labs.

The department faculty and students have shown growing interest in the utilization of the computer systems in many of the department's courses and assignments because they are well aware of the importance of computer skills in today's industry. It is expected that this trend will continue and even become stronger with the acquisition of more advanced equipment and computer-related hardware.

Examples of courses that utilize computer applications in each area are listed below:

7.9.5 Construction Management

TECH 1025, Construction Graphics; TECH 2096, Construction Safety; TECH 3126, Land, Route, & Construction Surveying; TECH 3125, Commercial & Heavy/Highway Construction; TECH 415, Computerized Construction Estimating; TECH 4175,


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Structural Analysis in Construction; TECH 4153, Construction Project Planning, Scheduling, & Controlling

The table below lists some of courses that utilize specific software applications exclusive to Construction Management discipline:

Table 7.9.5: CM Software Applications

Course # Course Title Software Application

TECH 1025 Construction Graphics AutoCAD Drawing

TECH 3126 Land, Route, & Construction Surveying

AutoCAD Civil 3D & Topcon Topsurve

Topographic and Boundary Analysis

TECH 3125 Commercial & Heavy/Highway Construction

Microsoft Excel Cash-flow Analysis

TECH 415 Computerized Construction Estimating

Sage Timberline and OnScreen Takeoff

Estimating and Bidding

TECH 4175 Structural Analysis in Construction Bentley System and ETABS

Stress Analysis

TECH 4153 Construction Project Planning, Scheduling, and Controlling

Oracle/Primavera Project Planner

Project Scheduling & Monitoring

7.9.6 Graphic Technologies

TECH 1022, Communication Technology; TECH 1055 Graphic Communication Technology; TECH 2070 Digital Prepress; TECH 3150 Graphic Communication Imaging; TECH 4161 Digital Graphic Communication; TECH 4158 Graphic Communication Technical Visualization; TECH 3163 Advanced Digital Prepress: TECH 4194 Graphic Communication Estimating and Management; TECH 4193 Graphic Communication Estimating and Management II

Furthermore, adjacent to the GT Lab (ITC#18), a general university computer laboratory (ITC #19) has 24 PC and 16 Macs and is dedicated and utilized for specific course offerings. These computers are loaded with appropriate software for the Graphic Technologies area. Finally, there are 11 PC and 10 Macs available in the graphics laboratory. The table below lists some application for the Graphic Tech program courses.

Table 7.9.6: GT Software Applications


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Course # Course Title Hardware, Software Platform(s) Print or Web

TECH 1022 Communication Technology

Adobe Illustrator, Photoshop, InDesign, iMovie

PC and Mac Both

TECH 3169 Digital ImagingDSLR Camera, Adobe Photoshop, Cannon Utilities, Wide Format Printer

PC and Mac Both

TECH 3194

Graphic Technologies Estimating and Management

Meta Communications Workflow PC and Mac Both

TECH 3144 Web Publishing Adobe Dreamweaver, Flash, Illustrator, Photoshop PC and Mac Both

TECH 2070 Digital Prepress Adobe Photoshop, Illustrator, InDesign PC and Mac Both

TECH 4161 Digital Graphic Communication

Adobe Photoshop, Illustrator, InDesign PC and Mac Both

7.9.7 Manufacturing Technology

TECH 1017, Computer Aided Design and Drafting; TECH 1024, Technical Drawing and Design I; TECH 2024 Technical Drawing and Design II; TECH 2060, Fundamentals of Automated Manufacturing; TECH 4112, Industrial Projects I; TECH 3113, Manufacturing Tooling; TECH 3024, Advanced CAD and Modeling; TECH 3136, Melting Practices in Metal Casting; 3141, Foundry Research Practicum; TECH 3142, Statistical Quality Control; TECH 2043, Managing Manufacturing Systems; TECH 3147, Computer Aided Manufacturing; TECH 3148, Machine Design; TECH 3170, Statics and Strength of Materials; and TECH 4113, Industrial Projects II.

The Table Below lists some of the applications using discipline-specific software and the courses utilizing them:

Table 7.9.7: MT Software Applications

Course # Course Title Software and Manufacturer # of Seats Application

used forTECH 1017

Computer Aided Design and Drafting AutoCAD and Inventor 40 Drawing and

modelingTECH 1024

Technical Drawing and Design I AutoCAD and Inventor 40 Drawing and

modeling


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Course # Course Title Software and Manufacturer # of Seats Application

used forTECH 2024

Technical Drawing and Design II AutoCAD and Inventor 40 Drawing and

modeling

TECH 2043

Managing Manufacturing Systems

Witness Modeling (Lanner), Microsoft Excel

Modeling and Simulation; Statistical tools, Charts/graphs

TECH 3024 Advanced Modeling Pro Engineer 99 Drawing and

modeling

TECH 3142

Statistical Quality Control Microsoft Excel

Spread sheet calculations and plotting

TECH 3147

Computer Aided Manufacturing MasterCAM, Vericut 16 Modeling and

machining

TECH 3177

Advanced Manufacturing Processes

InventorMasterCAM, Vericut

Modeling and machining

TECH 3148 Machine Design CAD software available

in ITC 19 and 24 40 Drawing and modeling

TECH 3113

Manufacturing Tooling

CAD software available in ITC 19 and 24 40 Drawing and

modeling

TECH 3135 Product Design CAD software available

in ITC 19 and 24 40Drawing, modeling and Analysis

TECH 3180 Lean Manufacturing Gabi (PE International),

Microsoft Excel

Product Sustainability Calculations

TECH 4155

Finite Element Analysis

Algor + CAD software available in ITC 19 and 24

40Drawing, modeling and Analysis

TECH 6258

Total Quality Management Microsoft Excel


7.9.8 Technology Management

In addition to courses that are already listed above in the other three program areas, students in Technology Management take such courses containing computer applications as: TECH 3131 Technical Project Management, TECH 2043 Managing Manufacturing Systems, TECH 1115 Fundamentals of Electrical Engineering Technology, TECH 2036 Power Technology, TECH 3119 Computer Applications in Technology.


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Table below shows some of the application software being used in Technology Management courses:

Table 7.9.8: TM Software Applications

Course # Course Title Software and Manufacturer # of Seats Application used

forTECH 1017

Computer Aided Design and Drafting

AutoCAD and Inventor 40 Drawing and

modelingTECH 1024

Technical Drawing and Design I


modelingTECH 2024

Technical Drawing and Design II


modeling

TECH 2043

Managing Manufacturing Systems

Witness Modeling (Lanner), Microsoft Excel

Modeling and Simulation; Statistical tools, Charts/graphs

TECH 3024

Advanced CAD and Modeling Pro Engineer 99 Drawing and

modeling

TECH 3119

Computer Applications in Technology

Microsoft OfficeExcel, Word, PowerPoint documents

TECH 3142

Statistical Quality Control Microsoft Excel


TECH 3131

Technical Project Management Microsoft Project

Project planning CPM, PERT methods

TECH 3135 Product Design

CAD software available in ITC 19 and 24


TECH 3180 Lean Manufacturing

Gabi (PE International), Microsoft Excel

Product Sustainability Calculations

TECH 4155

Finite Element Analysis

Algor + CAD software available in ITC 19 and 24


The labs are made available for students to use when no class is scheduled. Students are also made aware of additional facilities that are available throughout the UNI open labs.

Students have the capabilities to complete many other non-departmental courses in such disciplines as business, chemistry, physics, languages, etc.


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Support personnel assigned to the department are adequately trained to support the different needed functions and services of the department programs. Following is a listing of the different support areas and the personnel assigned to it:

7.9.9 Secretarial, Clerical, and Student Services Staff

Ms. Susan Quam........................................................................Office Coordinator I [1.0 FTE]

Ms. Vickie Turner...............................................................Secretary II/Receptionist [1.0 FTE]

Ms. Sandra Murphy...............................................Secretary II/Metal Casting Center [1.0 FTE]

Ms. Linda Reardon Lowry.................................................Recruitment Coordinator [1.0 FTE]

7.9.10 Full-Time Technical Staff

Mr. Gerard Thiel..................................................................................Director MCC [1.0 FTE]

Mr. Jay Hileman.........................................................Production/Construction Lab [0.70 FTE]

Mr. Stephen Burdett................................................................EMS/Production Labs [1.0 FTE]

Mr. James Volgarino.....................................................Graphic Technologies Labs [0.70 FTE]

Mr. Craig Bravender.........................................................................ITC Stockroom. [1.0 FTE]

7.9.11 Graduate Assistantships

The department has maintained a steady level of funding through the Graduate College. Currently the department has 2.5 doctoral graduate assistantships and 1 masters degree graduate assistantships. In recent years, additional positions were made available to the department through partnerships with industry, the Metal casting Center national funded grants, and faculty who secured external funding which provided for more research assistants. These positions carry a time responsibility of 10-20 hours per week for each graduate assistant. Graduate assistants are assigned to faculty members or program coordinators and perform duties as a Graduate Teaching Assistant, Graduate Research Assistant or Graduate Service Assistant. They assist in teaching/instructional activities, supervising classes and labs, assisting with research projects, assisting in outreach projects and activities, and working on special assignments under the supervision of department personnel.

7.9.12 Work-Study and Departmental Student Employment

The department employs eighteen work study/departmental hired students ranging between 0.30 - 0.50 FTE (1.0 FTE = 40 hrs./wk.). They are utilized in clerical, laboratory, stockroom, outreach, and computer related positions in support of all departmental programs.

7.9.13 Additional

In addition to all the above-mentioned resources available to the department, the college provides central computer maintenance services through the CNS UNIX Systems Administrator and student staff, and the university provides several services through personnel from across campus infrastructure and support services. Such personnel


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provide a spectrum of services directly and indirectly to the department faculty, staff, and students. Examples of such support services include: university physical plan personnel (plumbers, electricians, carpenters, etc.), audio-visual services, computing hardware and software services (ITS), public relation services, counseling and advising services (UNI Counseling Center, Admissions Office, Student Advising Services, etc.), Writing Center, Teaching Enhancement Center, Public Safety Office, etc.

7.10 Program Goals. Each program shall have current short and long range goals, and plans for achieving these goals.

7.10.1 The Construction Management Program

CM brings value to the industry by preparing students for entry-level professional positions with knowledge in construction, engineering, and business concepts; providing a useful foundation for companies to build upon with their own training and best practices. Other area universities place more emphasis on engineering in their programs, which better serves the design community than builders.

Locally, many mid-sized construction companies take interest in our graduates. Nationally, larger companies such as Kiewit, Mortenson, Hensel Phelps, Fru-Con, PCL, JEDUNN Construction, and Crossland Construction have hired our graduates. We fill a "niche" with companies interested in construction management grads who have a broad skill-set in construction management, architecture, engineering, and business.

Construction Management Program Mission and Goals

Long Term Goals & Objectives:

1. To prepare students for opportunities and careers in the construction industry.

2. To develop a signature program in Construction Management that is recognized for the quality of instruction, breadth of curriculum and the graduates that are prepared for entry level CM position.

3. To actively involve construction professionals from academic and industry setting to ensure the appropriate focus of the construction management program.

4. To incorporate the components of architecture, engineering, and business into the construction management curriculum.

5. To emphasize to students their responsibilities and commitment toward professionalism and continued improvement in the discipline of construction management.

6. To develop articulation agreements with community and four year colleges to facilitate credit transfer.

Short Term Goals & Objectives - 5 year Strategic Plan 2013-2017:

1. Increase enrollment by 5 students per year through 2017, with the assistant of admission, departmental undergraduate Recruitment Coordinator, and


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other entities across campus.

2. Attract and retain high quality undergraduate students.

3. Pursue ACCE accreditation and maintain ATMAE accreditation.

4. Secure tenure track position in construction management.

5. Formulate strategies with regular progress meetings on each goal above. Plan, implement, monitor, adjust strategies for accreditation, curriculum revisions, with an emphasis toward continuous improvement.

Program Career Paths and Reputation

The primary emphasis of Construction management program is to prepare students for entry level positions. Graduates of the Construction Management Program handle a variety of diverse responsibilities including but not limited to Estimating, Business Management, Legal Matters, Policy Formulation, Construction Safety, Accounting, Purchasing, Project Management, Facility Management, Field Scheduling, Office/Field Communication and Decisions.

Construction Management at The University of Northern Iowa has a national and regional reputation especially in the State of Iowa.

7.10.2 The Graphic Technologies ProgramSeveral goals and objectives have been identified which served to guide the development of the major & minor and continue to serve as a basis for curricular revision and improvement. With appropriate rationale, these goals and objectives are always subject to revision. Many of these changes have been implemented in the 2012 curriculum revisions, and are to be considered in the 2014 curriculum change implementation.

Short-Range Goals

1. Students should understand the nature of the graphic communications industries, the evolution of analog to digital technologies and processes, their organizational structures and changes, the socio-economic principles, and the environmental impacts.

1.1 Describe the importance of graphically printed and digital productions relationship to the welfare of society. Describe those changes in industries from conventional, to newer digital technologies in both print and new media.

1.2 Describe traditional and digital workflow organizational structures of a graphic communication in both print and new media enterprises.

1.3 Discuss major graphic communication technological advances throughout history with respect to their social, economic, and environmental impacts.

2. Students should possess an understanding of the theory and concepts and have a working knowledge of mathematics, chemistry, and computer technology applications.


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2.1 Effectively apply mathematics for uses associated with calculating needs in each of the applicable production areas of graphic communications technology.

2.2 Accurately utilize fundamental mathematical principles and practices to determine business needs of graphics industry where applicable such as cost estimating, wage scales, utilities. Additionally, access to training in available computer applications utilized in the workplace will be provided to augment a student’s greater overall learning experience

2.3 Apply knowledge of chemistry in relation to the sundry of chemicals, solvents, and solutions utilized in graphic arts technology where applicable in the laboratory experience. Additionally resources will be applied toward understanding the technologies that are involved in networking and creating a digital workflow.

2.4 Exhibit proficiency with computer equipment, software, digital files and digital technologies that are utilized in all areas of new media and print production areas of graphic communications technologies.

3. Students should be knowledgeable of accepted principles and practices for managing material, financial, and human resources in the graphic communication industry.

3.1 Identify and describe basic linear and non-linear systems, resources, and management elements of the industrial enterprise.

3.2 Exhibit awareness of most and a working knowledge of some of the several managerial and supervisory techniques used in the graphic communications industry.

3.3 Describe the supervisory tasks and obligations associated with graphic communication industries.

3.4 Assess personal abilities and skills needed to function effectively as a graphic communications supervisor, manager, sales representative, and customer representative, or function as a member of a creative team.

3.5 Exhibit knowledge of graphic arts managerial tools including standardized process forms, flow charts, precedence diagrams, break-even charts, and a familiarity of computer applications for creating, accessing, or managing those tools.

3.6 Describe fundamental principles of effective marketing of industrial products and services.

4. Students should be able to communicate effectively in oral, written, and graphic forms as needed to function as a company team member.

4.1 Demonstrate ability to provide effective oral presentations to explain a technological process or procedure.

4.2 Exhibit proficiency in written communications through examples such as career goals, trade journal abstracts or summaries, case studies, term papers, technical reports, research proposals and


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reports, portfolios, and personal resumes'.4.3 Demonstrate ability to analyze, synthesize, and propose solutions

to graphic communications technical and managerial problems through individual and group participation in research and development projects.

4.4 Develop written procedure listings of processes and procedures after thoroughly researching and analyzing a given process.

5. Students should possess foundational knowledge of conventional technological areas of graphic communication technology, and how those areas have evolved to digital technologies that are more representational in modern graphic communication industries and those mature technologies that are still being utilized.

5.1 Illustrate the basic concepts of design and layout as it relates to printed and new media products.

5.2 Effectively demonstrate component of electronic publishing, and the generation of original copy.

5.3 Exhibit appropriate knowledge and skill within digital imaging, the technologies and processes involved in color management and digital file production for digital image printing or convention printing.

5.4 Know and demonstrate the several types of image carriers associated with the conventional and digital printing methods.

5.5 Describe and effectively produce imaged products utilizing lithography, screen-printing, pad printing, vinyl cut/printing, and digital presses

5.6 Identify products that have been printed using all available printing methods.

5.7 Recognize and demonstrate the procedures associated with product finishing and binding.

5.8 Know industrial safety rules and regulations and practice safe work habits in the graphic communications laboratory.

The above listed goals and objectives are considered "continuous" in that they must be achieved each and every semester for consistent growth in the students. Thus, these can be considered "short-term" goals and objectives.

Long-Range Goals

Long-term goals are critical to academic programs, thus the following have been identified and are being pursued:

1. To continuously work toward improvement of the curricular offerings in the baccalaureate degree program.

2. To continuously work to improve the laboratory facilities including space, equipment, and supplies.

3. To continuously improve the technical, supervisory, and teaching skills of the instructional faculty and staff.

4. To continuously promote the graphic technologies program major among the several appropriate publics throughout the state of Iowa and beyond.

5. Continue current efforts to attract and hire faculty on tenure-track


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full-time basisPlans for achieving the short and long-range goals are simple. Work on a daily basis to teach, develop, and promote all aspects of the program major. Reviewing the stated goals and objectives on a regular basis serve as a constant reminder of work that must be achieved to continue making the program a viable option for the participating students.[Approved by Department Council, December 2013]

7.10.3 The Manufacturing Technology ProgramShort-Range

Goals1. Create and improve the existing articulation agreements with the

community colleges in Iowa, ensuring students have the adequate skills to successfully complete their curriculum requirements.

2. Recruit students from community colleges as well as from high schools to grow and maintain the numbers in the manufacturing program. This will require a more specific targeted marketing initiative for the manufacturing disciplines. Establish industry sponsored scholarships.

3. Significantly improve the marketing and public relation content of the program web page and develop alternative mass media tools for recruitment efforts.

4. Integrate emerging technologies such as additive manufacturing and digital tools into most of the technical core to reflect the current state of the industry.

5. Continue to develop more intern opportunities for students in manufacturing industries starting from very early in their program to make them ready by the time they graduate for the specific industry.

Long-Range Goals

1. Explore changing the manufacturing program title to Manufacturing Engineering Technology (MET) and then seek ABET accreditation.

2. Enhance the manufacturing curriculum to remain current and in-step with present and future changes with technology and industry by following the SME 4-pillar approach and FEF requirements for the Metal Casting concentration.

3. Generate faculty development initiatives to further upgrade skills and the experience of latest changes in technology. This could be accomplished through additional education, seminars, and/or workshops. It could also be accomplished through industrial internships during the summer months with key industries located in the Midwest.

4. Working with the advisory board, develop industry sponsored scholarships for students with a view to retain them in the local industry within Iowa and neighbor states.

5. To improve the awareness of manufacturing among schools plan the establishment of summer programs/workshops/courses for high school students and teachers.

6. Develop a healthy research program base in sustainable manufacturing to encompass all areas within manufacturing technology.


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[Approved by Department Council, December 2013]

7.10.4 The Technology Management ProgramShort-Range

Goals1. Identify the target market for this program and market it

- Freshman (high school graduates) who attend to UNI from freshmen level- Graduates from community colleges with AAS or AA degrees- Current industry employees with AAS degree who are looking to pursue 4-year degree- Articulation with Community Colleges: Continue efforts to get Articulation Agreements for all 15 community colleges, with priority to colleges that already have articulation agreements to update articulations as per our new curriculum changes and possible block transfer credits.- Working people from the industry- Educate the public about the importance of Technology Management

2. Recruit students from high schools and community colleges through state conferences, mailings, etc.

3. Explore the need and possibility for this program to be delivered totally online, hybrid, blended and/or face-to-face, on-campus or off-site- A hybrid course with most Technical-Orientation Core courses delivered face-to-face, most LAC and Management Core courses delivered online appear to be the optimum.- The delivery means for the Liberal Arts Core is controlled by the UNI LAC and currently it is mostly face-to-face and online through Continuing Education or Guided Independent Study.- The delivery means for the laboratory-based courses would be face-to-face or blended/hybrid, if appropriate.- The delivery means for the Supervision & Management Core could be either face-to-face, on-line, or a combination of both.

4. Meet with all faculty and staff who provide support services and courses for the Technology Management program to: a) provide an update on any curriculum changes; and b) ensure the services and content including equipment and software are appropriate for the needs of TM students.

Seek input for the program through the departmental advisory committee and the joint Manufacturing & Technology Management Advisory Board.

5. Assess the program through student outcomes assessments and other appropriate means

Long-Range Goals

1. Review and update curriculum and instructional materials. Ensure that curriculum content is relevant for students and included a balance of Technology and Management

2. Participate in professional development activities that provide information that can be utilized for program improvements


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3. Maintain academic rigor, consider adding a new requirement that a UNI GPA of 2.2 be maintained by students in the TM program

4. Complete a five-year follow-up of graduates to assess the program and curriculum changes

5. Continue ATMAE accreditation6. Increase general public knowledge of TM7. Consider the following indicators as measures of the program success:

quality (program and students), visibility (2+2), efficiency (enrollment), and Centrality (to department and university missions).

[Approved by Department Council, December 2013]

7.10.5 Department GoalsIn addition to the above listed goals for the specific programs under consideration, the department approved the following short and long-range goals in 2013:

Short-Range GoalsCurricula

Streamline all program curricular requirements for the department majors and shorten length of majors

metrics 1. revise course pre-requisites2. list course competencies3. investigate possibilities of merging courses

Re-instate the title of the Doctorate degree to Doctor of Industrial Technology (DIT) instead of Doctor of Technology (DT)

metrics 1. Review information about the equivalency of the DIT to a Ph.D. degree;2. Review the recognition of doctorate degrees by NSF and DOE;3. Obtain department/Chas/UNI/Provost/Board of Regents approvals;4. Review all brochures and pamphlets after approval is secured to reflect new

status.

Maintain current accreditation with ATMAEmetrics 1. collect information for self-study report from different university

offices and organizations2. collect instructional material from faculty: syllabi, graded work,

examples of written reports and lab work, and final year research projects

3. prepare the next self-study report in 20134. request re-accreditation5. prepare for the accreditation team visit on campus6. receive team on campus and provide all needed information and

courtesy

Investigate new accreditation opportunities for CM and funding for such efforts

metrics 1. investigate possibility of bringing a consultant on campus.


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2. Research funding needs for such visit/fees3. obtain accreditation information from accrediting agency4. study accreditation requirements vs. current program status to

determine deficiencies, if found.5. secure funding requirements from internal sources (Dean, Provost,

etc...), or external sources (grants, industry partners, etc...)

Maintain and update current program-to-program 2+2 articulation agreementsmetrics 1. program Coordinators to revise their respective agreements

2. identify agreements that require revisions3. work with respective CC and UNI Admissions Office personnel to

make necessary revisions

Develop new 2+2 articulation agreements for CM majormetrics 1. identify program areas which need new agreements

2. identify community college programs which could be targets for transfer of creditcontact appropriate faculty/staff in these CCs and start discussions about 2+2develop a memorandum of agreement of transfer block, courses to be completed at IT/UNI

3. get the 2+2 agreements signed by appropriate administrative staff at both UNI and the community college in consideration

Short-Range GoalsStudents

Maintain current Student Recruitment and Advising Effortsmetrics 1. secure adequate resource to the Student Recruitment and Service

Coordinator’s office2. revise Technology Day activities to ensure its quality and attractiveness

to high school/ CC student recruits3. work very closely with UNI’s Admissions and Marketing Offices4. update PR material (program/department/other brochures).

Scholarships: increase the availability of scholarships and advertise properly for students

metrics 1. Identify new donors through UNI Foundation representatives and the CHAS Advancement Officer (Cassie Luz)

2. Update the Department Scholarship Booklet and publicize with students

3. Encourage students to apply through announcements in classes and student organizations, the Scholarship Booklet, and in Student Lounge Bulletin Boards

4. Continue to assist donors in the interview process and in identifying the winners

5. Publicize the process and publish the names of the winners in department /college/other newsletters and other publications, e.g. hometown papers, etc.


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6. Encourage scholarship winners to contact/write the donors to express thanks

7. Monitor academic progress of winners to ensure continued eligibility

Intern/Co-Op opportunities: maintain accurate records of available intern/coop sites and identify possible new ones, monitor student progress

metrics 1. Involve as many faculty in teaching the TECH 3179 Co-op education class

2. Involve the Student Recruitment and Services Coordinator in identifying new intern/Co-op sites, be the contact person with intern/Co-op site individuals, monitor student placement and progress through their training

Student Organizations: encourage students to participate and be active in student clubs of national professional organizations

metrics 1. Identify funding sources to assist student members’ activities (the Academic Collegiate Fund, departmental funds, industry donations, etc.)

2. Encourage faculty to sponsor such student clubs (count such activity as a professional services, etc.)

3. Host professional organization meetings in the department, when feasible, to facilitate students interaction with professional members in industry and business

4. Publicize organizations’ activities through university paper/PR/newsletters/etc...

Students Professional developments and extracurricular activitiesmetrics 1. Assist, whenever possible, student travel to state/regional meetings

2. Invite outside speakers to speak in classes/to student organizations, etc.3. Arrange field trips to area/state industries/businesses

Advising: maintain excellent advising and compliment university central advising efforts

metrics 1. Maintain the staff position of Student Recruitment and Advising Coordinator

2. Make available an adequate budget for the above mentioned position3. Maintain the faculty involvement in the academic advising process4. Impose registration “HOLDs” to ensure contact between students and

faculty for advising purposes; if needed5. Utilize to the best possible way all central advising and consultant

services offered centrally by the university, and make faculty aware of such services

Career fairsmetrics 1. Advertise and publicize through bulletin Boards and classes all central

services by the university involving Career Fairs and the likes2. Share new available positions which individual faculty may be made


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aware of through their personal and individual contacts with industry and business organizations to students through links to the department web page, announcements to student email list serves, announcements in classes, direct contact by faculty or department staff members, etc.

Short-Range GoalsFaculty and Staff

Recruit and retain quality facultymetrics 1. Fill the vacant faculty position for the Graphic Technologies (GT),

EET and Manufacturing Technology majors provide CHAS Dean with information supporting the GT

program needs2. faculty development opportunities

participation in professional meetings identify new opportunities for industry involvement

3. gauge faculty scholarly activities number of presentations/ year number of peer-reviewed/general-interest published articles number of grant proposals written/funded

Recruit and maintain quality staffmetrics 1. Participation in seminars, workshops, etc.,

2. Engage staff members in department activities,3. Make staff members well aware of ALL department activities and

GOALS even those that may not pertain directly to their immediate work load,

4. Ensure adequate representation of staff members in departmental activities, e.g. Department Council, departmental committees, etc...

Professional developmentSocial Climate

metrics 1. Foster a conducive and pleasant work environment for both faculty and staff

2. Encourage non-work gatherings: coffee breaks, departmental social activities, etc.

MentoringParticipation in University-wide ActivitiesParticipation in Community Activities

FacilitiesIdentify alternate classrooms in other buildings for use in case of an over-flow is needed

metrics 1. Contact CEEE for availability of classroom space when needed

Maintain the current modern look and infra-structure of ITC and classroom equipment update

Resources


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Grants: encourage faculty to apply for internal/external fundingmetrics 1. Identify possible internal grant opportunities e.g. Carver etc... and

publicize for faculty possible consideration2. Work closely with the Office of Government Relations (for state and

national funding opportunities) and the Office of Sponsored Programs (OSP) to identify grant opportunities for faculty and other departmental organizations, e.g. the Metal Casting Center.

Funded research: encourage faculty to write grants for internal/external funding of their research

metrics 1. Work with the Office of Sponsored Programs (OSP) to identify opportunities for funding, and engage faculty in this effort

Donations: seek contributions from individual/industrial/business donormetrics 1. Work with the UNI foundation to identify and contact donors

2. Work with the college advancement officer to identify and contact department alumni for possible contributions and donations to department activities and needs e.g. equipment, scholarships, development opportunities (for students, staff and faculty)

Outreach

Investigate the possibility of offering workshops and seminars to our industrial partners

Identify area of such needed seminars and or workshops Continue the inverted degree program with DMACC-Carroll, IA

metrics 1. Engage program faculty in discussions to identify organizations, areas of interest, and to schedule such events

2. Study the possibility of another cohort for DMACC-Carroll program3. Study the possibility of establishing a similar program with another

community college campus (started Boone campus, Fall 2006)

General Continue discussions about the establishment of SOT (School of Technology) at the

department level as well as with CHAS Dean, UNI Provost and PresidentLong-range GoalsCurricula

Maintain and update current program-to-program 2+2 articulation agreements

metrics 1. Program Coordinators to revise their respective agreements2. Identify agreements that require revisions3. Work with respective Community College and UNI Admissions Office

personnel to make necessary revisionsDevelop new 2+2 articulation agreements for CM major

metrics 1. Identify program areas which need new agreements

Students


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Establish a Student Services Center with 2 full-time P&S positions and Work-Study students as needed

Maintain current Student Recruitment and Advising Effortsmetrics 1. Secure adequate resource to the Student Recruitment and Service

Coordinator’s office2. Revise Technology Day activities to ensure its quality and attractiveness

to high school/ CC student recruits3. Work very closely with UNI’s Admissions and marketing Offices

Faculty and StaffRecruit and retain quality faculty and staff

metrics 1. Acquire a new faculty position for the Graphic Technologies (GT) major

2. Evaluate faculty productivity on a 5-year cycleFacilities

Renovate IT Center Buildingmetrics 1. Make sure that the ITC Building stays on the UNI 5 Year Capitol Plan

List2. Lobby the Dean and Provost to secure needed funds for major

renovations3. Engage faculty in plans of what is needed (classroom space, lab space,

office space, new instructional up-to-date instructional equipment…)Resources

Grants: Continue to encourage faculty to apply for internal/external funding

metrics 1. Identify possible internal grant opportunities e.g. Carver etc... and publicize for faculty possible consideration

2. Work closely with the Office of Government Relations (for state and national funding opportunities) and the Office of Sponsored Programs (OSP) to identify grant opportunities for faculty and other departmental organizations e.g. the Metal casting Center

3. Establish a rewarding mechanism agreed upon by departmental faculty, college Dean, and central administration

Funded research: encourage faculty to write grants for internal/external funding of their research

metrics 1. Work with the Office of Sponsored Programs (OSP) to identify opportunities for funding, and engage faculty in this effort

Donations: seek contributions from individual/industrial/business donor

metrics 1. Work with the UNI foundation to identify and contact donors2. Work with the college advancement officer to identify and contact

department alumni for possible contributions and donations to department activities and needs ,e.g. equipment, scholarships, development opportunities (for students, staff and faculty)

Outreach


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Develop industry seminars and workshops as outreach and professional services and faculty development effortsDevelop new fundraising strategies with UNI Foundation and Alumni AssociationRevamp graduate programs: MS and DIT (New MS degree approved by faculty February, 2012)

Program Operation:

7.11 Program/Option Operation. Evidence shall be presented showing the adequacy of instruction including: (a) motivation and program advising of students; (b) scheduling of instruction; (c) quality of instruction; (d) observance of safety standards; (e) availability of resource materials; (f) teaching and measurement of competencies (specific measurable competencies shall be identified for each course along with the assessment measures used to determine student mastery of the competencies); (g) supervision of instruction; and (h) placement services available to graduates.

Management and/or technical course syllabi must be presented which clearly describe appropriate course objectives, content, references utilized, student activities, and evaluation criteria. Representative examples of student’s management and/or technical graded work shall be available for each course.

7.11.1 Motivation and program advising of students

In a perfect world, student motivation comes in a variety of forms, which includes peer and family pressure, and a desire to do well and have the necessary education to be successful in a chosen career. Positive reinforcement comes from good grades, written papers, projects, and verbal compliments from faculty and peers. There are additional causes for student motivation. A challenging curriculum that addresses their needs and tests their skills is a strong motivation. Furthermore access to modern digital technologies and knowledgeable faculty and staff have a great influence on students’ motivation. Moreover, creating a learning environment where a student feels they are engaged in the learning and evaluation process motivates students to be a part of the process versus a product of the process. Students are advised (Appendix B) from the moment they come to the department about the various course requirements and how they influence their employment potential.

Students in all the programs under consideration as well as those in other programs in the department in general are motivated by a variety of factors. The University, department, professional organizations, and faculty provide extrinsic motivation within the context of performance expectations and standards of achievement. Intrinsic motivation is derived by the desire to excel in course work and through evaluative comments on assignments, projects, and exams. Exhibits of student work, which set standards for other students to strive for, also have a motivating effect. The display boards and cases in the corridors and classroom/laboratories contain some examples of student projects. The university Placement and Cooperative Education offices and


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employers frequently send notices of part-time and temporary job openings, co-op opportunities, and position openings to faculty in the IT department for announcement in their classes and for posting. IT students are motivated, through such opportunities, to gain "real life" experiences by virtue of the hands-on nature of their program of study. Such motivation is enhanced through their involvement in industrial experiences such as internships and Co-Ops, membership in student clubs and organizations, industry-based research projects (senior year research), visits to industry (field trips), and contacts with industry personnel (seminars, joint professional organization chapter meetings, etc.). Another source of motivation is the publishing of the College of Humanities, Arts and Sciences "Dean's List" which includes several Industrial Technology majors in the university official newspaper; The Northern Iowan.

In addition, many department students are actively involved with professional organization chapters and club-sponsored activities on campus and off-campus. Examples of such organizations are:

Construction Management:

The Construction Management Club

Waterloo Building Trades Employers

Master Builders of Iowa

Associated General Contractors of Iowa

Associated Builders and Contractors

Sigma Lambda Chi (Iota III) Honorary Fraternity

Graphic Technologies:

The GRAFX Club and ATMAE student organization provides the graphic technologies students the opportunity to become involved in leadership and professional type activities. Fund raising projects, outside speakers, and fieldtrips are some of the activities associated with this organization.


American Foundry Society (AFS)

Society for Manufacturing Engineers (SME)

American Society of Metals (ASM)

Association of Technology Management and Applied Engineering (ATMAE)

Epsilon Pi Tau


Students in this major join and participate in activities of several of the above listed organizations.

Such student activities with professional associations and clubs provide the students the opportunity to become involved in leadership and professional type activities. Fund raising projects, outside speakers, and fieldtrips are some of the activities associated with such organizations. In addition to these local/regional activities, students are


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encouraged to participate in national meetings and competitions of many professional organizations. In the past two years student members of the Construction Management Club, and ATMAE competed in national meetings and secured national recognition and advanced placement. Funds for such national participation are acquired from the Provost's Office (The Intercollegiate Fund), Department Scholarships, and department funds.

The annual awarding of several departmental scholarships provides additional motivation to students majoring in industrial technology programs. Examples of such scholarships are:

A third source of external funding is the various scholarships donated by department alumni and designated for allocation to students in different programs. As an example, the total payout for the 2013-2014 academic year of such scholarships to department students was $ 46,787 distributed as follows:

Scholarship AmountsScholarship Name Dollar AmountSymposium Scholarships $22,000John Deere – Manufacturing $5,000AGC $3,850Clarence & Carol Letson $3,000John Deere – Diversity $2,500John Deere – EET $2,500Master Builders of IA $2,422Willis & Hazel Wagner $1,250Waterloo Building Trades $1,000Pioneer Graphics $815Dr. Jin and Dr. Ju Technology Scholarship $500Duncan Lampman $500James P. LaRue $500Matthew McCoy Memorial $500Robert Lindgren $250Messingham Memorial Scholarship $200

Based on ACT score, class ranking, GPA, and financial need

In addition to the above listed scholarships, other scholarships were also distributed to eligible students such as:

H. H. Harris Foundation Scholarship Up to $2,000.00

Foundry Education Foundation Scholarship Up to $1,000.00

The total payout for the 2012-2013 academic year of such scholarships to department students was approximately $50,000. The amount has significantly decreased in the past years. The department is currently securing three additional scholarships (Appendix O). Program Coordinators will work to increase scholarship funding in each program through working with the UNI Foundation to secure new scholarships each and every year.


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7.11.2 Scheduling of Instruction

Departmental class scheduling is the responsibility of the department head. The area coordinators prepare all semester class scheduling with input from faculty in each area. The schedule is then submitted to the department head for final approval before it is forwarded to the Registrar's Office for publication. Schedules are developed with consideration for each program student needs. Every possible effort is made to meet the program requirements and the published sequence required of students to complete their degree programs. Furthermore, students are expected to devote six to ten hours per week to outside study and preparation for a typical three-semester hour course. All department laboratory facilities have a scheduled open lab period to accommodate student needs for extra lab times. Such schedules are posted in the lab areas for students to review and plan accordingly.

In addition, each faculty member prepares a course syllabus for each course he/she teaches. Such syllabi are distributed at the beginning of each semester to all students in the respective course. These syllabi contain course objectives, references, course requirements and procedures for meeting those requirements. In some courses, student assignments are given along with due-dates. Appropriate times are scheduled for completion of problem-solving laboratory work and homework. Examples of syllabi are included in Appendix G. Appendix C lists some of the core courses used by all the programs for the Mathematics and Science stream.

7.11.3 Quality of Instruction

All of the courses in the Construction Management, Graphic Technologies, Manufacturing Technology, and Technology Management majors are offered through the Department of Technology and have a balanced combination of designated lecture and laboratory hours. The balance will vary somewhat by course and can be verified through the course syllabi and course descriptions. The lecture periods normally emphasize the "why" concepts, whereas in laboratory periods the emphasis is upon the "how". Students are giving laboratory assignments to develop their creative problem solving skills and technical skills. Additional course work involves developing students’ communication skills through projects that require researching and interviewing industry experts, and presenting those findings in the classroom. Also students work on projects that develop working with clients and peers, as well as group collaborative projects.

For the purposes of determining credit hour assignments, one hour of lecture per week counts as one (1) credit hour while two hours of laboratory account for one (1) semester credit hour. A typical three (3) hour course in the Department of Technology would consist of one (1) hour of lecture and four (4) hours of lab per week.

Select representative sample of departmental course syllabi, which contain the course objectives, content, reference lists, student activities, and evaluation criteria for several courses in the four programs of study are found in Appendix G. All course syllabi as well as a range of examples of students graded work for courses in each of the majors will be available during the accreditation team visit.

7.11.4 Observance of Safety Standards

Safety has become an utmost important issue in all ITC labs. Students are not allowed to


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work in any lab without direct supervision by a faculty member, a graduate assistant, or a qualified laboratory assistant. Laboratories not under the supervision of a faculty member, graduate assistant, or an employee of the University are closed and locked for security and safety purposes. A sheet listing the class and open laboratory hours is prepared at the beginning of each semester and posted in each lab.

7.11.5 Availability of Resource Materials

The University Library has extensive collections of reference books and periodicals (Appendix P). They also subscribe to major scientific databases for easy access to the faculty and students. All the three Regent universities in Iowa combined their resources for the subscription service to get the best advantage that is possible for students. The Department of Technology has periodicals placed in its several of its major-specific laboratories. Periodicals, which are subscribed to by members of the faculty, are often made available to students to check out or to review to complete homework/project assignments.

Major support is also provided by the Rod Library which has a comprehensive video collection (http://www.library.uni.edu/collections/video-collection). Students and faculty can checkout them for their use. The Information Technology Services, ITS (http://www.uni.edu/its/) provides all the computer related services for the entire University community. ITS has set up several computer laboratories/centers on campus for use by students in all majors. It provides general purpose software (e.g. word processing, spreadsheet, data management) and management of these centers. One such ITS laboratory is of particular use to students in the Department of Technology, because it is housed in the Industrial Technology Center (ITC #24), and has been handed over to the department to use for discipline-specific computer applications. The computers in this laboratory are of contemporary speed and capacity and are loaded with several software programs including graphics and graphics related programs. For example, the latest versions of AutoCAD suite, Autodesk Simulation (Algor) FEA, Pro Engineer suite, Solidworks, Mastercam, Vericut, Witness, Magma, Flow3D, are loaded on these machines. In addition, software programs such as Adobe Photoshop, Adobe Illustrator, PageMaker, and Quark Express are also available on these computers for student use. All the computers in the lobby are also loaded with these software so that students can use for their class work and home work when the lab computers are not available.

In addition, the department maintains other discipline- specific laboratories (ITC #10, ITC # 17, etc.) for the dedicated use of its students. Computer Laboratories in ITC 18, ITC 19 and ITC 24 are equipped with state-of-the-art multimedia systems and house 10-40 stations which are mainly used for instructional activities for our majors, graphic technologies, design applications, etc. The computers are equipped with state-of-the art software packages, as mentioned earlier, such as: AutoCAD, ProEngineer, Architectural Desktop, Mechanical Desktop, MasterCAM, Microsoft Project, Virtual Gibbs, Primavera Project Planner, Computerized Estimating Software Timberline, Construction Graphics, Project Planning and Scheduling, etc. Another innovative feature, a Robotel control system is used in ITC 19 for instruction. This internal networking capability allows the instructors many opportunities to communicate with each station individually or collectively. Computers in both labs are also externally


http://www.uni.edu/its/

http://www.library.uni.edu/collections/video-collection

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networked.

7.11.6 Teaching and Measurement of Competencies

(Specific measurable competencies shall be identified for each course along with the assessment measures used to determine student mastery of the competencies.)

Emphasis in all department major course work is upon problem solving. Students are expected to learn how to solve problems that they face in an industrial setting such as construction project sites, graphic communication enterprises, manufacturing facilities or in general business and industry settings. They are trained to utilize their knowledge of mathematics, science, and technology to solve a wide variety of technical and managerial problems. In several of the major courses, students are organized into teams of two to four members. This requires the students to work together in solving problems given to them as course assignments. Examples of such Problem-solving practices in each program area follows:

Construction Management Program

Students are required to complete a capstone course in their senior year, TECH 4100 Undergraduate Research in Construction Management. Students are assigned/ required to find a construction management project addressing an existing problem in a construction industry site and come up with practical solution for such problems.

Graphic Technologies Program

In several of the graphic technologies courses, students are organized into teams of varying sizes. This requires the students to work together in solving problems given to them as course assignments. In the Digital Prepress course TECH 2070, for example, students are given a several individual and group project during the course that involves developing both individualized problem-solving skills. Individually each student is given a different 1-3 color spot color t-shirt in which a client would like reproduced. Their assignment is to decide how to accomplish the task and develop the best way to reproduce the artwork digitally for that project with few parameters other than a required digitally final production-ready PDF file. As a group, in two teams, they will compete to produce two separate newsletters for the Graphic Technologies program. The winner is printed for their portfolios.

Manufacturing Technology Program

In the Manufacturing Technology area before graduation, Manufacturing Technology students are required to complete two capstone courses: Industrial Projects I & II leading to the solution of an industrial applications or design problem. Students solicit projects from industry and work in groups of 2-4 in solving these problems in a two-semester course sequence (TECH 4112 and TECH 4113). Students are required to apply the knowledge they have acquired during their program of study as well as other personal skills to achieve their


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endeavors. Students also are required to write proposals to their industrial partner identifying the industrial problems and the suggested methodologies that can be used to address the specific situation, with a time line and proposed budget (if applicable) for the project. At the end of each semester, the students are required to give a formal public presentation of their projects in a seminar format. Criteria for student evaluations give significant weight to the R & D group's ability to develop and effectively present viable problem solutions acceptable to the cooperating manufacturing firm. Select examples of such projects are listed in Appendix G.

Technology Management Program

Students in the Technology Management major are expected to apply the problem solving techniques in all phases of their courses. They are expected to learn how to solve problems related to industry and its technologies. An emphasis is placed on utilizing problem solving skills to solve a wide variety of technical and managerial problems. Several courses with this component are: TECH 3142 Statistical Process Control, TECH 3143 Managing Manufacturing Systems, TECH 4187 Applied Industrial Supervision and Management, TECH 3131 Technical Project Management, TECH 3119 Computer Applications in Technology and numerous courses in the technical elective areas.

7.11.7 Supervision of Instruction

Instruction in all department courses is conducted by regular tenure/tenure-track faculty with terminal degrees in their field of expertise, adjunct faculty (individuals with extensive industrial experiences), and graduate teaching assistants under the supervision of regular faculty. Laboratory periods related to courses are supervised by the faculty, qualified graduate students, or employed laboratory assistants. In very few occasions, doctoral level students are given full responsibility for teaching a course under the supervision of a department faculty. Master level graduate assistants may assist faculty and supervise laboratories, but seldom have full responsibility for a course. Evaluation of instructors' teaching efforts (by students, peers, and the department head) is done regularly according to the requirements of the Two Year Master Agreement between the United Faculty and the Iowa Board of Regents.

In the past few years the university has been required by the Board of Regents to screen its faculty for verbal fluency in spoken English. This screening is done once at the time when a new faculty joins the department and teaches for the first time.

7.11.8 Placement Services Available to Graduates

The UNI Career Center prepares a report annually to show the positions of Technology graduates. A copy of this document is in Appendix K. In addition to the services of the UNI Office of Career Services, the department faculty regularly receives job opening announcements from our industrial partners/personal contacts to share with their students who are in their senior year and ready to graduate.


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7.12 Graduate Satisfaction with Program/Option. Graduate evaluations of the program/option shall be made on a regular basis (two to five years). These evaluations shall include attitudes related to the importance of the general outcomes and specific competencies identified for the program/option. Summary data shall be available for graduate evaluations of the program/option.

All majors in the Department of Technology must complete a student outcome assessment (SOA) survey for each academic year. This assessment must be conducted at four different stages during the student's "life cycle" at UNI. These are: program-entry, mid-program, near-program-end, and five-years after graduation. The recent follow-up survey involving evaluation of the department by graduates of all programs was prepared in the Fall 2012 and conducted in 2012-2013 academic year. The result of the survey has been reported and samples of it are found in Appendix M. For further information on the survey, please refer to the student outcome assessment plan, student outcome survey, and the student outcomes assessment reports for the respective majors. In addition, the department does a follow-up study of graduates once every five years. Copies of such documents are found in the general exhibit.

Assessment data for all the undergraduate majors in the Department of Technology comes from several sources. The most important of these are the Student Outcomes Assessment (SOA) plans which include the follow-up studies of our graduates. There are two primary goals of the Department of Technology. They are to provide quality degree programs designed to prepare students for the following:

Management-oriented technical professionals for careers in durable and non-durable product industries and related technical service areas, and

Education professionals (teachers and teacher educators) for technology-related programs in secondary and post-secondary schools, colleges, and universities.

The purpose of SOA in the Department of Technology is to provide assurance that the various curricular programs within the Department achieve the above goals. This is especially important in view of the changing needs of students within a society characterized by dynamic evolution in technology. The Department faculty have in prior years completed the university-wide mandated SOA plan for each of its majors and areas of study. The plan consists of outcomes and competencies, frequency and methods of assessment, and analysis and interpretation of results.

In summary, the faculty of each program utilizes the results of their program specific SOA to determine if student needs are being met and what program improvements are needed. Their SOA are dynamic and evolving. SOA are a type of in-process assessments that help to ensure the quality of programs and graduates within the Department of Technology.

Refer to the reports of each program located in Appendix M for further details.

7.12.1. Procedures



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During the 2012-2013 academic year, the student outcomes survey instrument was administered to the students enrolled in TECH 1025 Construction Graphics in the Spring Semester of 2013. The survey instrument was also administered to the students enrolled in TECH 4153 Construction Planning, Scheduling, and Controlling (Spring 2013) and TECH 3149 Construction Estimating (Spring 2013). Administration of assessment activity in these courses was based upon discussions among the construction management faculty. Courses TECH 1025, TECH 3149, and TECH 4153 provided information on the level of attainment of competencies at program entry, mid-program, and near program completion respectively.

Graphic Technologies

Each year the outcomes surveys are administered to Graphic Technologies majors who are at program entry, mid-program, and near program end. Students at the beginning of the program and at mid-program are asked to mark their level of attainment regarding program outcomes, and also answer several questions that will help faculty with recruitment and advising. When surveyed at the end of the program, students are asked to mark the level of attainment regarding program outcomes and to rate various elements of their program as important for employment and advancement, such as liberal arts core classes.


Students in a variety of courses in the Manufacturing Technology program were surveyed during the 2012-2013 academic year, asking them to assess their abilities in technical, managerial, professional and related skill/knowledge areas that are considered to be important. In addition, during the spring 2013 semester, senior students in the major were interviewed by the program coordinator on a variety of topics relevant to outcomes assessment and program improvement.


Each year surveys are conducted to determine how well the students are meeting the outcomes at program entry level mid-program level and near-end program level. During the 2012-13 academic year, the Technology Management program coordinator collected a variety of outcome assessment data from students in the major. The assessment activities included administering a “Student Outcome Assessment Survey” to students in three different courses.

7.12.2 Findings


The completed outcomes survey provides data on students at program entry, mid-program, and near program completion. The number of respondents for each course and


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the level of competency attainment are shown in text, tabular, and graphic format in separate sheets attached to this report.

Survey data for all courses (TECH 1025, TECH 3149, and TECH 4153) indicate increased level of outcome attainment in the majority of competencies as the students progress through the construction management major. In TECH 1025 Construction Graphics, survey data (2013) showed a grand mean of 2.10 (mean of the mean for all 18 competencies) at program entry on a scale of 1 - 4, with 1 being no attainment and 4 being high attainment. In TECH 3149 Construction Estimating, grand mean of 2.68 was obtained at mid-program using the same scale. TECH 4153 Construction Planning, Scheduling, and Controlling is a senior level course and a mean of 3.03 was obtained near the end of the program on the same scale. Survey data shows a little bit lower mean near program completion compared to five years ago (grand mean 3.23 in 2011). Survey data also shows the same trend in grand mean at entry level compared to five years ago (2.31 in 2011 and 2.10 in 2007). However, no significant difference in the grand mean competencies at mid-program is noticeable. The competency #12 near program completion received an average of 2.87. This competency deals with the understanding of accounting and finance. Also Competencies #10 and #11 received an average of 2.94 and 3.00 respectively near program completion. These competencies (#10, 11) are related to the understanding of business fundamentals and economics.

Competencies #10 and #11 received an average of 2.8 and 2.9 respectively at mid-program level. The competency #9 (project control to include project budgeting, cash flow, etc.) received an average score of 2.78 near program completion. Overall, higher achievements in competencies as the students progress through the major are evident from the graphical output.

As before, several students remarks indicated that ATMAE accreditation helps in maintaining quality programs. Students who graduated in Spring 2013 responded to the importance of different program components and reported that technical courses in the major are the most important (5 on a 1-5 scale, with 1 being no importance and 5 being strong importance). They also indicated that general education courses have some importance (2.2 on the same scale).

This year majority students expressed their satisfactions with the computing facilities that are available in the Department of Technology. Computers in ITC #24 and ITC #19 labs are equipped with on-screen Construction Estimating Software package. Students expressed their satisfaction on the use of the software. ITC Computer Lab is equipped with Suretrack, a software for project scheduling. All students expressed their satisfaction on Suretrack Software used in TECH 4153.


As students progress through the major they are indicating an increased level of outcomes attainment with competency. The grand mean being 2.93 at program entry,


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3.52 at mid-program, and 3.11 near the end of the program, using a 1-4 scale with 1 being no attainment and 4 being high attainment.

Student perceptions of the importance of specific program components: students consistently report that technical courses in the major are most important with 76% indicating strong importance vs. 0% indicating no importance. This is followed by other courses in the department and elective courses outside the department. Students consistently rate the liberal arts core courses as least important and major courses are consistently rated as most important.


The data analysis indicates that, as students (n = 38) progress in the Manufacturing Technology program, their competency and achievement generally improve in their perception. The calculated mean scores for the competency areas (technical skills and knowledge, management and professional competencies, and concentration area) have a positive trend over the course of the student’s program of study. In the managerial areas there are certain competencies that have been found to have lower knowledge compared to others such as “Understand and use return on investment (ROI) or payback calculations” or “Understand and use PERT, CPM, or other project tracking techniques” or “Understand the differences in business practices in other countries”. The ratings by students on specific components and courses in their studies at the University of Northern Iowa indicate that they continue to devalue the liberal arts core courses when considering future employment needs. Their perception is that they do not directly add value for their employment potential. This is consistent with previous outcome assessment reports and is indicative of students’ perceptions on courses that are less satisfying and/or beneficial to employment. Courses having higher ratings were those recognized as being directly related to employment or academic success. The ratings for technical and managerial courses in the major were also regarded as important elements of the curriculum.


The SOA survey completed in Spring 2013 at three level (entry, mid, and end) of competency in the program, in general indicated an improved level of outcomes achievement as students progressed through the program, with a competency grand mean (mean of all competencies - instrument consists of 16 Technical Skill/Knowledge competencies, 18 Management and Professional Competencies, 23 Nature of Technology, Technology and Society, Design and Technological Problem Solving, Managing Technological Systems, and Managing Organizational Systems competencies) being around 65% at program entry, 75% at mid-program, and 77% near the end of the program. Our target is to improve the end of program average further. In the Major competencies, Technical Skill or Knowledge, overall competency levels are 53.1%, 65.2% and 76.2% in entry-level, mid-level and near-end level respectively. In the Management and Professional categories the overall scores are: 61.1%, 73.3% and 74.6% in entry-level, mid-level and near-end level respectively.

7.12.3 Results



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The construction management faculty thoroughly reviewed the results of the survey and continue to meet among themselves to determine the future courses of action. In regards to somewhat low attainment level of competencies in some areas, construction faculty carefully examined the course contents and took some preliminary steps in an effort to overcome these shortcomings.

There is no problem with the computer labs now. Computer Laboratory #19 in ITC is now fully equipped with pc and apple computers. Additionally, 24 new computers are now available in Computing Laboratory ITC #24 for instruction of computer-based courses in construction. All computers in these two labs are networked and Technology Department computer usage guidelines in force.

Additional laboratory equipment if needed for the construction management classes will be purchased as funds become available. In addition, construction management faculty received a grant of $75,000 from MBI (Master Builders of Iowa) to support the program. The CM Faculty will continue making all efforts necessary to obtain support from the construction industry and other available sources.


Based on the outcomes assessment results, and the Graphic Technologies Advisory Board, curriculum changes were made for the 2014-2016 curriculum cycle which should better meet the needs of students. Greater emphasis has been placed on management and classes that study other similar disciplines were moved to elective giving more concentration on classes specific to the graphic communication industry. The individual responses from student assessments highlight strengths such as: instructors, laboratory equipment, class tours, teacher student ratio, computers/computer application, and specific classes were highlighted. Weaknesses identified, such as low selection of classes and times, building/facilities, few electives, and specific classes, were highlighted.


A total 38 students returned the surveys that include 60.5% transfer students (This was 69% in 2010-2011 and 50% in 2011-2012). There are not many students doing double majors this time with only 4 out of 38 responses declaring double majors. As noted in previous outcomes assessment reports, the discretionary cutoff for averages of 2.00 for entry-level students, 2.50 for mid-program students, and 3.00 for end of program students were used for delineating low scores. The mean scores for each of the outcome categories did not yield any areas of concern. The general upward trend in each of the competency areas was expected and acceptable.

Individual and group discussions of the program were used to collect information on program strengths and weaknesses. Some of the observations by students included: many courses would benefit from examples or direct experience with problems actually derived from the manufacturing environment, internships continue to be highly valued experience for students, updating of lab equipment, and, in general, they are very satisfied with the curriculum and the support they receive from faculty and staff in the department.


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The SOA survey results data for all classes of competencies indicate improved level of outcome attainment in the majority of competencies as the students progressed through the major. In general, students are progressing well with their perceived goals for successful completion of graduation in the major and future employment.

7.13 Employment of Graduates. Placement, job titles, and salaries of graduates shall be tracked on a regular basis (two to five years). The jobs held by graduates shall be consistent with program/option goals. Summary data shall be available for the employment of graduates.

The most recent survey of the past five years of the department’s graduates shows that most of our graduates have been hired in managerial and technical positions. It also shows the percentage of those hired within certain a salary ranges. A rough list of the reported salary ranges/year for the past five years graduates were as follows:

Less than $ 35 K 12.5 %

$25K-$30K 16.7%

$30K-$35K 12.5%

$35K-$40K 22.2%

$40K-$45K 15.3%

$45K-$50K 8.3%

$50K-$55K 9.7%

$55K-$60K 5.6%

Above $60K 6.9%

Information received from our graduates, industrial partners, members of our Industrial Advisory Committee shows that industries are willing to pay more to our graduate when they hire more graduates from our program. Statistics about the department graduates placement are found in Appendix K. The recent survey also showed that about 35% of the recent graduates (of the past five years) had advanced (between once to three times) steadily to positions of higher responsibility, and were held in high regard by their employers.

Examples of Job titles of graduates are listed below for each area: [The list is not exhaustive]

Construction Management Program Graduates:

Project Manager

Project Builder

Project Estimator

Director of Purchasing

Sales Supervisor


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Bridge Inspector

Owner, and Co-Owner

General Contractor

Quality Engineer

Senior Plans Examiner

Construction Coordinator

Building Inspector

Construction Appraiser

Construction Planner/Scheduler

Graphic Technologies Program Graduates:

Manager; Production Operations

Customer Service Representative

Graphic Designer

Technical Sales

Web Designer

Estimating Supervisor

Manufacturing Technology Program Graduates:

Project manager

Tool Designer

Team Coordinator

Manufacturing Engineer

Manufacturing Technologist

Technical sales

CAD Specialist

Research and Development Technologist

Core Room Supervisor

Molding Supervisor

Safety and Environmental Supervisor

Production Planning and Control Supervisor

Pro E Specialist

Technology Management Program Graduates:

Production Supervisor

Maintenance Supervisor


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Safety Director

CAD Operator

Graphics Illustrator

Industrial Engineer

Parts Manager

Operations Manager

Parts Purchasing Specialist

7.14 Job Advancement of Graduates. The advancement of graduates within organizations shall be tracked on a regular basis (two to five years) to ensure promotion to positions of increasing responsibility. Summary data shall be available for the job advancement of graduates.

In assessing job advancements, three parameters are compared: 1) starting salary and present salary, 2) Job advancements since graduation and 3) job advancements with the present employer. In the first category, previous survey showed 22.2% of graduates starting salary was $40K or above and current survey shows 55.5%, which indicates a salary increase in the right slab. In category 2, previous survey shows 37.5% graduates had one or more job advancements since graduation, current survey shows 88.8% which is significantly higher. In the 3rd category, 38.9% graduates had one or more job advancements with the present employer and the current survey shows 77.7% graduates got one or more job advancements with the present employer, again indicating a very positive job advancements of graduates. Survey data tabulated below:

What was your starting salary range after graduation?

<25K 25K to 30K

30K to 35K

35K to 40K

40K to 45K

45K to 50K

50K to 55K

55K to 60K >=60K

23.6% 19.4% 12.5% 22.2% 15.3% 1.4% 4.2% 0.0% 1.4% Prev.0% 11% 22% 11% 0% 0% 22% 22% 11% Current

What is your present salary range?

<25K 25K to 30K

30K to 35K

35K to 40K

40K to 45K

45K to 50K

50K to 55K

55K to 60K >=60K

12.5% 16.7% 12.5% 11.1% 16.7% 8.3% 9.7% 5.6% 6.9% Prev.0% 0% 0% 11% 11% 0% 11% 0% 67% Current

How many advancements to a higher position have you had since your first job after graduation?

None 1 2 3 >362.5% 27.8% 5.6% 1.4% 2.8% Prev.11% 44% 33% 0% 11% Current


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How many advancements to a higher position have you had by your present employer?None 1 2 3 >3

61.1% 27.8% 6.9% 1.4% 2.8% Prev.22% 33% 22% 0% 22% Current

7.15 Employer Satisfaction with Job Performance. Employer satisfaction with the job performance of graduates shall be tracked on a regular basis (two to five years) including employer attitudes related to the importance of the specific competencies identified for the program. Summary data shall be available showing employer satisfaction with the job performance of graduates.

It has been noticed over the years, that some of the major employers for our programs have been recruiting our students regularly. In fact many a times, we were having problems to provide enough candidates for the required openings that were requested. In a recent survey conducted with our major employers, about their satisfaction with our students. When asked as to how much they were satisfied about our student’s leadership and managerial performance, 71.4% said very good and 28.6 said good, thus showing the excellent managerial and leadership qualities that were imbibed by our program in our students. When asked about the overall technical performance, 42.9% said excellent the highest grade, 42.9% said very good and 14.2% said good. This shows the technical competence of our graduates at the employment place.

7.16 Graduate Success in Advanced Program. If a goal of the program/option is to prepare students for advanced studies, then the success in the advanced study programs shall be tracked and confirmed. Summary data shall be available showing success in advanced programs.

The experience with most of our students is that they are employed in mostly jobs that deal primarily with actual construction, manufacture and management of enterprises and thus are rarely have opportunities for research except in a few cases. Many of our students do advanced programs and graduate studies at a much a later date. In our survey program that utilizes the last 5 years of graduates, very few of them respond having done graduate studies. But our experience with our graduate program is that some of them do come to our program after a lapse of more than 5 years. Student graduation rates are given in Appendix J. Comprehensive graduate and employer survey results are given in Appendix M.

7.17 Student Success in Passing Certification Exams. If a goal of the program/option is to prepare students to pass certification examinations, then the success in passing these examinations shall be tracked and confirmed. Summary data shall be


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available showing success in passing certification exams.

Some of our students go through certification programs after a number of years in a particular organization. For example in our recent survey (conducted for graduates of last 5 years) have indicated a very low percentage (11%). However in some programs such as Manufacturing the SME and ATMAE certification is encouraged during their senior year, and good number of the students have passed during such tests.

7.18 Advisory Committee Approval of Overall Program. An industrial advisory committee shall exist for each program/option and shall participate in general outcome and competency validation and the evaluation of overall program success. 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 for the advisory committee shall exist that include: (a) criteria for member selection; (b) procedures for selecting members; (c) length of member appointment; (d) committee responsibilities; (e) frequency of meetings (at least one per year); and (f) methods of conducting business. A roster of advisory committee members and minutes of advisory committee meetings shall be made available to the visiting team.

The Department's Industrial Advisory Committee meets at least once per academic year. Past Committee meetings were held on: April 9, 2010; April 1, 2011; October 18, 2012. The April 2013 meeting was called for but cancelled for unforeseen circumstances. Materials documenting the length of appointment of committee members, organization of the committee, committee responsibilities, and frequency of meetings as well as other activities of the committee are included in Appendix R under Department Industrial Advisory Committee.

7.19 Outcome Measures Used to Improve Program. Evidence shall be presented showing how multiple outcome measures for example (Graduate Satisfaction with Program/Option, Employment of Graduates, Job Advancement of Graduates, Employer Satisfaction with Job Performance, Graduate Success in Advanced Programs, Student Success in Passing Certification Exams, and Advisory Committee Approval of Program) have been used to improve the overall program/option (please use the attached table 7.19). Evidence that program stakeholders participate in this process must be demonstrated.

Planned Modifications


The student outcome assessment plan used for construction management major is being continually reviewed by the construction faculty. This survey instrument was devised to facilitate the ease of student outcome assessment at program entry, mid-program, and


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near program completion based on the existing curriculum. At this time revision of the survey instrument is not deemed necessary by the construction faculty as it provides sufficient information about attainment of student competencies.


The present SOA procedure appears to work very well and has resulted in valuable data that can be used for program improvement. No enhancements to the SOA process are anticipated at this time.


At this time, students in the Manufacturing Technology program are successfully meeting the expectations for competency achievement. The quality and efficacy of the program is solid, however, the Manufacturing Technology Faculty continue to seek areas for improvement in the curriculum. The group is currently studying the possibility of aligning more tightly UNI curriculum with the four pillars approach being advocated by SME.


Existing curriculum has been modified and approved by the department and the college for the next curriculum cycle. The modified syllabus incorporates more management and technology courses, and reduces university electives. Some individual courses have been revised to reflect current trend in the respective field of technology. With this new curriculum, the program goals for the Technology Management Program, namely, “to prepare beginner / supervisory level management positions in manufacturing and service industries” would be better fulfilled. In order to improve the program outcome goals, Faculty is at present reviewing alternate learning outcome tools to assess all the required competencies as prescribed by the ATMAE accreditation board. Some of the Outcome measures that need to be evaluated are:

Graduate Satisfaction with Program

Employment of Graduates

Job Advancement of Graduates

Employer Satisfaction with Job Performance

Graduate Success in Advanced Programs

Advisory Committee Approval of Program

Outcome Measures Used to Improve Program

The complete SOA reports and the associated data is given in Appendix D for all the programs.


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TABLE 7.19

Outcomes Measures Used to Improve Program

Program Improvements

Program/Option Name: Construction Management

What was DoneCourse revision, Methods Improvement & QCA in Construction Added Lean Construction, Integrated Project Delivery, Building Information Modeling (BIM) concepts.

Why it was Done To provide students with latest theories and concepts in construction management.

Supporting Evidence Student Outcome Assessment, CM Advisory Board.

Program/Option Name: Construction Management

What was Done Course revision/addition, Computerized Construction Estimating.

Why it was DoneTo emphasis new technology in computerized estimating, Digital Blue Print utilization, Cloud Computing, Use of Building Information Modeling (5D) in estimating.

Supporting Evidence Student Outcome Assessment, Industry guidance - CM Advisory Board.

Program/Option Name: Graphic Technologies

What was Done Course addition, Graphic Communications Estimating and Management II

Why it was Done Give students more knowledge of estimating and management within the graphic communication industry

Supporting Evidence Student Outcome Assessment feedback, advisory board input, and instructor input.


What was Done Mathematics require change from Pre-calculus to Mathematics in Decision Making or Introduction to Statistical Methods

Why it was Done Pre-calculus not relevant to major


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Supporting Evidence Student Outcome Assessment feedback, advisory board input


What was Done Laboratory equipment addition, HP Indigo Digital Press

Why it was Done Give students knowledge and experience in digital offset

Supporting Evidence Advisory Board input


What was Done Laboratory equipment addition, Mimaki Vinyl Cutter

Why it was Done Give students knowledge and experience in sign making

Supporting Evidence Advisory Board Input


What was Done Laboratory upgrade, Guillotine cutter

Why it was Done Student safety

Supporting Evidence Department of Technology Safety Committee










What was Done 26 Macintosh Computer additions

Why it was Done Graphic Communication industry standard for computers

Supporting Evidence Student Outcome Assessment feedback

Program/Option Name: Manufacturing Technology


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What was Done Course TECH 4155 Finite Element Analysis was added to the design curriculum

Why it was Done

It was felt that utilizing FEA as a design aid becoming important and many industries are actually using this tool. A brief exposure to this tool during their studies would help the students with the ability to do a comprehensive analysis of complex parts will be an added advantage in the market.

Supporting Evidence The number of industries that are actually using FEA and the proliferation of affordable commercial FEA systems.


What was Done Course TECH 3113 Manufacturing Tooling, a component of practice is added

Why it was Done

Students do a paper exercise in designing a jig as part of the course. However by actually making it in the lab students know the importance of tolerances and some of the design decisions. Sometimes it may be too late but it provides them with excellent learning tool. They can also look at some old design to get a better experience.

Supporting Evidence Some of the really good designs of Jigs in the recent past.


What was Done Course TECH 3148 Machine Design was converted into an online course

Why it was Done

The purpose of this online course is to provide the students with the flexibility in learning. The power point slides were made with full explanations, so that the students have the option of going through them to get the necessary information. All the teaching material is available to the students from the beginning. This helps the students to learn at their own pace. If they still have problems, they can always visit me through eLearning as well as face-to-face.

Supporting Evidence Students are appreciating this model, and the results are good, with very few visits for face-to-face meetings.


What was Done In the Production Laboratory two CNC milling machines and two CNC lathes have been added.

Why it was Done With the increasing use of CNC machine tools in the industry it


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is necessary to provide a measured exposure to the students about the use of CNC machines. Prior to this we have been using the desktop machines which are good but would not provide the necessary industrial experience. These added CNC machines provide more industrial exposure because of the use of industrial standard CNC controller.

Supporting Evidence More and more students are now using these machines for the industrial project fabrication such as the Solar boat.


What was Done TECH 4162 (Automation- Pneumatics and Hydraulics) Added

Why it was Done

Due to the advantages of fluid power systems, such as control flexibility, larger capacity and lower cost, hydraulic and pneumatic systems are widely used in industrial automation. This course needs to be added on the industrial applications where machine requires extensive motion control. Students in Advanced Manufacturing need to know how the fluid power system and its components are used in the manufacturing floor.

Supporting Evidence

Students graduated from this course should be able to troubleshoot and maintain these automation systems. Software (Automation Studio) was learned to enhance students’ understanding and skills.


What was Done

TECH 3147 ModificationsIn TECH 3147 (CAM), a new software (VERICUT) was added so that students can learn more general skills that integrates components modeling and machining process simulation

Why it was Done

VERICUT is a single NC data verification and optimization solution that can be used with different types of CNC machines and CAM systems. Due to its powerful simulation and optimization functions, it can help industries increase quality and productivity, meanwhile reduce cost and improve safety and training. Students need to be prepared and trained in this aspect.

Supporting Evidence

Students were introduced this software and learned some introductory simulations. Students were able to conduct simple CNC simulations, given the models of tooling, fixture, workpiece and machine tool.



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What was Done

TECH 3177 Modifications1. Add virtual reality and its application in manufacturing2. Add green/sustainable manufacturing3. Add 3D printing and rapid prototype4. Add nano-technology and nano-fabrication

Why it was Done

Green/sustainable manufacturing (GM/SM) concept has been recognized, accepted and pursued widely by manufacturing industries. This concept has been practiced in using different techniques, including virtual manufacturing and 3D rapid prototyping.Accordingly, a design and analysis project was added in using 3D prototyping technology. Students had to use the 3D printer to create the prototype of their own design and then evaluate their design to propose ideas on how to improve their current design.For virtual reality, students were organized to have a field trip and visit a local industry that has utilized virtual reality for more than a decade. Students were able to try some 3D objects in a virtual 3D environment. Then students were asked to write a research paper about virtual really and its application in manufacturing field. Nano-technology and fabrication was added because they are the new emerging areas in manufacturing.

Supporting Evidence

After the new additions, students are more aware of the green manufacturing concept, not only plan to practice the GM principles in their future, but also implemented the GM principles in their current part-time student jobs.Students now are not afraid of nano-technology terms and know the basic processes and characterization of nano-technology.


What was DoneCourse TECH 2043 Managing Manufacturing Systems – change of title (Managing Operations and Manufacturing Systems) and extending the scope

Why it was Done

This course serves Manufacturing Technology as well as Technology Management students and the title change would make it more suitable to both. Manufacturing is a subset of operations management and covers managing manufacturing as well as service sectors, and takes it beyond the factory to service sectors including intro to supply chain management

Supporting Evidence Managing operations is now considered a broader requirement


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rather than serving only the manufacturing sector, and this restructured course will cater for these need.


What was Done Course TECH 3180 (TECH 4080) – Lean Manufacturing – New course added to Manufacturing curriculum.

Why it was DoneLean manufacturing has become an essential toll and philosophy for streamlining manufacturing systems and it was felt that student need exposure to this important tool.

Supporting Evidence

Most manufacturing industries are implementing the lean philosophy to remain competitive and provide quality products by value addition and elimination of waste. Our students need this tool.


What was Done Course TECH 3180 Lean Manufacturing – name change (Lean and Sustainable Manufacturing) and extending the scope.

Why it was Done

As part of UNI’s efforts in faculty leadership in sustainability, it was proposed that this course be enhanced by extending the scope to include two modules on sustainability and sustainable manufacturing so that students get a holistic approach to lean and sustainable manufacturing.

Supporting EvidenceThis effort was approved as part of the sustainability efforts of UNI and it has been successfully implemented in the curriculum.


What was Done

Course TECH 2024 – Technical Drawing and Design II – New course created by adding some components from TECH 1024 Technical Drawing and Design I and merging previous course 330:106 Geometric Dimensioning & Tolerancing with this new course.

Why it was Done

Previously we had TECH 1024 (4 credits) and 330:106 (2 credits), this new course along with TECH 1024 (now converted to 3 credits) evenly distributes the topics and also gives students flexibility in scheduling. Apart from this, new CMM machine has been integrated to this course.

Supporting EvidenceWith the use of the CMM machine and also introduction of design of machine elements in this course students are getting good benefits as reflected in their assessments/feedbacks.


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What was Done

Course TECH 4187/5187 Applied Industrial Supervision and Management; In addition to traditional face-to-face, an online option was created to satisfy the needs of many students who prefer online courses.

Why it was Done

To provide the students with the knowledge and tools that they need to supervise today’s multicultural workers. Emphasis in making better decisions, planning and setting goals, organizing jobs and work, interviewing and screening employees, training, motivating, leading team efforts, appraising performance, and handling grievances and labor relations. This course was converted into an online course to support distance learning program.

Supporting Evidence

ATMAE, Advisory Board, and the industries support.Many of our students prefer online courses that are well organized, practical and efficient. In addition, extant studies show no significant differences in academic efficacy for students who prefer online over face-to-face.


What was Done Course TECH 3127 Transport Phenomena for Technologists

Why it was Done

Transport Phenomena was added to the metal casting emphasis to increase the student’s exposure to heat transfer principles and fluid flow dynamics concepts. The concepts are reinforced by integrating Flow Science Flow-3D Computation Fluid Dynamics software into the pedagogy to demonstrate the application of transport phenomena concepts with simulation technologies. Additional, thermodynamics principles, presented as vapor and power cycles, are presented in the class to increase the students exposure to theoretical thermodynamics principles commonly used in study metallurgical systems such as slag control in TECH 4136 Melting Practices in Metal Casting and solidification science. Coupled with fluid dynamics, students obtain a fundamental mechanical understanding of power cycles and equipment such as cooling tower, engines, and air compressors, addressing one of the four pillars of the SME 2015 Curricula, particularly Foundation areas of Product Design and Engineering Sciences.

Supporting Evidence A variety of industries, particularly the metal casting industries, uses fluid dynamics and heat transfer for process and design simulation. Additional, the UNI FEF Industrial Advisory recommended inclusion of a thermodynamic related


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course addressing heat transfer, fluid dynamics, and thermodynamic principles to supplement a thermodynamic course that was removed 10 years ago from the curriculum.


What was Done Course TECH 3134 Molding Methods in Metal Casting, laboratory component of practice was modified.

Why it was Done

Several new laboratory exercises were developed to integrate core courses into the control and understanding of molding processes. For green sand molding, students collect a variety of green sand properties and develop Statistical Process Control (SPC) charts. The pedagogy is to develop an understanding of the variety of green sand molding tests available, in addition to mastering the experimental technique of the green sand tests, and integrate the information into SPC charts as a manufacturing process control exercise, developing hands-on experience in responding and making decisions to changes in a manufacturing process. Another experiential learning component was included to foster complex analysis techniques and design of experiment for a multi-variable system. The lab investigates the changes in properties of two phenolic urethane sand binders, one with an aromatic solvent package and the other containing a bio-diesel solvent package, when coated with a water based graphite coating. A Wiebull Analysis technique is employed to understand the performance characteristics of core tensile properties of solvent packages of binders when used with a water based coating. The lab also supplements the students understanding and control of slurries, such as the graphite coating used in the experiments, using common tests used in the foundry, ceramic, and material processing industries. The laboratory exercise addressed several areas of the SME 2015 Curricula, particularly Foundation areas of Quality and Continuous Improvement, Manufacturing Management, and Production System Design.

Supporting Evidence

The UNI Foundry Education Foundation Industrial Advisory Board recommended that the traditional molding test exercises be integrated with actual application based exercises, demonstrating the proper technique for the particular test but integrating the data into process control and best practice principles for mold production, core production, and coating control.



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What was Done Course TECH 4136 Melting Practice in Metal Casting, laboratory component of practice was modified.

Why it was Done

Melting exercises were modified to integrate process control techniques and equipment to integrate clean metal technologies and best practices employed by the foundry industry. Several melting exercises were improved to integrate the concept of thermal analysis in understanding solidification fundamentals to predict chemistry and inoculation best practices commonly employed in the metal casting industry. For best practices techniques employed by aluminum melters, thermal and differential cooling curves were recorded and analyzed to determine the undercooling and recalescence temperatures to evaluate and assess the effectiveness of grain refinement and modification treatments. Similar laboratory exercises were developed for gray and ductile iron practices in understanding graphite morphology and inoculation effectiveness through fading. These labs also require students to study and correlate resultant microstructures to understand the relationship of best practices and its influence on the metallurgical structure. Laboratory exercises supports the Foundation areas of the SME 2015 Curricula specifically Materials, Manufacturing Processes, and Quality and Continuous Improvement

Supporting Evidence

The UNI Foundry Education Foundation Industrial Advisory Board recommended that the traditional melting exercises be integrated with actual application exercises, demonstrating best practices for melting a variety of metal alloys, utilizing common process control tools for metallurgical control.


What was DoneCourse TECH 4137 Tooling Practice in Metal Casting, laboratory component of casting design and tooling practice was modified.

Why it was Done Traditional design approaches demonstrate the design principles to meet form, fit, and function criteria. A new semester long project was developed to integrate the application of casting simulation into the development of tooling for a variety of mold and core making equipment. The students are required to design the gating and riser system for a ductile iron casting with several manufacturing equipment options available. Upon completion of the casting design based on their selected equipment and pattern layout, the students are required to determine the manufacturing cost and production management plan associated with their design


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based on an annual production rate using a breakeven cost model. The laboratory exercises and project addresses the Foundation areas of Production System Design, Product Design, and Manufacturing Management.

Supporting Evidence

The UNI Foundry Education Foundation Industrial Advisory Board recommended students should understand the economic costs and production requirements for a casting design and tooling development.


What was DoneCourse TECH 2072 Engineering Materials, an assessment program was developed for students to identify competencies and deficiencies.

Why it was Done

Concepts of metallurgy was re-introduced in Engineering Materials and TECH 3132 Applied Metallurgy, a core course in the curriculum, was removed from the core curriculum and moved to the metal casting option to reduce the major hours of the manufacturing technology program from 77 to 66 credit hours. Additionally, construction management majors are now required to take this course for their curriculum. Since this a cross-disciplinary technology course used by two majors, an assessment structure has been developed to provide feedback on professional development skills and course comprehension. The course is divided into three major assessment areas: Weekly Quizzes, Weekly Homework, and 7 Technical reports. The weekly quizzes measures the comprehensive abilities for materials science and questions are primarily application and problem solving type problem. All homework problems are mathematical problems assessing the student’s analytical and problem solving skills. For the laboratory exercises, all labs require a technical report to assess the student’s communication and writing proficiencies. The assessment areas using a letter grade are reported to the student during the 8th and final week of the course, providing feedback to the student’s learning progress and identifying professional deficiencies and proficiencies. The core foundation area of Materials and Personal Effectiveness is addressed by the course pedagogy for the SME 2015 Curricula.

Supporting Evidence No supporting evidence for consolidating metal and non-metal materials except to reduce academic costs and reduce course hours within the major. Assessment is a critical component in evaluating the students learning, assessing the course structure and pedagogy, and providing competency feedback to students.


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This approach is strongly recommended by the university.


What was Done

Course TECH 3132 Applied Metallurgy, an assessment program was developed for students to identify competencies and deficiencies. Additionally, intermediate level discussions are incorporated with an integration of calculus and expansion of laboratory exercises.

Why it was Done

Basic concepts of metallurgy are introduced in TECH 2072 Engineering Materials as part of the curriculum restructure. TECH 3132 Applied Metallurgy was moved to the metal casting option. The course has progressed to an intermediate level course integrating more calculus based discussion of metallurgical principles and processes. Additionally, the lab exercises are application intensive with a strong emphasis in developing metallography skills. An assessment structure has been developed to provide feedback on professional development skills and course comprehension. The course is divided into three major assessment areas: Weekly Quizzes, Weekly Homework, and Technical reports. The weekly quizzes measures the comprehensive abilities for materials science and questions are primarily application and problem solving type problem. All homework problems are mathematical problems assessing the student’s analytical and problem solving skills. For the laboratory exercises, all labs require a technical report to assess the student’s communication and writing proficiencies. The assessment areas using a letter grade are reported to the student during the 8th and final week of the course, providing feedback to the student’s learning progress and identifying professional deficiencies and proficiencies. The core foundation area of Materials and Personal Effectiveness is addressed by the course pedagogy for the SME 2015 Curricula.

Supporting Evidence

The UNI FEF Industrial Advisory recommend the Applied Metallurgy course be developed to meet the industrial needs of a metallurgist, particularly in the area of metallography. Since the course now falls under the metal casting emphasis, pedagogy development to meet this industrial deficiency was strongly recommended by the board members.


What was Done Course TECH 1008 Manufacturing Processes I, structure was modified and rearranged. Additionally, an assessment program


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was developed for students, primarily freshman and incoming transfer students, to develop university level writing and analytical skills.

Why it was Done

During the restructuring of the manufacturing technology curriculum, a new course was created originally titled TECH 1010 Metal Removal. Because TECH 1010 was dedicated to metal removal processes, the course content of lathe and mills were moved to TECH 1010. Bulk deformation processes such as cold working, hot working, and sheet metal operations were introduced. To meet the desired lab component, students visit PMX Industries in Cedar Rapids, a large copper and brass rolling mill. Since the course is a designated freshman level class, an assessment structure has been developed to provide feedback for first year freshman or transfer student in developing critical writing and problem solving skills with an emphasis on gathering, analyzing, and presenting evidences for a specific purpose and audience. The course is divided into three major assessment areas: Weekly Quizzes, Weekly Homework, and various styles of reports. The weekly quizzes measures the comprehensive abilities for materials science and questions are primarily application and problem solving type problems. All homework problems are mathematical problems assessing the student’s analytical and problem solving skills. For the laboratory exercises, all labs require a report, either as an instructional, technical, or business information report to assess the student’s communication and writing proficiencies. The assessment areas using a letter grade are reported to the student during the 8th and final week of the course, providing feedback to the student’s learning progress and identifying writing, comprehensive, and/or quantitative understanding deficiencies and proficiencies. The core foundation area of Manufacturing Processes and Personal Effectiveness is addressed by the course pedagogy for the SME 2015 Curricula.

Supporting EvidenceThe manufacturing faculty determined that it was important for the students to focus on manufacturing processes within the course.


What was Done

Course TECH 1010 Manufacturing Processes I, structure was modified and rearranged. Additionally, an assessment program was developed for students, primarily freshman and incoming transfer students, to develop university level writing and analytical skills.


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Why it was Done

During the restructuring of the manufacturing technology curriculum, the course content of lathe and mills were removed from TECH 1008. TECH 1010 Manufacturing Process II (old name Metal Removal) was developed by combining 330:126 Machining Principles with lathe and mill introductory concepts from TECH 1008 Manufacturing Processes. Since the course is a designated freshman level class, an assessment structure has been developed to provide feedback for first year freshman or transfer student in developing critical writing and problem solving skills with an emphasis on gathering, analyzing, and presenting evidences for a specific purpose and audience. The course is divided into three major assessment areas: Weekly Quizzes, Weekly Homework, and various styles of reports. The weekly quizzes measures the comprehensive abilities for materials science and questions are primarily application and problem solving type problems. All homework problems are mathematical problems assessing the student’s analytical, problem solving, and quantitative understanding skills. For the laboratory exercises, all labs require a report, either as an instructional, technical, or business information report to assess the student’s communication and writing proficiencies. The assessment areas using a letter grade are reported to the student during the 8th and final week of the course, providing feedback to the student’s learning progress and identifying writing, comprehensive, and/or quantitative understanding deficiencies and proficiencies. The core foundation area of Manufacturing Processes and Personal Effectiveness is addressed by the course pedagogy for the SME 2015 Curricula.

Supporting EvidenceStudent evaluations from a previous course titled Machining Principles indicate significant overlap and repetition from the Introductory course.

Program/Option Name: Technology Management

What was Done Course Tech 1065 Technology in Society and Organizations was converted into an online course

Why it was Done

The course is designed to meet the needs of students who have an interest in real world’s Business applications and Technology innovations. The course primarily focuses on understanding subjects that really matter in business, society, and technology. This course was converted into an online course to support distance learning program.

Supporting Evidence ATMAE, Advisory Board, and the industries support.Majority of our students prefer online courses. Online courses


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are more organized and it covers more instructional material than face-to-face classes.


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