Engr Technology: Engineering

1CRITERIA DIMENSION ONE 
(Centrality to Mission/Validation Context)

Context:
Describe why and when the program was created.
(150-word limit)

  The inception of ET (General Mechanical/Manufacturing Engineering Technology) program took place in 1971. The local industry demand for engineering technologists who were capable of commencing work literally on the first day of their employment grew rapidly in 1970's.In addition,there existed a great demand for a four years engineering technology degree for associate degree graduates from local community collges.
Initially, the Engineering Technology Department offered only one degree and multiple options. In early 1996,it was decided to upgrade each option in to independent degree program.
The unique feature of the ET (General Mechanical/ Manufacturing)degree program is the optimum blend of applied engineering courses with strong emphasis on hands-on experience through extensivelaboratory work.The students develop the ability to plan, conduct and report their experimental work in accordance to the industry standard and high quality report writing.

 

Comment:
The purpose of this question is to establish the history and context of the program-its original goal and/or focus.  We are interested in the evolution of the nature and character of the program.


Criterion 1.1: Internal and external demand for the program:      
Demand for a program will be recognized at different levels.  In some cases a program’s demand may be represented by the trend in the number of applicants each year or while other program’s demand may be better represented by recognizing courses taught as service or general education for the larger University population.


Indicator 1.1.1
Number of students enrolled in the program:

Fall 00 Fall 01 Fall 02 Fall 03 Fall 05
115.00 114.00 123.00 96.00 127.00

(Value provided by the Administration)   

Comment:
It is recognized that some programs categorize students according to major while other programs categorize students by options. Double majors do not constitute a significant number of students.


Indicator 1.1.2
External Demand- Total number of applications each year for the program: 

First time Students Fall     

00 01 02 03 05
  46.00   61.00   55.00   56.00   196.00

(Value provided by the Administration)   

First-time Students Winter

01 02 03 04 06
  3.00   1.00   (empty)   (empty)   (empty)

(Value provided by the Administration)   

First-time Students Spring

01 02 03 04 06
  1.00   2.00   (empty)   (empty)   (empty)

(Value provided by the Administration)   

New Transfers Fall

00 01 02 03 05
  18.00   27.00   26.00   17.00   24.00

(Value provided by the Administration)   

New Transfers Winter

01 02 03 04 06
  13.00   9.00   12.00   6.00   3.00

(Value provided by the Administration)   

New Transfers Spring

01 02 03 04 06
  (empty)   (empty)   (empty)   (empty)   (empty)

(Value provided by the Administration)   

Comment:
These data may be used to understand the overall external demand for a program.


Indicator 1.1.3
Annual admits to the program:

First-time Students Fall    

00 01 02 03 05
  36.00   33.00   17.00   13.00   148.00

(Value provided by the Administration)   

First-time Students Winter              

01 02 03 04 06
  2.00   (empty)   (empty)   (empty)   (empty)

(Value provided by the Administration)    

First-time Students Spring

01 02 03 04 06
  (empty)   2.00   (empty)   (empty)   (empty)

(Value provided by the Administration)   

New Transfers Fall

00 01 02 03 05
  8.00   16.00   16.00   4.00   15.00

(Value provided by the Administration)   

New Transfers Winter

01 02 03 04 06
  6.00   7.00   5.00   2.00   2.00

(Value provided by the Administration)   

New Transfers Spring

01 02 03 04 06
  5.00   1.00   2.00   (empty)   5.00

(Value provided by the Administration)   

Comment:
These data may be used to understand the show rate of students accepted/enrolled.


Indicator 1.1.4
New student enrollments in program:

First-time Students Fall    

00 01 02 03 05
  18.00   11.00   12.00   8.00   30.00

(Value provided by the Administration)   

First-time Students Winter              

01 02 03 04 06
  2.00   (empty)   (empty)   (empty)   0.00

(Value provided by the Administration)   

First-time Students Spring              

01 02 03 04 06
  (empty)   1.00   (empty)   (empty)   0.00

(Value provided by the Administration)   

New Transfers Fall             

00 01 02 03 05
  4.00   13.00   13.00   2.00   1.00

(Value provided by the Administration)   

New Transfers Winter

01 02 03 04 06
  2.00   7.00   4.00   1.00   2.00

(Value provided by the Administration)   

New Transfers Spring

01 02 03 04 06
  4.00   (empty)   (empty)   (empty)   3.00

(Value provided by the Administration)   

Comment:
These data may be used to establish how effective a program is in enrolling perspective students. Low numbers could be used as a justification for additional resources. 


Indicator 1.1.5
List the degree options and the number of students in each. (Fall 2005)

No degree options available for this program.

(Value provided by the Administration)


Indicator 1.1.6
Internal Demand: (Fall 2005)

FTE taught in General Education
0.00

FTE taught in Service Courses
0.00

Total FTE Taught By Program
48.00

Comment:
Please note that service courses are defined as those courses consisting of 50% or more students outside the major. These data may be used to support a program’s internal demand as an integral part of the University Mission.

(Optional) If appropriate, please comment on the internal demand data
(100-word limit)

 


Indicator 1.1.7
Describe the profile of incoming students:  (Fall 2005)

First-time Student GPA

  3.23   3.29

Mean/Median GPA (Value provided by the Administration)

First-time Student SAT scores

  1,032.00   (empty)   (empty)

(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)

First-time Student ACT scores

  22.00   (empty)   (empty)

(Total Math and Verbal) Mean score/25 th and 75 th percentile scores (Value provided by the Administration)

First-time Student GRE scores

  (empty)   (empty)   (empty)

(Total Math and Verbal) Mean score/25 th and 75 th percentile scores (Value provided by the Administration)

First-time Student Gender
Male                         Female

93.00 % 7.00 %

(Value provided by the Administration)

First–time Student Ethnicity

Black, non-Hispanic 7.00 %
American Indian/Alaskan Native 0.00 %
Asian/Pacific Islander 31.00 %
Hispanic 38.00 %
White, non-Hispanic 24.00 %
Nonresident alien (empty) %
Race/ethnicity unknown 0.00 %

(Value provided by the Administration)

Transfer Student GPA

  (empty)   (empty)

Mean/Median GPA (Value provided by the Administration)

Transfer Student SAT scores

  (empty)   (empty)   (empty)

(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)

Transfer Student ACT scores

  (empty)   (empty)   (empty)

(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)

Transfer Student GRE scores

  (empty)    (empty)    (empty)

(Total Math and Verbal) Mean score/25% and 75% 25th and 75 th percentile (Value provided by the Administration)

Transfer Student Gender
Male                         Female

100.00 % 0.00 %

(Value provided by the Administration)

Transfer Student Ethnicity

Black, non-Hispanic 0.00 %
American Indian/Alaskan Native 0.00 %
Asian/Pacific Islander 0.00 %
Hispanic 0.00 %
White, non-Hispanic 100.00 %
Nonresident alien (empty) %
Race/ethnicity unknown 0.00 %

(Value provided by the Administration)

Comment:
These data are intended to provide information about both the diversity and excellence of students in the program. 

(Optional) If appropriate, please comment on the external demand data
(100-word limit)

 


Criterion 1.2: Essentiality of the Program:

Indicator 1.2.1
How does this program contribute to meeting the educational needs of the campus, region, and/or state?
(200-word limit)  

  The ET (General mechanical/Manufacturing) degree program supports the univeristity's polytechnic's mission by offering an alternative to conventional engineering degree program. It caters for educational needs of the students who possess aptitude and skill for hands-on, applied engineering degree.
It meets the region's needs by offering a 4-years degree program to students from community colleges. The program serves the needs of aerospace, mechanical, manufacturing, automotive, HVAC (Heating ventilation and Air-conditioning) and many other industries in the region.
The ET (General Mechanical/ Manufacturing) program meets the state needs because there are limited number of universities in California who offer 4-years, ABET accredited engineering technology degree.
 

Comment:
Please consider the fundamental knowledge and skills, what makes the program unique, and/or how it addresses employment or market needs.


 Criterion 1.3: Support of the polytechnic mission of the university and support for campus-wide programs and priorities      

Indicator 1.3.1
Describe how the program promotes “learn by doing” activities. Give evidence and examples of how these activities are embedded in the program curriculum.
(150-word limit)

  The program supports " learn by doing" goal by:
1. Offering laboratory work with each required course
2. Independent projects where students are required to design, manufacture,assemble,report and demonstrate and present his/her work to guests from industry,thier parents, and faculty from ohter departments of the college of engineering.
3. Offering "Internship" (2units credit each time for a total of 6 units units) where student is empolyed full time in an industry to work on a project related to his/her degree program/ objectives in actual industrial environment.
 

Indicator 1.3.2:
List Service Learning Courses and the communities or organizations that have been affected (See University definition of designated Service Learning Courses) (04-05)

1. Teams of students in the ET General Degree Program actively participate in service learning projects. They earn a total of 6 units credit in lieu of the senior project in the ET General Curriculum.
2. Students/ faculty are also involved in serving as judges at local high schools in thier "Project Competitions".
3. Students visit local schools and junior colleges to promote engineering profession.
 

Comment: 
In light of the Cal Poly Pomona mission to link theory and practice, please outline how this program integrates this goal. List or describe service learning courses.

Indicator 1.3.3
Describe how the program supports campus-wide priorities/initiatives such as Teacher Preparation, Honors Program, Life Long Learning and Interdisciplinary teaching.
(150-word limit)

Courses taught in the ET General Degree curriculum stress technical competence and the ability to work as team memebrs.
Students are taught to keep current in their profession by attending seminars in ETT 460 course where experienced engineers are invited from the local industry to share their konwledge and the current advances being made in technology.
Students are also advised to join Professional Socities incluidng ASEE, ASHRAE, ASME, and MCAA and attend conferences arranged by such technical committees.
The ET General Degree curriculum requires that interdisciplinany courses must be taken at other departments within and outside the college of enginering to fulfill their degree requirements. In addition, ET General students are strogly advised to appear in the "EIT" examination as a first step in obtaining professional registration( P.E.)from the "Board of professional Engineers" .
Students of the ET General Program regularly perform visits to the local industry to get familair with the modern design methodologies and manufacturing techniques being utilized in the production of better quality and economical products.
 


2 CRITERIA DIMENSION TWO
(Quality/Outcomes)

Criterion 2.1: Learning assurance       
This section informs the Prioritization and Recovery Planning Committee of the program’s achievements in supporting the university goals to promote, enhance and/or improve: teaching, learning, and educational programs; research, scholarly, professional, and creative activities; support for students; the campus environment; and, to increase community involvement.

The information adds to a better understanding of the relationship of department activities to the success of the university in meeting its mission.

Indicator 2.1.1
Number of full-time & part-time faculty serving the program:  (Fall 05)

Number of full-time faculty
8.00

FTE lecturers
5.00

Please include changes or trends that may be relevant to these data.  Also describe policies and practices for role of lecturers that may be relevant to the discipline or market conditions.
(150-word limit)

 

Indicator 2.1.2
Percentage of FTE instruction provided by tenure and tenure track faculty in the upper division/ graduate courses in the major: (Fall 05)

Tenure/Tenure Track (Upper division courses)
(empty) %

Lecturer (Upper division courses)
(empty) %

Tenure/Tenure Track (Graduate, Professional, Credential courses)
(empty) %

Lecturer (Graduate, Professional, Credential courses)
(empty) %

Please include changes or trends that may be relevant to these data.  Also describe policies and practices for
(150-word limit)

 

Indicator 2.1.3
Student-faculty ratio in the program: (Fall 05)
10.80 To 1

Comment:
It is recognized that some faculty members serve multiple programs. The Dean will assist programs in establishing the ratio.

Indicator 2.1.4
Major/Faculty (Serialized Faculty) Ratio: (Fall 05)
77.60 To 1

Comment:
It is recognized that some faculty members serve multiple majors.  The Dean will assist programs in establishing the ratio.

Indicator 2.1.5
Average class size: (Fall 05)

  Lecture Lab Activity Supervisory
Remedial 0.00 0.00 0.00 0.00
Lower Division 31.00 28.00 0.00 1.00
Upper Division 21.25 16.50 0.00 5.79
Graduate 0.00 0.00 0.00 0.00

Please provide comments about specific class sizes that may be related to accreditation or space limitations.
(100-word limit)

 

Indicator 2.1.6
Describe the status of student learning outcome assessment programs.  
(150-word limit)

The students' learning outcome assessment is conducted through exit examination, alumni survey, employer's survey, independent individual/team projects,presentations of the project work in projet symposium, internship, mid term and final examinations in the subjects taught and special team design projects assigned at senior level.ETGeneral graduates also appear in the Fundamentals of Engineering (EIT) Examination administered by the Board of Professional Engineers and Land Surveyrs .However, it is hard to secure accurate information about the test data from the Boar office. The number of ET General graduates participating in the EIT examination need to be incresed.
The ET General Program is accredited by the Technology Accerditation Commission of the Accreditation Board of Engineers and Technology (TAC/ ABET). To meet the TAC/ ABET accreditation criteria,input relating to the curriculum upates from the local industry is regularly sought and new courses/ laboratory courses are developed as proposed by the Industry Advisory Committee.
 

Comment:
Describe whether you are developing a plan, implementing a plan, evaluating data, or using data to affect the program.

Indicator 2.1.7
Describe how the program’s curriculum or teaching pedagogy has changed as a result of internal or external assessment. 
(200-word limit)

Upon the recommendations made by the Industry advisory Board , input from the students and alumni and student's peromance in examinations and special design projects, a number of changes/ additons have been implemented to the ET General curriculum. These include:
1. ETT 460 Senior Seminar Course units increase fron 2 to 3 inorder to prepare the stuents for EIT Examination as well for the exit examination.
2.Math 132 Applied calculus II have been added as required course in the curriculum.
3.ETT 499 Applied Hydraulics, ETM 312 Applied Fluid Mechanics II, ETT 499 Human Factors in Engineering,ETT 499 Building Systems Engineering and ETM 499 Applied HVAC I and II.
4. one new experiments has been added to the ETM 405L- Wind Tunnel Testing Course.
$. Three new experiments are developed and added to ETT 220/L Applied Fluid MechnaicsIlaboratory.
 

Comment:
You may include interactions with stakeholders, advisory boards, etc.


Criterion 2.2: Preparation of students for a diverse/global community 
Indicator 2.2.1
Describe courses/experiences related to global and/or diversity issues that are available to students.
(150-word limit)           

ETT 460 Senior Seminars Course offered in Fall to senior students stesses diveristy issues, global issues,project management, professional ethics, writng skills, job inteview skils, reusme wrirtng , life long learning in additon to preparation for the exit exmaination.The units of tis course have been increased from two to three in order to cover the vast number of topics and conduct exit examination as one of the program assessment tools.

Comment:
These could be on or off campus experiences international travel etc. 

Indicator 2.2.2
Diversity of the Faculty:

Male (Fall 05)
41.00 %

Female (Fall 05)
0.00 %

Black, non-Hispanic (Fall 05)
0.00 %

American Indian/Alaskan Native (Fall 05)
0.00 %

Asian/Pacific Islander (Fall 05)
5.00 %

Hispanic (Fall 05)
0.00 %

White, non-Hispanic (Fall 05)
31.00 %

Nonresident alien (Fall 05)
0.00 %

Race/ethnicity unknown (Fall 05)
5.00 %

Please describe policies and practices or current efforts to address the diversity of the faculty serving the program.
(150-word limit)

 


Criterion 2.3: Faculty research and creative activity

Indicator 2.3.1
List faculty peer reviewed publications and creative activities: (Years 03-04, 04-05, 05-06)

Department wide

Peer reviewed publicationd by prof. Fazal Kauser:
1. An Overview of Gas turbine Propulsion technology.
2. Performance Prediction of Russian Triple-Spool, Tu-144, After-Burning Turbojet as a Possible propulsion System for American SST.
3. Pridiction of Mixing and Shock Induced Noise in the variable Geometry,Exhaust Nozzle of PRATT & Whitney F-100/229 Low Bypass Tuebofan.
4. Performance Evalaution an X-wire sensor for Measuremnts of Flow Angularity in the Turbomachinery Using Dual Channel, Hot-wire Anemometer.
Creative Activities by prof. kauser:
Desinged and built a 12 in X 12in test section, Open Circuit, Low speed Wind Tunnel for research and stuents' projects for the use of Engineering Technology, Mechnaical, and Aerospace Engineering students.
Won Mini grants three time form the cal Poly Pomona Office of profesional developemnt and creative activities.
Threee times Recepient of Summer Faculty Fellowship by NASA and United States Air Force.
Organized and chaired numerous AIAA "Aerospace Sciences Conferences" and AIAA/ASEE/ASME/ SME Joined Porpulsion Conferences" numerous time since 1990.

Comment:
This information should be available in the annual report.

Indicator 2.3.2
Describe any resources available for professional travel excluding resources made available by the College Dean, Faculty Center, Research and Graduate Studies, or President’s travel funds. (Years 03-04, 04-05, 05-06)
(150-word limit)

Porf. Fazal Kauser traveled to Organize/ attend AIAA Joint propusion Conference sponsored by American Institute of aeronautics and Astrnautics during his tenure as Summer Faculty Fellowship at NASA Dryden laboratory.  

Indicator 2.3.3
Describe policies, practices and resources for encouraging professional, scholarly and creative activities.
(150-word limit) 

The Engineering Technology Department Retention, Tenure and Promotion (RTP)Document outlines requriments for professional development required at each rank in accordance with Appendix 16 of the Cal documentPoly Pomona University Manual.  


Criterion 2.4: Quality of student advising       

Indicator 2.4.1
Describe policies and practices for academic advising within the program.                      
(150-word limit)

Academic advising is a crucial part of the ET General Degree Program. The permanent faculty are required to maintain five office hours per week in accordance with Cal Poly Pomona Academic Policy.The students are advised on academic related matters as well as on matters pertaining to design competitions, indepentdent projects, serving on profesional socities including ASHRAE, MCAA, SME, and students's clubs.
The ET General students are required to seek adivce prior to regitration each quarter.

Indicator 2.4.2
Graduation rates: by gender and ethnicity:

Values for indicator 2.4.2, graduation rates by gender and ethnicity, are empty for all programs. Graduation rates for first-time freshmen and transfer students are provided for undergraduate programs only. These data were omitted from the reports because it was not feasible to assemble them from existing systems at this time, due primarily to conversion/cross-over issues between Banner and PeopleSoft.

First time freshman 6-year graduation rate

50.00 %

(Value provided by the Administration)

Ethnicity

Black, non-Hispanic (empty) %
American Indian/Alaskan Native (empty) %
Asian/Pacific Islander (empty) %
Hispanic (empty) %
White, non-Hispanic (empty) %
Nonresident alien (empty) %
Race/ethnicity unknown (empty) %

(Value provided by the Administration)

Transfer Student 3-year graduation rate

33.00 %

(Value provided by the Administration)

Ethnicity

Black, non-Hispanic (empty) %
American Indian/Alaskan Native (empty) %
Asian/Pacific Islander (empty) %
Hispanic (empty) %
White, non-Hispanic (empty) %
Nonresident alien (empty) %
Race/ethnicity unknown (empty) %

(Value provided by the Administration)

Indicator 2.4.3
Number and percentage of Students “At Risk”:

Fall 00 Fall 01 Fall 02 Fall 03 Fall 05
38.00 33.04% 24.00 21.05% 30.00 24.39% 27.00 28.13%   55.00 43.31%

(Value provided by the Administration)

Describe any policies or procedures related specifically to at-risk students (150-word limit)

 

Comment:
Below 2.2 Cal Poly Pomona GPA for undergraduates and below 3.0 GPA for graduates

Indicator 2.4.4
Number of degrees granted:

00 01 02 03 05
20.00 15.00 14.00 18.00 18.00

(Value provided by the Administration)

Indicator 2.4.5
Describe current opportunities for students to apply knowledge in the program through; internships, summer programs, research opportunities, co-op, part-time jobs relating to university course work, teaching associates, etc. (150-word limit)

ET General Degree Program offers two units credit ( a total of 6 uints)to students each time they work full time during summer on their degree related projects through co-op, internship, summer students' fellowships. In addition, students are provided the opportunity to work as teaching and laboratories assistants to reinforce and enhance their hands-on and theoratical experience prior to graduation. They are also encouraged to assist the faculty on their research and development of new laboratory experiments,setting up the newly acquired laboratory equipment for credit.
 

Indicator 2.4.6
Describe current structures/processes provided by the program to facilitate student job placement. (150-word limit)

The Career center at Cal Poly Pomona maintains up-to-date information on the job listing in the Engineering Technology filed. Requests (in the form of flyers) received from the industry for full time/ part time employment are posted outside the faculty offfices as a service to the graduating students.
Alumni also contact the program coordiantors when thier is need for the ET General gradautes.Annual Job Fairs are held at the capmus where ET General students are encouged to arrange inetrviews with the prospective employers.
 


Criterion 2.5: Contribution to the sense of community and the intellectual quality of the campus

Indicator 2.5.1
Describe the current co-curricular and extra activities for students supported by the program (i.e.: clubs, social events, performances.)
(150-word limit)

Students of ETGeneral Prpogram belong to a number of professional and socil clubs including Asian Students Club,Muslim Students Club,Cal Poly Pomona Women Club, ASHRAE club, SCETA Club, MEP Students Club.

Indicator 2.5.2
List speakers, symposia, workshops, etc. provided by the program over the past year. 

ET GEneral Degree students participate in the College of Engineering syposium held annually.Guest speakers from local industry incluing Banks -Power Egineering, Boeing,General Electric, JPL and speakers from the CalPloy Pomona Career Center are invited in ETT 460 Senior Seminar class to speak and share their experience in various fileds related to engineering profession.  


3 CRITERIA DIMENSION THREE
(Efficiency)

Criterion 3.1: Utilization of physical space            

Indicator 3.1.1
Describe the general space needs of the program and current utilization of space excluding temporary relocations:
(200-word limit each field)
                                                                                                                   
Instructional Space (Classrooms/Labs)

 

Non-instructional Space

 

Comment:
The PRPC is interested in understanding the approximate amount of space that is currently used to run the program.  Are the spaces shared spaces that may be used by other programs throughout the day, week or quarter.  Does the program utilize dedicated space that is used by the program exclusively by one program or class and is not open to other programs due to scheduling, unique equipment or security requirements? Do programs share non-instructional spaces? Do tenure/tenure track faculty members share office space?


Criterion 3.2: Utilization of human resources           

Indicator 3.2.1
Percent of total FTE taught by full-time vs. part-time faculty:

Percent of total undergraduate FTES by part-time (Fall 05)
(empty) %

Percent of total graduate FTES by part-time (Fall 05)
(empty) %

Percent of total undergraduate FTES by full-time (Fall 05)
(empty) %

Percent of total graduate FTES by full-time (Fall 05)
(empty) %

Comment:
The PRPC is interested in looking at how much of an individual program’s curriculum is being taught by full-time and part-time faculty.  The committee does not have a bias about whether a high ratio of one or the other is preferred or if a balance is ideal.  The intent of the ratio is to provide a context within which the committee can make comparisons.

(Optional) If appropriate, comment on the average FTE taught. 100-word limit

 

Indicator 3.2.2
List the number and nature of administrative support staff dedicated to the program.

Number: 0.41
Nature: (empty)

Comment:
The PRPC recognizes that the number of administrative staff is not necessarily established by a program, nor is the number of support staff necessarily an indicator of the quality of a program.  The committee is interested in looking at the number of staff (i.e. Administrative Coordinator) that may be directly assigned to a program.  If a staff person is shared between programs estimate the amount or ratio as a percentage of the assignment of the staff person to the program based on FTES. 

Indicator 3.2.3
Number of technical and instructional support staff.
0.41

Comment:
The PRPC recognizes that technical and instructional staff members are often shared between programs within a department or a college. Estimate the amount or ratio as a percentage of the assignment of the staff person to the program based on FTES in the individual programs supported. 

(Optional) If appropriate, comment on the administrative structure of your staff. 100-word limit

 


Criterion 3.3: Utilization of technology           

Indicator 3.3.1
Describe the use of computer technology to enhance course delivery and/or course administration.(150-word limit)

Computer utilization is emphasized throughout the curruculum where-ever appropriate' such as design projects, senior projects, laboratory report writing,drafting, assignments related to enhansing writing skills, , special assignments, design of machinery/ mahnine components an applied technical problems solving.  

Comment:
The PRPC is interested in how technology is being utilized by the program.  This use includes regular in-class presentation technologies and course administration (i.e. Blackboard, WebCT, or similar) as well as on-line materials and communications. 


Criterion 3.4: Utilization of time 

Indicator 3.4.1
Describe the current use of alternative scheduling (i.e. evenings, weekends, school breaks and summer) to facilitate or improve student academic progress. (150-word limit)

Selected lower division classses havescheduled during summer each year since the inception of the ET General Program. From this acdemic year (AY 2006),Summer Quarter has been chnaged to a regular quarter like Fall, Winter and spring. This has opened up great opportunity for the ET General students to complete the course requirements for the completion of their degree sooner. Evening classes are also scheduled for the benefit of full time working stuents.  


Criterion 3.5: Management of financial resources   

Indicator 3.5.1
Program teaching cost: (Year 05-06)

Cost per WTU
$ (empty)

Cost per FTES
$ (empty)

Comment:
The PRPC recognizes that this cost changes over time depending on the number of students and the faculty members teaching in the program.  There is no target value rather the value serves as context.

Indicator 3.5.2
Current total operating expenditures: (Year 05-06)
$ 327,810.00

Indicator 3.5.3
External funding generated: (Year, 04-05)

Cash Gifts
$ (empty)

Gifts in Kind
$ (empty)

Annual Fund
$ (empty)

Comment:
The PRPC is interested in understanding how well supported a program may be by ongoing fundraising efforts at the program, College or University levels. 

Indicator 3.5.4
Other revenues generated by the program per Serialized Tenured and Tenure Track faculty.

Grant and Contract Activity

02-03 03-04 04-05
$ (empty) $ (empty) $ (empty)

Indirect Cost Recovery for Fiscal Year

02-03 03-04 04-05
$ (empty) $ (empty) $ (empty)

Open University

03-04 04-05 05-06
$ (empty) $ (empty) $ (empty)

Comment:
Include in this area research grants that sponsor research activities and or release time.  Also include sponsored classes and revenue generated through continuing education or Open University classes that is reimbursed to the program.

(Optional) If appropriate, comment on the resource indicators above.
(150-word limit)

 


4 CRITERIA DIMENSION FOUR
(Opportunity Analysis of the Program)

Criterion 4.1: Opportunities for growth or enhancement in meeting the University Mission

Indicator 4.1.1
Describe how and in priority order areas you would change your program to greater enhance or facilitate the University Mission if your program’s resources were increased permanently.

  • Faculty
  • Staff
  • Equipment
  • Recruiting
  • Operating Budget
  • Facilities
  • Other

(300-word limit)

I propose following changes in the ET General Degree Program in the order of Prpiority:
Top priority: Hire 2 tenure track faculty in the area of Mechnaics and Manufacturing to strengthen the quality and rigor of the ET General Program.
Second Priority:
Hire a technician for the ET General Program to support laboratory and senior projects taken by the students.
Third Priority:
Purchase following equipments:
1. IC Engine Test Rig
2. Gas Turbine engine Test Rig
3. Low Speed Wind Tunnel Models
4. Move the ETM 405 Wind Tunnel testing and ETM 315 Machine Elements courses in the required lsit.
5. Purchase a Smoke Generator for flow visualization.
6. Develop new courses in Turbomachinery (4 units) and Applied Structural Analysis (4 uints)
7. Develop a lab in Applied Hydraulics
8. Develop a lab in Heating and Air Conditioning Systems
9. Develop a lab in Applied Heat Transfer
 

Comment:
For each program, briefly describe what you would do if you had a permanent increase in state funding and why. For example, it could be that hiring more serialized faculty is the most pressing need to meet and sustain the demands of growth and insure student success. Perhaps new laboratory equipment and lab assistance is needed to replace outdated equipment, maintain quality and keep the curriculum relevant. Faculty travel, release time for a vital department need, or any other use of funds could be part of your proposal.