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BS Industrial Technology ‐ Program Planning Report – Spring, 2015 Pg. 1

PROGRAM PLANNING REPORT SAN JOSE STATE UNIVERSITY

AVIATION AND TECHNOLOGY DEPARTMENT

BACHELOR OF SCIENCE IN INDUSTRIAL TECHNOLOGY COLLEGE OF ENGINEERING HTTP://AVTECH.SJSU.EDU

Department Chair or School Director: Dr. Seth P. Bates, [email protected], 408 924‐3227/3190

Faculty Program Plan Leader: same

External Reviewer: ATMAE (atmae.org) last accreditation 2010

next accreditation 2017

Date of Report: Fall 2015

Date Due to PPC: Spring 2015

Current Chair of Program Planning Committee: Brandon White, [email protected]

UGS Administrative Support for Program Planning: Nicole Loeser, [email protected]

Submissions: Reports are to be submitted electronically via email. Please email the program plan, request for

external reviewer (if applicable), and external reviewer’s report to [email protected]. In addition, please

cc the above email on all communications with the dean, external reviewer, Program Planning Committee, and

UGS on matters pertaining to your program plan.


TABLE OF CONTENTS <please indicate page numbers by each section>

1. PROGRAM DESCRIPTIONS ........................................................................................................ 3

a. Program Mission and Goals

b. Curricular Content of Degrees, Minors, and Certificates

c. Service Courses

2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS .............................................. 6

a. Progress on action plan of previous program review

b. Significant changes to the program and context

3. ASSESSMENT OF STUDENT LEARNING ..................................................................................... 6

a. Program Learning Objectives (PLO)

b. Map of PLOs to University Learning Goals (ULG)

c. Matrix of PLOs to Courses

d. Assessment Data

e. Assessment Results and Interpretation

f. Placement of Graduates

4. PROGRAM METRICS AND REQUIRED DATA ............................................................................ 15

a. Enrollment, Retention, and Graduation rates

b. Headcount in Sections

c. FTES, Induced Load Matrix

d. FTEF, SFR, Percentage T/TT Faculty

5. PROGRAM RESOURCES ......................................................................................................... 18

a. Faculty

b. Support Staff

c. Facilities

6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES AND CHALLENGES ................................. 22

7. DEPARTMENT ACTION PLAN .................................................................................................. 22

8. APPENDICES list included with Report ................................................................................... 24

a. Required Data Elements

b. Curriculum flow charts for CENT and MFGS concentrations

c. Four year roadmaps for CENT and MFGS concentrations

d. Assessment rubric examples: Tech 145, Tech 190

e. GE Assessment Report: Tech 198 (SJSU Studies Area V)

f. Accreditation Report as submitted to ATMAE, minus appendices


1. PROGRAM DESCRIPTION

The Department of Technology, one of the precursors of today’s Aviation and Technology

department, is among the oldest programs at SJSU. The origins of the Department of Technology

were in the Industrial Arts (originally ‘Manual Arts’) Department which appeared in the 1867 catalog

for the California State Normal School, before it moved to San Jose. The department at that time

and up through the 1970s specialized in preparation of K‐12 teachers for the Single Subject

Credential in Industrial Arts. It was and has remained the largest department in the state in that

subject matter (Industrial Arts).

The current BS Industrial Technology degree program was established from the foundation of the

Industrial Arts BA degree program in the 1960s and was first accredited in 1967. It was one of the

first three programs accredited by the newly‐established National Association of Industrial

Technology (NAIT). In 2009, NAIT changed its name to the Association for Technology Management

and Applied Engineering (ATMAE, atmae.org). Our Industrial Technology programs have been

continuously accredited since 1967. The current accreditation runs from 2010 to 2017.

Due to changes in State law, notably Proposition 13, the Industrial Arts program (BAIA) became

much smaller starting in 1980, and as early as 1990 there were only intermittent students pursuing

the BAIA degree. The BSIT degree achieved early success due to its careful matching to industry

needs, and the program at SJSU has remained the largest in California for most of the years since its

inception.

The Technology faculty in the Department of Aviation and Technology offer the BS in Industrial

Technology, an MS in Quality Assurance (MSQA), and several minors, shown in the list below, from

the current catalog. The MSQA degree is currently not accepting students, at the request of the

department faculty: because it no longer met the needs of our BS graduates the program is being

redesigned. Because it is no longer accepting students and because the new program has not yet

been proposed or approved, the MSQA is not included in this Program Planning Report. A Graduate

Certificate Program in Quality Assurance offered by the graduate faculty is in abeyance since the

suspension of admissions to the MSQA. It is of value and is likely to be reviewed to make sure it

meets the new SJSU requirements for Certificate programs, once the graduate program is revised

and approved.

Technology Degrees, Concentrations, minors, and other programs offered by the department:

BS ‐ Industrial Technology, Concentration in Computer Electronics and Network Technology

BS ‐ Industrial Technology, Concentration in Manufacturing Systems

Minor ‐ Electronics

Minor ‐ Industrial Technology

Minor ‐ Manufacturing

MS ‐ Quality Assurance (Not Accepting Students)

Supplementary Authorizations for Teaching Credential


The Technology degree programs are housed administratively in the Department of Aviation and

Technology in the Charles W. Davidson College of Engineering. The department office is located in

the Industrial Studies building, room 111. The department website may be found at

http://avtech.sjsu.edu.

1a. Program mission and goals

Program Mission

Our mission is to be a leading provider of high quality, practice‐oriented aviation and industrial

technology graduates through excellence in education, research, and scholarship.

Program Goals

The goals of the B.S. Industrial Technology degree program are to provide students with

opportunities to develop both in‐depth knowledge and hands‐on experience in basic and advanced

industrial processes and procedures as well as an understanding of the managerial sciences, for

success in positions in technology management. In each of the two areas of concentration, students

will:

BS Industrial Technology Core Learning Objectives:

C1: Demonstrate strong communication, critical thinking and interpersonal skills

C4: Use skills in team development, dynamics, and management to work as team players

C5: Demonstrate ethical behavior and concern for colleagues, society, and the environment

C9: Demonstrate leadership skills for a technology professional

1b. Curricular Content of Degrees, Minors, Certificates, and Credentials

The BS Industrial Technology degree programs respond to an identified need in industry for

technically competent managers in a wide range of businesses and industries. It is most accurate to

think of these programs as “applied engineering and management.” Graduates typically work in

Engineering roles and with engineering titles (manufacturing engineer, production engineer, process

planner, production manager, systems engineer, network manager, etcetera) alongside graduates of

other engineering degree programs, and focus on the operational management of technical

systems. Over the years, graduates of the BS Industrial Technology have enjoyed strong success in

placement as well as in salaries, in careers directly related to their major studies, and form a large

and growing contingent of technical managers in many industries and businesses in the greater

Silicon Valley area, with many serving in careers with global reach.

http://avtech.sjsu.edu/bs_it

In terms of curricular content, the degree program consists of a combination of foundations in Math

and the Sciences, Business Management, economics, and global focus courses, with Technical

courses and learning activities in subjects for the discipline. These are described in a bit more detail

in the next paragraph.


The degree comprises two concentrations; Manufacturing Systems (MfgS) and Computer Electronics

and Network Technology (CENT). The degree curricula start with general education which includes a

strong base in mathematics, physics, chemistry, economics, and business management, with a core

of studies and learning activities in Technical subjects appropriate to each program. The two

concentrations share a core program covering a range of critical technical subjects such as

electronics, computer programming, quality management, networking, lean manufacturing, and

automation. Each concentration adds content development in either Computer Electronics and

Network Technology or in Manufacturing Systems, respectively. The Manufacturing Systems

concentration is focused strongly on product development and sustainable practices, both in

product design and in product manufacturing. MfgS includes a study of the product life cycle, the

process and role of design, prototyping, manufacturing planning, and execution. The CENT

concentration focuses primarily on computer and network systems design, implementation, and

management, starting with technical foundations in electronics, and continuing to advanced studies

in computer and networking technology. This program is gradually evolving with an increasing focus

on networks and wireless connectivity.

The degree includes a required minor in Business which includes statistics and a range of

coursework which both enhances our Technology curriculum and is also valuable to our graduates.

The curriculum is highly experiential, with a strong focus in laboratory‐based courses. Thus, both

programs are designed to be very hands‐on, practical, and to focus on operations management

within each area of specialization.

Employment has been strong and consistent (usually measured at over 90% in careers directly

related to the degree program), with salaries comparable to graduates of other programs in

business and engineering.

Four‐year Academic Roadmaps for the two degree concentrations are included in the Appendices.

1c. Service Courses

The department offers several service courses, both for the university and for other departments or

programs in the College of Engineering. At the university level, we offer TECH 198: Technology and

Civilization, a general education course in area V. This course enrolls roughly 100 students per

semester from all over the campus including many in the College of Engineering. We also offer

several courses which are cross‐listed and used by other departments in the College of Engineering,

specifically:

TECH 041: Machine Shop Safety – crosslisted with Mechanical Engineering

TECH 042: Manufacturing and Machine Shop Projects and Practices – crosslisted with Mechanical Engineering

TECH 145: Lean Manufacturing – crosslisted with Industrial and Systems Engineering.

TECH 098: Technology and Women, is an approved lower division GE course which has not been offered in several years.


2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS

2a. Progress on action plan of previous program review

No prior Program Planning Report or response is available.

2b. Significant changes to the program and context, if any

No prior Program Planning Report or response is available.

The program has been involved in several important and substantive changes since 2006. These

include a comprehensive review of the degree and both concentrations in 2008‐2009 which resulted

in a refined and improved curriculum reduced to 122 units (prior to the system‐wide 120 unit

mandate), and participation in the campus‐wide effort to reduce degree programs to 120 units

which was initiated in 2013 and finalized in Fall 2014.

In addition, during the last 8 years, the department has worked diligently to increase its visibility,

profile, and level of understanding among faculty advisors and students throughout the college.

This has been one reason for the success in program growth, as students more attuned to and with

stronger aptitude to the character of our programs find their way to our degree major.

Additional information about ongoing projects and proposed actions is found in section 7.

3. ASSESSMENT OF STUDENT LEARNING

The BS Industrial Technology including both concentrations is accredited by the Association for

Technology Management and Applied Engineering (ATMAE). The last accreditation review was in

2010 and the next one is in 2017. This and related documents are included in the appendices to this

Program Planning Report, with key sections listed below.

Appendix: SJSU‐ATMAE Self‐Study Binder.pdf

Relevant sections: 6.3.11 Competency Identification (p. 46), 6.3.12 Competency Validation

(p. 49), 6.3.13 Program Development, Revision, and Evaluation (p. 52), 6.6.2 Scholastic

Success of Students (p. 90), 6.6.3 Placement of Graduates (p. 94).

Outcomes assessment at each level is underway but course level assessment of Student Learning

Outcomes is not at the level it should be at this time. The department faculty view bringing our

assessment process to completion and to round one review closure to be our primary program

objective for this Academic Year.

3a. Program Learning Objectives (PLO)

The PLOs for the BS Industrial Technology were established through a thoughtful two‐year review

process in 2007 and 2008. This project was headed by the program faculty and engaged input from

community college partners and our Industry Advisory Board.

With respect to the WASC PLO Rubric, we have achieved most of the enabling steps, but are only

now collecting data on most courses to make course level assessment a reality.


Roadmap of Progress on WASC Program Outcome Rubric – Industrial Technology

Status Spring 2015 Plan Complete

Comprehensive List Developed Developed course rubrics Fall 2012

Reviewed Fall 2014

Assessable Outcomes Developed continued review, threshold Fall 2015

expectations developed

Alignment Developed Aligned to University (ULOs) Fall 2014

Assessment Planning Emerging Data analysis, rubric and AY 2015‐16

threshold review

Student Experience Not developed Student involvement in SLO Fall 2016

And rubric development

PLOs for the BSIT Concentration in Manufacturing Systems

M1. Demonstrate skills in the planning and design of manufacturing processes.

M2. Describe the product life cycle and how products are manufactured.

M3. Design and plan industrial facilities

M4. Select and operate computer numerical controlled and other machines

M5. Describe the uses, advantages, and disadvantages of current and evolving manufacturing

techniques including laser machining, electrical discharge machining, water jet and abrasive

water jet machining, and rapid prototyping.

M6. Select analysis and use polymers, composite materials, and materials in the design of

manufactured products.

M7. Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided

design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and

settings.

M8. Use the principles of production scheduling & planning in an industrial environment

M9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and

Materials Resource Planning (MRP)

M10. Integrate design, manufacturing, and materials into the design and development of new

products

M11. Apply the principles of Lean Manufacturing to manufacturing and soft systems

M12. Apply OSHA and NIOSH principles to facilities design and management

PLOs for the BSIT Concentration in Computer Electronics Network Tech (CENT)

E1. Solve electronic circuit and electronic systems problems or designs in analytical and creative

ways.

E2. Analyze and troubleshoot analog and digital communication circuits and systems

E3. Use microprocessors and associated circuits in test simulations and system interfacing of

processes.

E4. Develop and implement software systems for control of electronic industrial processes.

E5. Analyze the role of instrumentation and automation in the electronics industry.


E6. Apply telecommunications theory to industrial settings and problems

E7. Setup and manage computer networks

E8. Design and Analyze electronic circuits and systems using simulation and hands‐on

experiments

E9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and


3b.1. Map of PLOs to University Learning Goals (ULG) for Manufacturing Systems

University Learning Goals

Specializd

Knowled

ge

Broad

IntegrativeK

nowle

dge

Intellectu

alSkills

Applied

Knowled

ge

Social

Global

Resp

onsib

ililities

BS Industrial Technology

Manufacturing System SLOs


X X X

M2. Describe the product life cycle and how products are manufactured.

X X X X

M3. Design and plan industrial facilities X X X

M4. Select and operate computer numerical controlled and other machines

X X X

M5.

Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including laser machining, electrical discharge machining, water jet and abrasive water jet machining, and rapid prototyping.

X X X X

M6. Select analysis and use polymers, composite materials, and materials in the design of manufactured products.

X X X

M7.

Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and settings.

X X X X


X X X

M9. Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and Materials Resource Planning (MRP)

X X X

M10. Integrate design, manufacturing, and materials into the design and development of new products

X X X X



X X X


X X X

3b.2. Map of PLOs to University Learning Goals (ULG) for the CENT concentration

University Learning Goals

Specialized

Knowled

ge

Broad

Integrative

Knowled

ge

Intelle

ctual

Skills

Applied

Knowled

ge

Social

Global

Resp

onsib

ilities

BS Industrial Technology / CENT SLOs

Computer Electronics Network Tech

E1.

Solve electronic circuit and electronic systems

problems or designs in analytical and creative

ways.

X X X

E2. Analyze and troubleshoot analog and digital

communication circuits and systems X X X X

E3.

Use microprocessors and associated circuits

in test simulations and system interfacing of

processes.

X X X X X

E4. Develop and implement software systems for

control of electronic industrial processes. X X X

E5. Analyze the role of instrumentation and

automation in the electronics industry. X X X

E6. Apply telecommunications theory to

industrial settings and problems X X X

E7. Setup and manage computer networks X X X

E8.

Design and Analyze electronic circuits and

systems using simulation and hands‐on

experiments

X X X X

E9.

Demonstrate an understanding of materials

management including Just‐in‐Time (JIT) and


X X X


3c. Matrix of PLOs to Courses

Tables 3.c.1 and 3.c.2 show the matrix illustrating courses in which each PLO is supported (x) for the two concentrations.

For the assessment schedule, see the six‐year assessment plan table below.

3.c.1 Matrix of Student Learning Outcomes to Courses of Manufacturing Systems program

BS Industrial Tech/Manufacturing Systems PLOs SLOs

Course List a b c d M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12

Tech 020: Design and Graphics X X X

Tech 025: Introduction to Materials Technology X X X

Tech 031: Quality Assurance and Control (C) X X X X

Tech 041: Machine Shop Safety X X

Tech 045: Sustainable Facilities Design & Planning X X X X X X X

Tech 046: Machine Operation and Management X X X X X X X X

Tech 060: Introduction to Electronics (C)

Tech 065: Networking Theory and Application (C) X

Tech 115: Automation and Control (C) X X X X X

Tech 140: Green & Sustainable Product Design X X X X X X X

Tech 145: Lean Manufacturing (C) X X X X X X X X X X

Tech 147: Green Manufacturing Analysis & Mgt X X X X X X X X X X X X

Tech 149: Computer Integrated Manuf. Systems X X X X X X X X X X X X X X X

Tech 190: Senior Seminar in Technology (C) X X X X


3.c.2 Matrix of Student Learning Outcomes to Courses of CENT program

BS Industrial Technology/Computer Electronics and Network Technology PLOs SLOs

Course List a b c d E1 E2 E3 E4 E5 E6 E7 E8 E9

TECH 031: Quality Assurance and Control (C) X X

Tech 060: Introduction to Electronics (C)

TECH 065: Networking Theory and Application (C) X X

TECH 115: Automation and Control (C) X X X X X X X X

TECH 145: Lean Manufacturing (C) X X X X X

TECH 160: Microprocessors Theory and Applications X X X X

TECH 163: Telecommunications Systems X X X

TECH 165: Wireless Communications Technologies X X X

TECH 167: Control Systems X X X X X

TECH 169: Applied Electronic Design X X X X X X X X X X

TECH 190: Senior Seminar in Technology (C) X X X X

3d. Assessment Data

Assessment in our programs takes place at several levels. First, established PLOs are reviewed for

relevance to the SJSU University Learning Goals. Second, assessment of student outcomes takes

place at key courses in both the core curriculum and the more specialized curricula for each option.

Third, Surveys are collected every 2 to 3 years for feedback from current students and from program

alumni. Finally, data from the course assessment and the surveys is provided to the faculty and the


program advisory board for review and recommendations. Examples of course level data collection

rubrics are provided in the Appendices. Summaries of the most recent surveys of students and

alumni are presented in section 3.f. below. Recent surveys of students and alumni were conducted

in 2010, 2012, and 2014.

In addition to surveys of our Alumni, the program faculty use an outcomes assessment tool

externally established and validated by the Professional Certification group at ATMAE, our

accreditation agency. Every student in the programs takes one of two ATMAE exams in the spring

semester of their final year at SJSU. One is more targeted toward the Manufacturing Systems

program, and the other is a more general Technology Management assessment tool that is used

with our Computer Electronics and Network Technology concentration students. We have two

years of these data (Spring 2013, Spring 2014) in house and are reviewing them at this time, both in

terms of our own PLOs and to see where we can use the data to help us improve each program.

We have had a model for course assessment in place for several years, but until Fall 2014 it has been

applied primarily only to the General Education SJSU Studies course Tech 198. Again it has been

used specifically to assess learning of General Education Learning Objectives. These reports are

submitted to the University annually. The course coordinator is Dr. Patricia Backer. The most recent

assessment report for Tech 198 is included in the Appendices. For other courses and for Program

Learning Objectives, the department is playing catch‐up with respect to course assessment. While

program assessment through the use of surveys of both current students and graduates are

collected every 2 to 3 years, and assessment using the ATMAE externally validated exams are

collected now each spring, course level assessment other than for General Education has not be

conducted since 2008‐2009. To address this, the faculty have developed rubrics for key courses in

each program, based on the Outcomes mapping presented in this report. Degree PLO measures will

be added to the GE outcomes assessment of Tech 198 starting with the Fall 2015 semester.

After a hiatus of several years, the faculty have begun to gather course level assessment data this

spring, starting with retroactive collection of data on two key courses, Tech 145 and Tech 190,


delivered in Fall 2014. In addition to the Fall 2014 collection, we are gathering assessment data on

three additional courses delivered spring of 2015. The remainder of the courses in our key courses

list will be assessed in Fall semester 2015, and evaluation of the assessment data gathered up to

summer 2015 will begin at that time. By spring of 2016 we will have gathered and reviewed

assessment data on all key courses in the assessment schedule. The assessment schedule is

presented here in table form.

Six Year Assessment Schedule, B.S. Industrial Technology

AY 2014‐15 AY 2015‐16 AY 2016‐17 AY 2017‐18 AY 2018‐19 AY 2019‐20

Course # Course Role Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr Fall Spring

Tech 031 CORE M R I/M R I/M R I/M R I/M R I/M

Tech 060 CORE M R I/M R I/M R I/M R I/M

Tech 115 CORE M R I/M M R I M R

Tech 145 CORE M R I/M R I/M R I/M R I/M R I/M

Tech 149 Advanced MfgSyst M R I/M R I/M R I/M R I/M R I/M

Tech 169 Advanced CENT M R I/M R I/M R I/M R I/M R I/M

Tech 190B Capstone M R I/M R I/M R I/M R I/M R I/M R

Tech 198* CORE/GE M R I/M R I/M R I/M R I/M R

M Collect data ('Measure')

R analyze and review

I Implement changes coming out of review

I/M Implement and Measure again

* Tech 198 is reviewed each year through the General Education Assessment process cycle. The course coordinator is Dr. Patricia Backer.


3e. Assessment Results and Interpretation

At this time we are collecting data from Fall 2014 and Spring 2015, and revising the assessment tool

for Tech 198, our GE SJSU Studies course to assess Program Learning Objectives as well as GE

Learning Objectives. Review and evaluation is beginning in Fall of 2015.

As the current data sets are not yet complete, there are no recommendations at this time.

Recommendations are expected to arise from the faculty and advisory board review in Spring of

2016.

3f. Placement of Grads

The department conducts a follow up survey of alumni every 2 to 4 years. An online survey was last

developed and conducted by the Aviation & Technology Department in consultation with SJSU

Office of Institutional Effectiveness and Analytics in Fall of 2014, and the prior survey in Fall of 2012.

Surveys were sent to 455 program alumni, and a total of 68 responses were received, for a 15%

response rate. The summary results of the survey are listed here.

2014 BS Industrial Technology Alumni Survey, Highlights/Selected Findings:

General

38% of alumni responding had a concentration in Manufacturing systems, 31% had a concentration in Electronics and Computer Technology, and 20% had a concentration in Computer Electronics and Network Technology (q3).

Employment

77% are employed in a field related to their undergraduate major (q6).

77% obtained their first full‐time job 6 months or less after graduation (q8). o 45% obtained first job prior to graduation

37% obtained their first full‐time job from “other sources”, 29% from a friend or relative, 16% from an employment agency, and 13% from a newspaper (q10).

First Major‐Related Job

34% said their first major‐related job was in industry, 33% in electronics and networking products, and 19% in other types (q14).

86% said their primary role in their first major‐related job was as an engineer (q15)

67% said teamwork was a competency extensively used in their first major‐related job, 64% said technical skills and knowledge, 63% said computer skills, 60% said written communication, and 55% said oral communication (q16).


Current Job

70% are not in their first major‐related job any longer (qa).

60% said their primary role in their current job was as an engineer, 27% said administrative or management (q25).

83% said oral communication was a competency extensively used in their current job, 80% said written communication, and 73% said teamwork (q26).

52% are regularly involved with quality control in their current job, 51% are regularly involved with training and development, and 49% are regularly involved with report writing (q30).

Degree Satisfaction

81% agree or strongly agree they are satisfied in their current position (q31.b).

26% agree or strongly agree ,compared to their co‐workers with BS degrees, their undergraduate preparation was superior (32.c). Only 7% disagree or strongly disagree with this.

Graduate and Continuing Studies

46% are interested in pursuing a master’s and/or doctoral degree (q36).

45% feel the BS Industrial Technology degree program was either outstanding or good in preparing them for advanced study (q38).

The faculty are reviewing these Survey data and will include them in the program assessment review

this academic year, with recommendations, if any, in the Spring of 2016.

4. PROGRAM METRICS AND REQUIRED DATA

The Required Data Elements discussed in this section are attached in Appendix A of this report.

4a. Enrollment, retention, graduation rates, and graduates

Please refer to the attached RDEs for the BS Industrial Technology.

It is worth noting that the heavy majority of BS Industrial Technology students come to the program

as third year transfer students. Thus the numbers for first time freshmen are not included in this

analysis: the numbers are so low as to be statistically unreliable.

The faculty understand graduation rates in our major to be slightly higher than for the university

overall and higher than for the College of Engineering. This assumption is under review based on the

current RDE.

Enrollment rates in terms of number of majors has grown steadily and significantly from 80 majors in 2009 to over 220 majors in Fall of 2015.

While both Freshman and Transfer admits have increased in the past six years, the ratio of Freshman to Transfer new students has been pretty consistent through the past two decades. A significant number of majors also come to these programs as Change of Major applicants from other programs in the College and across the university.

1st year retention rates vary considerably for the Freshman cohorts due to the low numbers in those cohorts. However, 1st year retention rates for new transfer students vary from just under


80% to 100%.

Graduation rates for FTF at 6 years is 100% for the Fall 2004 and 2005 cohorts, and 33% (URM) for the 2007 cohort. There are no data provided for the 2006 cohort.

Graduation rates for UGT (3‐year) shows a low of 20% for the 2006 and 2009 cohorts but otherwise typically is in the range of 40 to 45%. These are comfortably higher than the College of Engineering graduation rates but slightly lower than university wide rates.

The graduate program has been quite small but shows a graduation rate of 100% for the 2006

and 2008 cohorts and 33.3% for the 2010 cohort.

4b. Headcount in sections


As has been reported in the previous section, enrollment of majors in the BS Industrial Technology

was at a low of approximately 79 students (for both programs combined) in Fall of 2008, and started

growing after that on a steady curve. The RDE shows UG majors totaling 89 in Fall 2010 and rising to

123 in Fall 2012 and to 194 in Fall 2014. The table shows this growth to be fairly steady at slightly

less than 25% per year. The program has technical impacted status but is currently not using any

supplementary admissions criteria, and does not expect to do so until the program reaches about

350 to 450 majors.

Part of this growth is attributable to increased applications, up from 52 for Fall 2010 to 98 for Fall

2013 and 84 in Fall 2014. We think this growth is related to outreach and improved

communications of our programs in local Community Colleges by the faculty and college. A portion

of this growth in major headcount however is directly attributable to work done by the faculty to

increase visibility in the community and in the university, and to improve communication of

program outcomes and goals to students throughout the College of Engineering. The faculty,

particularly Dr. Garcia and Dr. Bates, have worked very closely over the past five years with the staff

of the Engineering Student Success Center to improve in‐college retention of students who are not

successful or not comfortable with other majors in the College, with the result that Change of Major

applications to our programs have been a major source of new students.

Numbers of lecture and lab sections have increased at a much lower rate than the growth in majors,

as we are able to improve section enrollments with careful scheduling. That is, the increase in

majors has permitted increases in average section size, and improvements in Student‐Faculty ratios.

This has reduced the cost per FTES significantly in the past five years. The RDE shows that overall

courses and sections offered have remained largely constant since 2010, though there has been a

minor increase in lab sections. Head count per section has increased overall from about 17.5 in

2010 to over 25 in Fall 2014.

Average section size, as with SFR, was historically low in the period prior to 2010 due to the then

low number of majors. As the number of majors has grown from a low of about 80 in 2008‐2009 to

over 200 today, lecture section enrollment has risen dramatically, from a historical low of about 24

to 29 students to an average of 37 in 2014 (now it is much higher), and this average is rising still due


to the continued increase in major count coupled with better scheduling. The average enrollment in

lower division class lecture sections has been somewhat higher than in upper division courses (42 LD

compared to 34 UD in Fall 2010), which reflects the upward direction of program majors headcount.

As the number of majors in each program increases it will be possible to further improve average

section size and, correspondingly, SFR. Availability of a larger lecture room for core classes will also

help, and was finally achieved in Summer 2015 by the addition of doorways to our larger lecture

room. This has increased the room capacity to over 100 seats. Current SFR is higher than that

shown in the RDE and is expected to increase steadily to above 20, much closer to the College

average. Increases beyond that will require faculty review and redesign to reduce the number of lab

courses in the curriculum. The faculty will be discussing this option starting in Fall of 2015.

4c. FTES, Induced Load Matrix


The department has expected, and realized, significant growth in FTES due to the increased number

of majors in the program. On the other hand, our GE/SJSU Studies course Tech 198 was responsible,

in 2009, for roughly one‐third of total FTES for the department. This class was dropped by several

departments in the College of Engineering in their work to reduce the program units to 120, as

required during the 2013‐2014 systemwide unit reduction process. While we expected to lose some

significant FTES from this change, that has not materialized to the degree expected.

There are two discrepancies between the FTES categories used in the RDE and the current reality of

the program. First, the Electronics and Computer Tech category shown in Data Exhibit 7 was

changed to Computer Electronics and Network Technology (CENT) in Fall 2009. We will arrange with

IEA to correct the naming of this majors category. Second, the “Industrial Technology” category

listed is no longer available to any student – they must declare a concentration when they enter the

program. This is shown in the table as the number of majors in this category dropped to 1 in Fall

2012 and has remained at zero since then. Other than this the numbers in Exhibit 7 reflect very

closely our own calculated numbers. The increased major headcounts have resulted in a slow and

steady increase in overall FTES for the Program, from about 80‐90 FTES in 2010‐1011 to 106.8 in Fall

2013. FTES for AY 2014‐2015 was approximately 112 FTES total as reported to the Dean’s office this

fall. This is not in the current RDE.

Table 4.c.1. Induced Course Load Matrix, BS Industrial Technology (incl MSQA)

Year HeadCt LD UD GR Total

Fa 2010 83 68 84 18 170

Fa 2011 98 67 132 12 211

Fa 2012 113 107 138 10 255

Fa 2013 149 142 192 27 361

Fa 2014 172 158 233 19 410


Table 4.c.1 is extracted from the five tables in the RDE, Data Exhibit 4.The induced course Load

Matrix clearly reflects the growing program, showing an increase from 170 total in Fall 2010 to 410

total in Fa 2014.

4d. FTEF, SFR, Percentage T/TT Faculty


The RDE show clearly that the FTEF and SFR for the program are increasing as the program grows.

This is discussed in more detail above in sections 4a and 4b.

FTEF is growing slowly but entirely in the area of Part Time or adjunct faculty. Student‐Faculty ratios

for the Industrial Technology programs have been historically low, primarily because this is an

intensively hands‐on, real‐world curriculum with lab sections limited for safety reasons to 20 to 25

students. This can be seen in the RDE which shows SFRs from 2009 to 2013 with a high of 16.8. As

the program has grown in recent years and with review by the faculty, lecture sections have been

larger, covering two lab sections together, and improving SFR. The most recent reporting through

our Dean’s office indicates that the SFR for AY 2014‐2015 was close to 20, a significant

improvement. These data are not in the RDE yet.

The Industrial Technology program FT (tenure line) faculty are mostly at or close to retirement age,

resulting in a faculty that are heavily tenured in. Five of the 7 faculty in the program have entered

the FERP program since 2009, and one completed his FERP in Spring of 2015. Thus the faculty in the

IT program are both ‘tenured in’ and also ‘FERPed in’, with four of the 6 remaining tenure line

faculty enrolled in the FERP program. In addition, one of our FTT faculty is on semi‐permanent

assignment to research work at the college or university level. A number of dedicated and talented

part time faculty augment the faculty and provide effective instruction for our majors. Part‐Time to

Full‐Time faculty ratios were 27/73% in Fall 2013 and 31.5/68.5% in Fall 2014. Additional FERP

departures are expected in 2016, 2017, and 2018, which will result in much higher PT to FT faculty

ratios. The department will request a new tenure‐line faculty search for AY 2016‐2017, as the PT to

FT ratio will reach problematic levels at that time.

5. PROGRAM RESOURCES

5a. Faculty

The profile of the Department of Aviation & Technology's full‐time faculty has changed significantly

over the past 8 years. Over this period, we have experienced five of our seven tenure line faculty

entering the Faculty Early Retirement Program (FERP). No new full‐time faculty have been hired

during this period, in spite of the growth in majors. FTES do not yet support more than the current

number of tenure line faculty even though the majority are in the FERP program. The ratio of full‐

time to part‐time faculty has remained at an acceptable balance up to now, partly because several

Technology faculty have taught part‐time for other departments in the College of Engineering

(General Engineering, Mechanical Engineering, and Industrial and Systems Engineering). By Fall


2017 however, the program will be down to 2 Tenured and 1 FERPing faculty, while the majors are

expected to reach 250 to 280 and the FTEF will rise to over 140. The result will be an excessive ratio

of part time to full time faculty if no new hires are brought in. The faculty distribution for the

Technology program is shown in the table below.

Instructional FTEF by Tenure Status

Department of Technology

FTEF 2008‐09 2010/11 2011/12 2012/13 2013/14 2014/15

Avg Avg Avg Avg Avg Avg

Tenured/TT 5.1 * 5.2 4.5 4 3.3 2.7

Temporary 5.3 0.6 1.8 1.5 2.1 2.8

Total 10.4 5.8 6.3 5.5 5.4 5.5

* includes 0.5 FTEF Probationary

Full‐time faculty resumes (See Appendices) outline the extent, recency, and relevance of industrial

professional level experience. We believe that our present team of Industrial Technology faculty

members is quite impressive; each member of this team is doing an excellent job of instruction in

his/her area or areas of technical concentration as well as engaging with the professional and social

community. All full time professors are active members of ATMAE (our professional association) as

well as other professional organizations that are listed on their resumes.

Qualifications for employment in our industrial technology program place an emphasis on the

following criteria: (1) University level teaching and/or industrial experience in a specific discipline;

(2) Preference to applicants who have additional technical experience related to other curricular

areas of concentration; (3) Awareness of and sensitivity to the educational goals of a multicultural

student population; and (4) Cross‐cultural experience and/or training (e.g., bilingual, multicultural

background).

In recent years, several faculty have assumed instructional responsibilities for courses in other

departments. The previous chair, Dr. Patricia Backer, served for a number of years as Director for

the General Engineering program, and is now engaged full time in research for the University, as

well as with the Academic Senate.

5b. Support staff

The Aviation and Technology department retains one office administrator, two instructional

technical support staff, and several student assistants. The office administrator manages all office

functions and routine faculty support for the department including both the Aviation programs and

the Technology Programs. One of the two ITS staff positions is dedicated primarily but not

exclusively to support for the Technology programs and laboratories. The other is dedicated

primarily (but not exclusively) to the Aviation program and laboratories, and must be capable of

addressing its unique and specialized needs, including operation and maintenance of flight

simulators, and service and maintenance of the department aircraft and the hangar facility. The


Aviation ITS staff position is currently unfilled following the resignation of the last ITS last year, and

this is causing difficulty with supporting some of the specialized labs and equipment used by the

program. Other than this, the staff support is sufficient to the needs of the Technology programs.

5c. Facilities

The Industrial Studies Building is the home of the Department of Aviation and Technology on

campus; this 100,000 square foot facility was designed and constructed approximately fifty years

ago, primarily to serve the Department’s Industrial Arts teacher credential programs. The building

has proven to be an excellent facility for the instruction of technology‐related subject matter over

the years, adapting well to changes in program and technology. In the last twenty five years,

Industrial Technology programs have moved into the forefront of our technology curricula largely

displacing their Technology Education (Industrial Arts) forerunners. The original building design

remains flexible and quite responsive to the implementation of numerous curricular changes.

The department provides an office suite comprised of three rooms for the main office, the office

Admin, and the Department chair. The office provides mail services and a heavy duty

copier/printer/scanner/fax machine that is networked and supports all faculty and staff. The

department has primary scheduling control over a number of specialized laboratories, several small

planning centers which can function as smaller classrooms, two computer laboratories with 30

workstations in each, and one large multimedia teaching laboratory.

Laboratory facilities in the building are constructed on 20 foot modules. Each individual center is 40

feet wide by (typically) 40, 60, 80 or 100 feet long, housing work stations for 24 or 30 students.

Adjacent to some of the labs is a small “planning center” used by a majority of the instructors to

catalog technical reference materials and deliver their lecture presentations or demonstrations.

There are four primary specialized laboratories for the Technology program. One is in the

Engineering building and the other three are in the Industrial Studies building. An electronics and

computer/networking technology lab that also doubles as a multipurpose computer lab is located in

IS 117. This lab provides instruction for up to 30 students in a number of classes (see table below).

Another is the manufacturing prototyping and processes lab, which provides specialized spaces and

equipment for project planning, wood working, composites fabrication, sheet metal work, and part

layout. It is located in IS 119. Our major manufacturing processes laboratory is in IS 122, and

provides a wide range of conventional machine tools including lathes, mills, and a variety of

stationary tools such as saws and drill presses, a foundry, welding stations, and material storage to

support class and special projects. Finally, we have an Advanced Manufacturing Processes lab which

is located in Engineering room 101, and which focuses on advanced processes including computer

numerical control (turning and milling), 3D printing, Laser cutting, and other processes.

Classroom space is at a premium throughout the campus. The department has used its dedicated

lab and classroom spaces as a positive opportunity to streamline and improve operations. In spite

of turning over significant space to the university in the past 10 years, the department has adequate


space and is able to provide a superior program in both manufacturing and electronics/network

technologies. The facilities also support classes in Aviation as needed. The two tables below in this

section describe the specialized laboratories and the classrooms which the department has primary

scheduling control over.

There is a continuing need for large lecture rooms for instructional purposes and ancillary academic

activities both for the department and for the College of Engineering. The Engineering building,

remodeled and rebuilt in 1988, is adjacent to our building; it houses a large lecture facility (small

auditorium) that is available to us through the College of Engineering Dean’s office or the university

Scheduling Office. For the department, our primary large lecture center is IS 216, a multimedia

teaching facility that was recently upgraded with additional doorways to accommodate up to 110

students at one time.

Distinct and separate laboratories (described above) are in place for both areas of technical

concentration, although some laboratories (Eng 103, IS 117) are configured to serve the needs of

both programs. We continue to renovate, refurbish and improve these technical centers to sustain

their effectiveness in delivering quality programs. The department is currently finishing a two‐year

$250,000 laboratory improvement program, primarily funded through the College of Engineering

Showcase Lab project. These improvements have brought state‐of‐the‐art processing equipment to

the labs and refurbished older equipment to effective working condition.

Department Faculty are aggressive in their pursuit of current equipment to support state‐of‐the‐art

instruction and laboratories. With the limited equipment budget provided by the State, donations

and leveraged purchases are essential to continuing to meet program facility goals. As a result of

these purchases and donations, all areas of technical concentration remain viable and pertinent to

contemporary industrial affairs.

Industrial Technology Laboratory Facilities

Room Lab Classes served

IS 117 * Instrumentation and Automation

Lab

Tech 062, Tech 063, Tech 115, Tech 145, Tech 160,

Tech 163, Tech 167

IS 119

(w IS 122)

Prototyping and Process Lab Tech/ME 041, Tech/ME42, Tech 046, Tech 140,

Tech 147, Tech 149

IS 122

(w IS 119)

Manufacturing Process & Projects

Lab

Tech/ME 041, Tech/ME42, Tech 046, Tech 140,

Tech 147, Tech 149

Eng 101 Advanced Manufacturing

Processes Lab

Tech/ME 42, Tech 140, Tech 147, Tech 149, special

projects

Eng 103 * Computer Aided Design Lab Tech/ME 20, Tech 031, Tech 140, Tech 141, Tech

147, Tech 149, Tech 065, Tech 165

Eng 105 ** Materials Lab Tech 025


* these rooms provide computer workstation, internet connectivity, display and LCD projectors,

and connections for instructor laptop computers.

** Engr 105 is scheduled by the Department of Biomedical, Chemical, and Material Engineering

and shared by the Industrial Technology program.

Industrial Technology Classroom and Multiuse Facilities

Room Class Classes served

IS 120, cap 22

(20x20 feet)

Product Ideation and Realization, Rapid

Prototyping

Tech 041, Tech 046, Tech 140, Tech

147, Tech 149, (ME 110)

IS 121, cap 22 *

(20x20 feet)

Manufacturing Planning Center Tech 041, Tech 046, Tech 140, Tech

147, Tech 149, (ME 110)

IS 216, cap 110 *

(40x70 feet)

Multimedia Teaching Center All classes, lecture sections, Tech 198,

Tech 098 (cap 60‐70)

* these rooms provide computer workstation, internet connectivity, display and LCD projectors,

and connections for instructor laptop computers.

6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND CHALLENGES

Major gifts and donations

External funding

Unique student compositions and backgrounds

External funding and support: The Technology program benefits from strong alumni and other

support through Tower Foundation. We have both endowed funds in excess of $250,000 as well as

several scholarship funds. These provide both scholarships for our students and ongoing support for

laboratory and classroom improvement as well as faculty professional development.

Unique student constituency: Our student body is a unique asset, reflecting strongly the diversity of

the community and including many students who are first time college enrollees in their families.

Student club: A strong student club (SJSU Chapter of SME, chapter S‐192) provides a number of

services including social events and community building, professional development, tours of

employer and manufacturing sites, leadership opportunities, and intercollegiate competitions for

our students.

7. DEPARTMENT ACTION PLAN

Instructional facilities: The faculty believe that modern, well‐equipped and maintained instructional

spaces are crucial to both effective learning and to student confidence in the University. We expect

to continue our work to develop and improve our instructional spaces including both laboratories

and classrooms. Both General Funds and Tower funds as well as industry donations play a role in

this work, and the program has been able to continue this work with available funds. We also have

sufficient technical support to carry out such work, so long as our currently‐vacant technical support


position is filled during AY 2015‐2016. Recent campus‐wide ITS initiatives help with this to a degree,

though some must be funded and guided by the department. The projects are ongoing, but our

current projects are expected to be completed by Summer 2016.

Curriculum Development: the move to the 120 unit curriculum was challenging for our programs,

as they are based on solid math and science foundations and on highly technical coursework. The

faculty will monitor the current curriculum model carefully to identify challenges and opportunities.

In particular we will be implementing the program‐wide senior capstone sequence in Fall of 2016,

and this will require review of current “pre‐capstone” courses for curriculum realignment. Our

outcomes assessment processes will help with this, and initial outcomes will be available to our

faculty and advisory boards in Spring of 2016. If needed, curriculum changes will be proposed in Fall

of 2016 for implementation the following Fall.

In addition, there are two curriculum initiatives which have been waiting for completion of this

Program Planning process to go forward. They are:

Renaming of the degree program: The national accrediting organization changed its name in 2009

following a two year nationwide study of our programs and graduates to Association for Technology

Management and Applied Engineering. The Industrial Technology degree name is changing on the

national level to variants on the terms Applied Engineering and Technology Management. The

faculty voted several years ago to adopt a new name to match the evolving discipline, and expects

to initiate that process next academic Year (2016‐2017).

Review and Redesign of the M.S. degree program offered by our department. For twenty years,

we have offered a M.S. in Quality Assurance. While relevant to many of our majors, this program

was too narrowly targeted to a specific subset of Technology Management, and never grew beyond

30 majors because it did not meet the needs of enough of our graduates. Our most recent survey

shows strong support both for an MS program and specifically for a program that focuses on

technical and technology management content. This proposal, as with the name change, is

expected to be developed in the next academic year (2016‐2017).

Enrollment Growth: the steady growth of the degree program is both an opportunity and a

challenge. The increased number of majors provides program stability and permits the program to

improve instructional efficiency, reducing SFR and cost per FTES. However, it also will produce a

steadily increasing load on the tenured faculty for advising, instruction, and program work.

Obtaining approval for a faculty search at the earliest possible time is important to help handle the

increased faculty load. Our goal is to obtain approval for a new faculty search for the 2016‐2017

academic year when three of our remaining FERPing faculty will retire, and bringing in at least one

new faculty to support instruction, curriculum development, and the other work that is needed for

support of a strong program.


APPENDICES

a. Required Data Elements

b. Curriculum flow charts for CENT and MFGS concentrations

c. Four year roadmaps for CENT and MFGS concentrations

d. Assessment rubric examples: Tech 145, Tech 190

e. GE Assessment Report: Tech 198 (SJSU Studies Area V)

f. Accreditation Report as submitted to ATMAE, minus appendices

REQUIRED DATA EXHIBITS TO SUPPORT THE SELF STUDY REPORT AND PROGRAM PLANNING PROCESS

San Jose State University(Prepared by the Institutional Effectiveness & Analytics: January 15, 2015)

The data exhibits developed to support the self study reports and program planning process at San José State University are intended to provide basic contextual information to Program Planning Committee and reviewers as

The program is expected to comment on data trends that are unusual, and to highlight data that figure in the self study report. Many programs may regularly compile the data required, but not all do so in a systematic or regular way. If your program has readily available data that are consistent with the basic requirements in the exhibits, you may provide the information on your own forms or in your own formats and are not required to use the exact forms

The information prepared in the data exhibit formats for all academic programs, corresponding colleges, and overall university is available at www.iea.sjsu.edu/ProgramPlanning.

For further assistance in completing the forms, please contact the Office of Institutional Effectiveness & Analytics.

Table of Contents

Curriculum and Instruction (Enrollment by Course Prefix):

Data Exhibit 1: Number of Course and Section Offered (for Fall Semesters Only)

Data Exhibit 2: Average Headcount Enrollment per Section (for Fall Semesters Only)

Data Exhibit 3: Student/Faculty Ratios (for Fall Semesters Only)

Data Exhibit 4: Course Enrollment by Student Majors – Induced Course Load Matrix (Fall Semester)

Students (Majors Only):

Data Exhibit 5: Application, Admission, and Enrollment of New Students (for Fall Semesters Only)

Data Exhibit 6: Headcount Enrollment by Class Level with FTES(for Fall Semesters Only)

Data Exhibit 7: Headcount Enrollment by Major and Concentration (for Fall Semesters Only)

Data Exhibit 8: Degree Awarded by Major and Concentration (for Academic Years, Summer + Fall + Spring)

Data Exhibit 9: 1st Year Retention Rates (for Fall Semesters Only) by Under-represented Minority (URM) and Non-under-represented Minority (Non-URM)

Data Exhibit 10: Graduation Rates by Under-represented Minority (URM) and Non-under-represented Minority (Non-URM) (First-time Freshmen: 6-Year; New Undergraduate Transfers: 3-Year)

Program Planning: RDE for Aviation and Technology Prepared Spring 2015

Curriculum and Instruction (Enrollment by Course Prefix):

Data Exhibit 1: Number of Course and Section Offered (for Fall Semesters Only)

Course Level Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014

Course 7 5 7 6 6

Section 9 10 12 10 11

Course 8 9 12 10 11

Section 11 12 13 10 11

Course 5 3 3 4 4

Section 5 3 3 4 4

Course 20 17 22 20 21

Section 25 25 28 24 26


Course 1 1 1 1 2

Section 3 5 6 5 7

Course 1 1 1 1 2

Section 3 5 6 5 7


Course 6 4 6 5 4

Section 6 5 6 5 4

Course 6 7 8 9 9

Section 9 10 8 9 9

Course 12 11 14 14 13

Section 15 15 14 14 13


Course 3 3 2 3 2

Section 3 3 2 3 2

Course 3 3 2 3 2

Section 3 3 2 3 2


Course 2 2 4 1 2

Section 2 2 5 1 2

Course 2 - 1 1 2

Section 2 - 1 1 2

Course 4 2 5 2 4

Section 4 2 6 2 4

Lecture

Total

Total

Lab

Lower Division

Upper Division

Graduate Division

Total

Lower Division

Seminar

Lower Division

Upper Division

Total

Upper Division

Graduate Division

Total

Supervision

Graduate Division

Total

Student Major: Industrial Technology


Data Exhibit 2: Average Headcount Enrollment per Section (for Fall Semesters Only)


Lower Division 21.1 19.8 21.6 26.8 29.0

Upper Division 20.5 21.3 21.4 30.2 29.1

Graduate Division 4.0 4.3 3.7 6.8 4.8

Total 17.4 18.6 19.6 24.9 25.3


Lower Division 19.0 18.4 20.7 18.8 21.3

Total 19.0 18.4 20.7 18.8 21.3


Lower Division 22.2 21.2 22.5 34.8 42.5

Upper Division 24.8 25.2 33.6 33.4 34.6

Total 23.7 23.9 28.9 33.9 37.0



Total 5.7 4.3 5.0 8.7 8.0


Upper Division 1.0 1.5 1.8 1.0 4.5

Graduate Division 1.5 - 1.0 1.0 1.5

Total 1.3 1.5 1.7 1.0 3.0

Supervision

Total

Lab

Lecture

Seminar



Data Exhibit 3a: Student/Faculty Ratios - SFR (for Fall Semesters Only)


Lower Division 13.7 16.3 12.5 17.0 15.3

Upper Division 20.1 19.7 17.1 16.6 19.5


Total 16.1 16.5 14.2 15.8 16.8

Note: Student/Faculty Ratios (SFR) = Full-time Equivalent Students (FTES)/Full-time Equivalent Faculty (FTEF)

Data Exhibit 3b: Full-time Equivalent - Students - FTES (for Fall Semesters Only)


Lower Division 26.5 30.9 27.9 35.6 41.7

Upper Division 59.0 44.9 50.9 55.5 60.4


Total 91.0 80.7 82.1 93.8 108.8

Data Exhibit 3c: Full-time Equivalent - Faculty - FTEF (for Fall Semesters Only)


Lower Division 1.9 1.9 2.2 2.1 2.7

Upper Division 2.9 2.3 3.0 3.3 3.1


Total 5.7 4.9 5.8 6.0 6.5



Data Exhibit 4: Course Enrollment by Student Majors – Induced Course Load Matrix (Fall Semester)

Student MajorUnduplicated Headcount Lower Division Upper Division Graduate Total

Aerospace Engineering 9 1 7 1 9

Animation/Illustration 4 3 1 - 4

Anthropology 1 - 1 - 1

Art 4 1 3 - 4

Aviation 15 2 13 - 15

Biological Sciences 5 2 2 1 5

Bus Admin/Accounting 5 2 5 - 7

Bus Admin/Accounting Info Syst 1 - 1 - 1

Bus Admin/Corp Financial Mgmt 1 - 1 - 1

Bus Admin/Finance 1 - 1 - 1

Bus Admin/Management 3 - 3 - 3

Bus Admin/Management Info Syst 4 3 4 - 7

Bus Admin/Marketing 3 1 2 - 3

Chemistry 1 1 - - 1

Child and Adolescent Development 1 - 1 - 1

Civil Engineering 9 - 9 - 9

Communication Studies 4 - 4 - 4

Communicative Disorders and Sci 2 1 1 - 2

Computer Engineering 13 5 8 - 13

Computer Science 1 - 1 - 1

Design Studies 2 2 - - 2

Economics 2 - 2 - 2

Electrical Engineering 11 1 10 - 11

English 3 3 - - 3

Global Studies 1 - 1 - 1

Health Science 2 1 1 - 2

Hospitality, Tourism, Event Mgmt 2 2 - - 2

Industrial Design 3 3 - - 3

Industrial Technology 83 68 84 18 170

Industrial/Syst Engineering 2 1 1 - 2

Journalism 3 - 3 - 3

Justice Studies 5 1 4 - 5

Kinesiology 6 1 5 - 6

Liberal Studies 1 1 - 1

Materials Engineering 2 1 1 - 2

Mathematics 1 - 1 - 1

Mechanical Engineering 60 50 12 - 62

Meteorology 1 1 - - 1

Music 2 - 2 - 2

Nursing 1 - 1 - 1

Occupational Therapy 1 1 - - 1

Courses Offered (seats)Fall 2010



Philosophy 2 - 2 - 2

Physics 1 - 1 - 1

Political Science 2 1 1 - 2

Pre-Nursing 1 - 1 - 1

Psychology 16 6 10 - 16

Recreation 1 - 1 - 1

Social Science 1 - 1 - 1

Social Work 2 - 2 - 2

Sociology 3 1 2 - 3

Software Engineering 2 1 1 - 2

Television-Radio-Film 1 1 - 1

Undeclared 25 21 7 - 28

Total 338 190 225 20 435




Aerospace Engineering 4 - 4 - 4


Art 1 - 1 - 1

Aviation 22 6 16 - 22

Biological Sciences 2 - 2 - 2


Bus Admin/Management 6 1 5 - 6

Bus Admin/Management Info Syst 6 1 6 - 7

Bus Admin/Marketing 1 - 1 - 1

Chemical Engineering 1 - 1 - 1

Chemistry 2 1 1 - 2


Civil Engineering 17 5 13 - 18



Computer Science 1 - 1 - 1

Design Studies 4 - 4 - 4

Economics 2 - 2 - 2


Engineering 1 - - 1 1

Geology 1 1 - - 1


Health Science 1 - 1 - 1



Journalism 5 3 4 - 7

Justice Studies 4 - 4 - 4

Liberal Studies 1 - 1 - 1

Materials Engineering 2 - 2 - 2


Nutritional Science 1 - 1 - 1

Political Science 1 1 - - 1

Psychology 1 - 1 - 1

Sociology 1 - 1 - 1

Software Engineering 2 - 2 - 2


Total 333 198 255 13 466





Aerospace Engineering 8 3 5 - 8

Animation/Illustration 1 - 1 - 1


Art 1 - 1 - 1

Aviation 10 2 9 - 11

Biological Sciences 1 - 1 - 1

Biomedical Engineering 1 1 - - 1

Bus Admin/Accounting 1 - 1 - 1

Bus Admin/General 1 2 1 - 3

Bus Admin/Human Resource Mgmt 1 - 1 - 1


Bus Admin/Management Info Syst 1 - 1 - 1


Chemical Engineering 2 3 - - 3

Chemistry 1 1 - - 1




Computer Science 1 1 - - 1


Economics 1 - 1 - 1


Engineering 4 2 2 - 4

English 1 - 1 - 1

Geology 1 - 1 - 1





Interior Design 1 - 1 - 1


Kinesiology 5 - 5 - 5

Materials Engineering 1 - 1 - 1

Mathematics 1 - 1 - 1

Mechanical Engineering 109 101 14 1 116

Nursing 3 - 3 - 3

Physics 1 - 1 - 1




Theatre Arts 1 1 - - 1


Total 376 259 278 11 548

Fall 2012 Courses Offered (seats)




Aerospace Engineering 3 2 2 - 4


Aviation 13 - 14 - 14

Biomedical Engineering 3 2 1 - 3

Bus Admin/Accounting 1 1 - - 1





Chemistry 1 1 - - 1




Computer Science 1 1 1 - 2


Economics 1 - 1 - 1


Engineering 3 4 - 4

English 1 - 1 - 1

Environmental Studies 1 - 1 - 1

Graphic Design 1 - 1 - 1


Hospitality, Tourism, Event Mgmt 1 - 1 - 1



Justice Studies 1 - 1 - 1

Kinesiology 3 2 1 - 3


Music 1 - 1 - 1

Nutritional Science 1 1 - - 1

Pre-Nursing 1 - 1 - 1


Social Work 1 - 1 - 1

Sociology 1 - 1 - 1



Total 369 268 302 27 597





Aerospace Engineering 3 5 - - 5


Art 1 - 1 - 1

Aviation 15 1 15 - 16

Biomedical Engineering 2 3 - - 3


Bus Admin/Entrepreneurship 1 - 1 - 1





Chemical Engineering 2 2 1 - 3

Chemistry 1 1 1 - 2


Civil Engineering 2 2 - - 2



Electrical Engineering 4 5 - - 5

Engineering 4 6 - - 6


Industrial Design 2 2 - - 2




Materials Engineering 1 1 - - 1


Music 1 - 1 - 1

Political Science 1 - 1 - 1


Sociology 1 - 1 - 1


Television-Radio-Film 1 - 1 - 1


World Languages and Literatures 1 - 1 - 1

Total 383 319 320 19 658




Students (Majors Only)

Data Exhibit 5: Application, Admission, and Enrollment of New Students by Cohort Type (for Fall Semesters Only)

# Admit Enroll Show # Admit Enroll Show # Admit Enroll Show

Applicant Rate Rate Rate Applicant Rate Rate Rate Applicant Rate Rate Rate

First-time Freshman 20 70% 20% 29% 16 63% 19% 30% 21 62% 24% 38%

New Undergraduate Transfer 24 75% 67% 89% 33 91% 42% 47% 39 85% 49% 58%

First-time Graduate 8 75% 63% 83% 7 43% 29% 67% 9 67% 44% 67%

Total 52 73% 48% 66% 56 77% 34% 44% 69 75% 41% 54%

Note: Admit Rate (Admission/Application); Enrollment Rate (Enrollment/Application); Show Rate (Enrollment/ Admission)

# Admit Enroll Show # Admit Enroll Show

Applicant Rate Rate Rate Applicant Rate Rate Rate

First-time Freshman 24 75% 46% 61% 27 67% 26% 39%

New Undergraduate Transfer 57 86% 46% 53% 56 95% 50% 53%

First-time Graduate 17 76% 41% 54% 1 100% 0% 0%

Total 98 82% 45% 55% 84 86% 42% 49%

Data Exhibit 6: Headcount Enrollment by Class Level (for Fall Semesters Only)

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014

Freshmen 4 7 7 13 16

Sophomores 7 5 10 5 8

Juniors 31 30 37 54 52

Seniors 47 61 69 91 118

2nd/Post Bac - - - - -

Graduates 14 8 10 15 14

Total Headcount Enrollment 103 111 133 178 208

Total FTES Enrollment 70.33 88.93 102.50 133.83 158.70

Fall 2013 Fall 2014

Cohort Type

Fall 2010 Fall 2011 Fall 2012

Cohort Type



Data Exhibit 7: Headcount Enrollment by Major/Concentration (for Fall Semesters Only)

UG Grad Total UG Grad Total UG Grad Total

Industrial Tech/Elec and Compute 18 - 18 56 - 56 59 - 59

Industrial Tech/Manufacturing 18 - 18 38 - 38 63 - 63

Industrial Technology 53 - 53 9 - 9 1 - 1

Quality Assurance - 14 14 - 8 8 - 10 10

Total 89 14 103 103 8 111 123 10 133

UG Grad Total UG Grad Total

Industrial Tech/Elec and Compute 89 - 89 103 - 103

Industrial Tech/Manufacturing 74 - 74 91 - 91

Industrial Technology - - - - - -

Quality Assurance - 15 15 - 14 14

Total 163 15 178 194 14 208

Fall 2013

Fall 2010 Fall 2011 Fall 2012

Fall 2014



Data Exhibit 8: Degree Awarded by Major and Concentration (for Academic Years=Summer + Fall + Spring)

Bachelor Master Total Bachelor Master Total Bachelor Master Total

Industrial Tech/Elec and Compute 17 - 17 9 - 9 16 - 16

Industrial Tech/Manufacturing 5 - 5 4 - 4 11 - 11

Industrial Technology 1 - 1 1 - 1 - - -

Quality Assurance - 2 2 - 3 3 - 2 2

Total 23 2 25 14 3 17 27 2 29

Bachelor Master Total Bachelor Master Total

Industrial Tech/Elec and Compute 12 - 12 18 - 18

Industrial Tech/Manufacturing 10 - 10 15 - 15

Industrial Technology - - - - - -

Quality Assurance - 1 1 - - -

Total 22 1 23 33 - 33

2012/13 2013/14

2009/10 2010/11 2011/12



Data Exhibit 9: 1st Year Retention Rates (for Fall Semesters Only)

Industrial Technology

First-Time Freshmen Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

# Total Entering 1 2 4 3 5

1st Year Retention Rate 100.0% 50.0% 100.0% 100.0% 60.0%

# URM Entering 1 - 1 - 1

1st Year Retention Rate 100.0% - 100.0% - 0.0%

# Non-URM Entering - 2 3 2 2

1st Year Retention Rate - 50.0% 100.0% 100.0% 50.0%

New Undergrad Transfer Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012



# URM Entering - 1 2 2 5

1st Year Retention Rate - 0.0% 100.0% 100.0% 40.0%

# Non-URM Entering 7 5 11 9 12


First-Time Graduate Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012



# URM Entering - 1 1 - 1

1st Year Retention Rate - 100.0% 0.0% - 0.0%

# Non-URM Entering 2 - 3 1 2

1st Year Retention Rate 100.0% - 66.7% 100.0% 100.0%

Cohorts

Cohorts

Cohorts



College of Engineering


# Total Entering 625 428 395 593 470


# URM Entering 162 115 113 148 113


# Non-URM Entering 408 276 237 383 302



# Total Entering 262 174 258 320 294


# URM Entering 53 25 56 50 49


# Non-URM Entering 168 106 149 204 201



# Total Entering 534 493 627 597 567


# URM Entering 17 19 31 35 38


# Non-URM Entering 146 106 192 221 191


Cohorts

Cohorts

Cohorts



San Jose State University


# Total Entering 3598 2764 2761 3947 3384


# URM Entering 1031 762 824 1278 966


# Non-URM Entering 2248 1684 1663 2264 2008



# Total Entering 2573 2088 2802 2947 3108


# URM Entering 606 488 662 736 822


# Non-URM Entering 1571 1187 1660 1681 1737



# Total Entering 1984 1552 1666 1792 1652


# URM Entering 322 257 250 290 293


# Non-URM Entering 987 714 806 943 785


Cohorts

Cohorts

Cohorts



Data Exhibit 10: Graduation Rates (First-time Freshman: 6-Year; New Transfer: 3-Year; First-time Graduate: 3-Year)

Industrial Technology


# Entering 4 4 2 3 4

Graduation Rate 50.0% 50.0% 100.0% 0.0% 25.0%

# URM - 2 - 2 1

Graduation Rate - 0.0% - 0.0% 0.0%

# Non-URM 3 2 2 - 3

Graduation Rate 33.3% 100.0% 100.0% - 33.3%


# Entering 6 12 8 6 16

Graduation Rate 16.7% 41.7% 37.5% 16.7% 62.5%

# URM - 2 - 1 2

Graduation Rate - 50.0% - 0.0% 100.0%

# Non-URM 5 10 7 5 11

Graduation Rate 20.0% 40.0% 42.9% 20.0% 45.5%


# Entering 4 3 2 2 5

Graduation Rate 25.0% 0.0% 100.0% 0.0% 40.0%

# URM - - - 1 1

Graduation Rate - - - 0.0% 0.0%

# Non-URM 1 2 2 - 3

Graduation Rate 100.0% 0.0% 100.0% - 33.3%

Cohorts

Cohorts

Cohorts





# Entering 381 413 389 390 504

Graduation Rate 40.7% 45.0% 40.6% 39.2% 39.9%

# URM 74 93 83 103 135

Graduation Rate 27.0% 32.3% 22.9% 26.2% 25.2%

# Non-URM 255 272 264 247 325

Graduation Rate 46.3% 50.4% 46.2% 44.1% 43.4%


# Entering 229 283 262 174 258

Graduation Rate 31.4% 25.8% 30.2% 28.2% 39.5%

# URM 49 60 53 25 56

Graduation Rate 24.5% 21.7% 30.2% 8.0% 25.0%

# Non-URM 138 160 168 106 149

Graduation Rate 32.6% 27.5% 29.2% 31.1% 40.9%


# Entering 553 545 534 493 627

Graduation Rate 70.9% 70.1% 68.9% 77.5% 68.7%

# URM 14 13 17 19 31

Graduation Rate 50.0% 38.5% 29.4% 57.9% 58.1%

# Non-URM 140 128 146 106 192

Graduation Rate 47.9% 50.0% 42.5% 56.6% 49.0%

Cohorts

Cohorts

Cohorts





# Entering 1980 2394 2554 2728 3276

Graduation Rate 47.1% 48.0% 46.6% 46.3% 47.7%

# URM 441 643 675 773 963

Graduation Rate 41.5% 38.1% 37.0% 36.7% 38.8%

# Non-URM 1227 1517 1618 1663 2008

Graduation Rate 49.3% 52.2% 50.9% 50.6% 51.5%


# Entering 2658 3208 2573 2088 2802

Graduation Rate 44.8% 42.8% 51.8% 53.2% 54.6%

# URM 641 758 606 488 662

Graduation Rate 41.8% 39.7% 49.3% 46.3% 51.4%

# Non-URM 1547 1868 1571 1187 1660

Graduation Rate 46.0% 43.4% 52.5% 54.6% 55.7%


# Entering 2009 1977 1984 1552 1666

Graduation Rate 63.1% 64.6% 62.2% 71.1% 66.0%

# URM 260 277 322 257 250

Graduation Rate 62.7% 62.8% 60.2% 68.5% 64.4%

# Non-URM 928 927 987 714 806

Graduation Rate 56.1% 60.6% 56.7% 66.4% 58.8%

Note: Under-represented Minority (URM) = African-American, Hispnic, and American-Indian students Non-under represented Minority (Non-URM) = White and Asian/Pacific Islander students. Excluded Foreign Nationals, Non Responses, and Decline to State

Cohorts

Cohorts

Cohorts


Updated: July 1, 2014

BS Computer Electronics and Network Technology

In Bus

CENT

Tech 60

Co- Req

Math 71

CmpE 30

Pass WST

ENG 100W

Tech 198

Co-Req

Bus 90

Tech 62

Tech 163

Tech 63Tech 115

Bus 140 or 145

Bus 141 or 144

Tech 65

Tech 169

Tech 160

Tech 165

Tech 190 Tech 145 Or ISE 140

Technical Elective 1


Bus 142

`

Math 008(or HS

algebra equivalent)

Phys 2A

Phys 2B

Co-Req

Tech 167

Chem 1A

Bus 186

Tech 31


Econ 1B

Updated: July 1, 2014

BS Manufacturing Systems

Manufacturing Systems

Phys 2AMath 71

Phys 2B

PASS WST

ENG 100W

Tech 198

Co-req

Bus 90

Tech 20/ ME20

Tech 115

Bus 140 or 145

Bus 141 or 144

Bus 186

Tech 65

Tech 190

Tech 31

Tech 145

Or ISE 140

Chem 1A



Tech 25

Co-Req

Tech 46

Tech 45

Tech 41Bus 142

Tech 147

Tech 149

Tech 140

Co-Req

Math 008(or HS algebra

equivalent)

Tech 60

CmpE 30

Co-Req


Co-Req

Econ 1B

Major Academic Planner Student Name:

Major: B.S. Industrial Technology Student ID (SID):

Concentration: Computer Electronics & Network Tech (CENT) Catalog: FA 2014

Meet with your advisor each semester. Meet with your advisor each semester.

Course Prerequisites Area Units Course Prerequisites Area Units

English 1A * ‐‐‐‐ GE A2 3 English 1B * ‐‐‐‐ GE C3 3

GE Area C1 course ‐‐‐‐ GE C1 3 Econ 1B * ‐‐‐‐ GE D1 4

GE Area A1 course ‐‐‐‐ GE A1 3 Phys 2A * ‐‐‐‐ GE B3 4

Math 71 ‐‐‐‐ Major 3 Phys 2AW (1) Coreq: Phys 2A Optional 0

Math 71W (1) Coreq: Math 71 Optional 0 Tech 63 Tech 60 Major 3

Tech 060 Coreq: Math 008/ HS Algebra Major 3

Semester Total: 15 Semester Total: 14



Bus 090 Math 71 Minor 3 GE Area A3 course ‐‐‐‐ GE A3 3

Phys 2B * Phys 2A GE 4 GE Area C2 course ‐‐‐‐ GE C2 3

GE Area D2 course ‐‐‐‐ GE D2 3 CmpE 30 ‐‐‐‐ Major 3

Tech 62 Tech 60, Math 71 or 30. Co‐req: Phys 2B Major 3 Tech 031 ‐‐‐‐ Major 3

Tech 065 Tech 60 Major 3 Engr 10 ‐‐‐‐ GE E 3

Pass the WST ENGL 1B




Engr 100W ** ENGL 1B, Pass WST, Upper Division GE R, Z 3 GE Area D3 course ‐‐‐‐ GE D3 3

1 Tech Elective ‐‐‐‐ Major 3 Chem 1A ‐‐‐‐ GE B1 5

Tech 115 Tech 60, Math 71, Physics 2A/2B Major 3 Bus 140 OR 145 Upper Div Standing Minor 3

Tech 163 Tech 62, Tech 63 Major 3 Tech 160 Tech 63, Tech 115, CmpE 30 Major 3

Tech 165 Tech 63, Tech 65 Major 3 Tech 145 Bus 140 or 145 Major 3

Semester Total: 15 File for graduation Semester Total: 17



Bus 142 Upper Div Standing Minor 3 Bus 141 OR 144 Upper Div Standing Minor 3

Bus 186 ** Pass WST, Upper Div Standing GE S 3 1 Tech Elective Major 3

Tech 198 ** Pass WST, Upper Div Standing GE V 3 1 Tech Elective Major 1

Tech 167 Tech 62, Tech 63, Tech 115 Major 3 Tech 169 Tech 167 Major 3

Tech 190A Instructor Consent Major 3 Tech 190B Tech 190A Major 3


NOTES total units for the degree: 120* course meets a core GE requirement

** course meets a SJSU Studies (UDGE) requirement

Courses offered in Fall Semester only

Courses offered in Spring Semester only

Courses offered in Fall and Spring Semesters

4‐Year Roadmap

This sheet is available on the "All Major Forms" page of the AvTech web last updated October 1, 2015

Spring Semester Year Three

First Year

Fall Semester Year One Spring Semester Year One

Fall Semester Year Three


Fourth Year

Fall Semester Year Four Spring Semester Year Four

Second Year

Fall Semester Year Two Spring Semester Year Two

Third Year

Major Academic Planner Student Name:

Major: B.S. Industrial Technology Student ID (SID):

Concentration: Manufacturing Systems (Sustainable Manufacturing) Catalog: FA 2014



English 1A * ‐‐‐‐ GE A2 3 English 1B * ‐‐‐‐ GE C3 3

GE Area C1 course ‐‐‐‐ GE C1 3 Econ 1B * ‐‐‐‐ GE D1 4

GE Area A1 course ‐‐‐‐ GE A1 3 Tech 020 ‐‐‐‐ Major 2

Math 71 ‐‐‐‐ Major 3 Tech 041 Tech/ME 20 Major 1

Math 71W (1) Coreq: Math 71 Optional 0 Phys 2A * ‐‐‐‐ GE B3 4

Tech 060 Coreq: Math 008/ HS Algebra Major 3 Phys 2AW (1) Coreq: Phys 2A Optional 0




Bus 090 Math 71 Minor 3 Tech 045 Tech/ME 20 Major 3

Phys 2B * Phys 2A GE 4 CmpE 30 ‐‐‐‐ Major 3

Tech 046 Tech/ME 20 Major 3 Chem 1A ‐‐‐‐ GE B1 5

Tech 065 Tech 60 Major 3 Tech 025 Math 008; Coreq: Chem 1A Major 3

Engr 010 ‐‐‐‐ GE E 3 Pass the WST ENGL 1B




GE Area D2 course ‐‐‐‐ GE D2 3 GE Area A3 course ‐‐‐‐ GE A3 3

Tech 115 Tech 60, Math 71, Physics 2A/2B Major 3 GE Area C2 course ‐‐‐‐ GE C2 3

Engr 100W ** ENGL 1B, Pass WST, Upper Division GE R, Z 3 GE Area D3 course ‐‐‐‐ GE D3 3

Bus 140 OR 145 Upper Div Standing Minor 3 Tech 031 ‐‐‐‐ Major 3

Tech 140 Tech/ME 20 , Chem 1A, Math 71 Major 3 Tech 145 Bus 140 or 145 Major 3

1 Tech Elective Major 1

Semester Total: 15 File for graduation Semester Total: 16



Bus 142 Upper Div Standing Minor 3 Bus 141 OR 144 Upper Div Standing Minor 3

Bus 186 ** Pass WST, Upper Div Standing GE S 3 1 Tech Elective ‐‐‐‐ Major 3

Tech 147 ch 115, Tech 45, Tech 46. Coreq: Tech 14 Major 3 1 Tech Elective Major 3

Tech 198 ** Pass WST, Upper Div Standing GE V 3 Tech 149 Tech 147, Coreq: Tech 145 Major 3

Tech 190A Instructor Consent Major 3 Tech 190B Tech 190A Major 3


NOTES total units for the degree: 120* course meets a core GE requirement

** course meets a SJSU Studies (UDGE) requirement

Courses offered in Fall Semester only

Courses offered in Spring Semester only

Courses offered in Fall and Spring Semesters


Fourth Year

Fall Semester Year Four Spring Semester Year Four

Second Year

Fall Semester Year Two Spring Semester Year Two

Third Year

4‐Year Roadmap

This sheet is available on the "All Major Forms" page of the AvTech web last updated October 1, 2015

Spring Semester Year Three

First Year

Fall Semester Year One Spring Semester Year One

Fall Semester Year Three

Course number

Tech 145

Instructor Dianne Hall

C1

C4.

C5.

C9.

M1.

M2.

M3.

M12.

N = not met at 70% mastery

Apply the principles of Lean Manufacturing to manufacturing and soft systems

Demonstrate ethical behavior and concern for colleagues, society, and the environment

Demonstrate leadership skills for a technology professional

Demonstrate skills in the planning and design of manufacturing processes.

Describe the product life cycle and how products are manufactured.

List measures used to assess learning:

Nguyen,Vu

Nguyen,Vu Tran

Olmez,Onur Sami

Patel,Mitesh A

Vestberg,Agnes Adela Bianca

Von Dran,Michael Vincent

SLO C4 SLO M12Student Name

Banks,Jenner William

Zeng,Kai

Som,Morady

Stauffer,Phillip Thomas

Rabanal,Jessa Lilyann

Shuck,Jeret Michael

Title Semester

Fall 2014Lean Manufacturing

SLOs measured

How Measured

E = ExceededM = Met

Select outcomes to be measured for semester, and score each student for each outcome:

Final Examination

Semester Team Project

Design and plan industrial facilities

Demonstrate strong communication, critical thinking and interpersonal skills

Use skills in team development, dynamics, and management to work as team players

Cheung,Yin Ming

Done,Ashley

Ershad,Hamed

Leigh,Justin G

Lorenzo,Daren John

Mai,Kenny T

Montejo,Kenneth Loise

Nguyen,Anh Le Hai

Nguyen,Bryan Nhat Huy

Nguyen,Calvin Duong

Course Assessment form, Aviation and Technology Department

Course number

Tech 190 Instructor Name

Joseph,Anita

Krishna,Varun

(eg: Research paper, homewk assignmt)

List measures used to assess learning: How Measured

(eg: Team semester project)

Yang,Jia Qi

Yu,Wen Wei

Done,Ashley

Hatami,Jaffar Bryan

Cheung,Yin Ming

Chiu,Calvin K

Buzdas,Kameron A

Calimpong,Gregory Adam

Course Assessment form, Aviation and Technology DepartmentTitle

Senior SeminarDianne Hall

SLO (eg: A2) SLO (eg: A7)

SLOs measured

Student Name

Wang,Aaron

Warren,Brandon Terell

Von Dran,Michael Vincent

Vue,Sarah Hli

Sullivan,Steven Robert

Tinajero,Oscar Abel Valencia

Singh,Ikjap

South,Christopher J

Rabanal,Jessa Lilyann

Rodriguez,Alfonso DeJesus

Olmez,Onur Sami

Pascobillo,Jon Paulo

Nguyen,Vu

Oliveros,Kevin Bascos

Nguyen,Bryan Nhat Huy

Nguyen,Calvin Duong

Mai,Kenny T

Mir,Ata

Lum,Sunny

Lien,Brendan Erling

Lorenzo,John Daren Cabebe

Demonstrate strong communication, critical thinking and interpersonal skills.

Use skills in team development, dynamics, and management to work as team players.

Demonstrate ethical behavior and concern for colleagues, society, and the environment.

Demonstrate leadership skills for a technology professional.

Semester

Fall 2014

Li,Michael

Liang,Feihu

Badran,Alan W

Baltar Jr,Pedro Sison

Borromeo,Paul Gerard

Lue,Daniel Chan

Program Review: GE Component: Department of Aviation and Technology

Part I: The department summarizes its involvement in GE over the past program planning cycle and any plans for the next program planning cycle. It also reflects on how well its courses contribute to their GE Area Goals and to the larger General Education Program Outcomes. (This summary and reflection shall be no more than two pages.) The department must also include an assessment schedule for all GE courses for the next program planning cycle.

Technology and Civilization (Tech 198) is an advanced general education course (Area V: Culture, Civilization & Global Understanding) in the College of Engineering at San José State University (SJSU) that is designed to introduce students to the realm of history and usage of technology in society from an international perspective and to increase their awareness of both the uncertainties as well as the promises of the utilization of technology as a creative human enterprise. Tech 198 is cross-listed with AE, ME, ENGR, and CMPE. During this review cycle, the department had another GE course, Tech 98; however, this course has been deactivated.

Tech 198—Technology and Civilization, was approved as a SJSU Studies course in the Earth & Environment area until Spring 2000. In Fall 2000, after a revision to the university General Education program, the course was approved in another SJSU Studies Area (Area V--Culture, Civilization & Global Understanding) allowing for more breadth in content and added opportunities for students to cultivate academic skills.

At SJSU, Tech 198 is required for several majors in the College of Engineering and the course provides assessment data for ABET and other accrediting bodies. Tech 198 is a required course for all BS Industrial Technology, BS Aviation, and BS Computer Engineering majors (prior to Fall 2014); in addition, it attracts students from other engineering majors and other majors at SJSU. This course is delivered in a novel way. It has a hybrid structure and is composed of three units that are delivered through self-paced multimedia CD (Units 1, 3, and 4), one unit that is delivered through WWW instruction (Unit 2), and three units that are delivered either through a traditional classroom model or using the Desire2Learn (D2L) course management system. This course is evaluated each semester under SJSU’s GE program guidelines. Table 1: Content, Title and Instructional Delivery Method for Each Unit in Tech 198 Unit Title of Unit

1 Nature of Science and Technology Multimedia 2 History of Technology Web-based 3 Technology and Work Multimedia 4 Technology and Gender Issues Multimedia 5 Technology Transfer and Cultural

Issues Lecture or D2L Online Module

6 Quality of Life Lecture or D2L Online Module 7 Ethics Lecture or D2L Online Module

The development and assessment of this course has been presented at various conferences including Frontiers in Education [1], American Society for Engineering Education annual conference [2][3], and the SALT conference [4]. In addition, the results of the assessment of this course has been published in several scholarly journals including the Journal of Technology Studies [5] and the Computers in Education Journal [6]. Tech 198 aligns with the GE goals for Area V. In addition, it contributes to the broader General Education program at SJSU. The faculty teaching this course work together to continuously improve this course based on the yearly assessment data. Also, we work on revising the master greensheet each year to improve the content, delivery, and student learning in the course.

1 P. R. Backer, “Implementation of a Hybrid Multimedia General Education Course in

Engineering,” in Proceedings of the 40th ASEE/IEEE FIE Conference, Arlington, Virginia, October 2010, Session S1D.

2 Backer, P.R. (2000). Effectiveness of a multimedia General Education course. ASEE Proceedings.

3 Backer, P. R. (2007). Assessment of multi-media and web-based instruction in a science-technology & society course (AC 2007-227). ASEE Proceedings.

4 Backer, P. R. (2012). Assessment Techniques Using A Course Management System for a General Education Course. Proceedings New Learning Technologies 2012 SALT Conference (February, 2012).

5 Backer, P.R. (2004, Spring). Using Multimedia to Teach a Class on Technology and Society. Journal of Technology Studies. 30(2), 70-79.

6 Backer, P. R. (2014). Effectiveness of an Online Writing System in Improving Students’ Writing Skills in Engineering. Computers in Education Journal, 5(1), 14-27.

General Education Assessment Schedule Area V: CULTURE, CIVILIZATION, & GLOBAL UNDERSTANDING Course Prefix and Number _Tech 198__ Course Title: __Technology and Civilization_______ Course Coordinator: _Patricia Backer____________ email: [email protected]_____ Submission Date: __10/19/15________ College:____Engineering_______________ Instructions: Each GE assessment schedule must indicate the plan for assessing all SLOs during the program planning cycle. Departments may assess any combinations of SLOs in a given year, but they must assess all GE area SLOs in a program review cycle. Some assessment of the course is required each academic year.

GE Student Learning Objective When will this SLO be assessed?

SLO 1: Students shall be able to compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S.

AY 2014-2015; AY 2017-2018

SLO 2: Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture.

AY 2015-2016; AY 2018-2019

SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures.

AY 2016-2017; AY 2019-2020

Other: (optional; e.g. diversity, writing)

TECH 198 Technology & Civilization Fall 2014 Page 1

SAN JOSE STATE UNIVERSITY Department of Aviation and Technology

AE/ME/CMPE/ENGR/TECH 198--Technology and Civilization COURSE OUTLINE Fall 2014

REVISED 9/25/14 Instructor: Patricia Ryaby Backer Phone: 924-3214 EMAIL: [email protected] Office: Engr 494 Location: Online only Office hours: Please email me for an appointment. In Fall 2014, Tech 198 Section 1 will be caught as an online class. More details about the structure of the class are given below. This class meets the SJSU Studies Area V requirement Catalog Description History, development, and use of technology in different cultures. Technology’s impact on society, global environment, the workplace, cultural values, gender roles, and newly industrialized countries of the world. (Prereq: Upper division standing, passage of WST and CORE GE). 3 units. Tech 198 is crosslisted with ME, AE, ENGR, and CompE Prerequisite: For students beginning continuous enrollment in Fall 2005 or later, completion of, or co-registration in, a 100W course is required for enrollment in all SJSU Studies courses. Courses used to satisfy Areas R, S, and V must be taken from three separate SJSU departments, or other distinct academic units {having own HEGIS Code}).

Purpose of Course

Technology and Civilization is an SJSU Studies courses (formerly, advanced general education course) in Area V: Culture, Civilization & Global Understanding that is designed to introduce students to the realm of history and usage of technology in society from an international perspective and to increase their awareness of both the uncertainties as well as the promises of the utilization of technology as a creative human enterprise. TECH 198 provides a comprehensive overview of the human dimension of technological change as it continually molds and shapes the nature of our culture, social institutions, and the global environment. While science and technology are often decried as pervasive agents of social change, this course focuses on the role individuals can play in the management and control of technological forces toward human achievement. Emphasis is given to the chronology of technology and its role in shaping human history. The perspective is to regard technology both as affecting and being affected by culture. This focus should help you broaden your view of technology and its role and effect on society. This course builds upon basic skills in reading, writing, speaking, critical thinking, and research; and knowledge from Core GE to give you a comprehensive view of the interaction of technology and society. General Course Goals for Tech 198


1. Describe the core concepts of science and technology in contemporary society (Unit 1 multimedia activities on science and technology)

2. Compare the development and use of technology in various countries around the world (Research Exercise).

3. Analyze the interactions between gender, culture and technology in the history of technology (Unit 4 multimedia activities on Gender and Technology).

4. Describe the societal and technological relationships between gender and work (Unit 3 multimedia activities on Technology and Work).

5. Analyze the mechanisms of technology transfer and its effects on other countries (technology transfer class activities)

6. Analyze technological developments, issues, and trends with respect to how these have altered the overall quality of life (QOL) in the United States and in other nations (QOL class activities).

7. Review several contemporary technology innovations and developments and the ethics associated with responsible technology decision-making both for the United States as well as for other countries (Ethics class activities).

Student Learning Objectives for Area V of SJSU Studies (Advanced GE) Students shall be able to: 1. compare systematically the

ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.;

Research Exercise 2 will assess this learning objective. In addition, the following multimedia activities relate to this learning objective: Attitudes of, and about, women in technology (Section 5—Technology and Gender), Women working around the world (Section 4—Technology and Gender).

2. identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture;

The web-based unit on the history of technology addresses this learning objective. Several sections of the multimedia relate to this learning objective: Assembly line (Section 5—Technology and work), The Nature of Work Today (Section 7—Technology and work)

3. explain how a culture outside the U.S. has changed in response to internal and external pressures.

Research Exercise 1 will assess this learning objective. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender).

Textbook

Markert, L. R., & Backer, P. R. (2010). Contemporary Technology. Innovations, Issues and Perspectives (5th ed.). Tinley Park, IL: Goodheart-Willcox. Other Materials

(1) Criterion: For this class, you will need to need to log into the class website on the Criterion® Online Writing Evaluation Service. The Criterion® Online Writing Evaluation service provides students with reliable evaluations of English-language essays. It delivers immediate score reporting and diagnostic feedback that students can use to revise and resubmit their essays. To access Criterion, you should go to the website,


https://criterion.ets.org and log in. The Class Access Code for Tech 198 is: DEY8 - K25Y; the Class Full Name is: Tech 198 Fall 2014.

(2) Multimedia: There are four different versions of the multimedia available: a Windows version, a Mac OS multimedia CD, a Word version, and an iBook version. The Mac OS multimedia does not work with the most recent MAC operating systems (OS X Lion and OS X Mountain Lion). You can download the multimedia and word versions or pick the CDs up from the Department of Aviation and Technology office in Industrial Studies 111. For this class, there are three CD-ROMs. All the multimedia versions are available on Box.com. You will be receiving an invitation to join the box.com group in order to download the multimedia.

Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 1. The nature of science and technology [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU.

Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 3. Technology and work [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU

Backer, P. R. (2011). Technology and Civilization: A multimedia course. Unit 4. Gender and Technology [CD-ROM software]. San Jose, CA: The Department of Aviation and Technology, SJSU

(3) Web-based material: Backer, P. R. (2011). The history of technology [WWW online

module]. San Jose, CA: The Department of Aviation and Technology, SJSU. Available at: http://www.engr.sjsu.edu/pabacker/history/

Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/. Accommodation to Students' Religious Holidays San José State University shall provide accommodation on any graded class work or activities for students wishing to observe religious holidays when such observances require students to be absent from class. It is the responsibility of the student to inform the instructor, in writing, about such holidays before the add deadline at the start of each semester. If such holidays occur before the add deadline, the student must notify the instructor, in writing, at least three days before the date that he/she will be absent. It is the responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to


make up the work missed. See University Policy S14-7 at http://www.sjsu.edu/senate/docs/S14-7.pdf. American with Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. The San Jose State University Accessible Education Center (AEC), formerly known as the Disability Resource Center (DRC), Division of Student Affairs, is a comprehensive center providing both students and employees with accommodations and services. The contact information for the AEC is below. Accessible Education Center One Washington Square, ADMIN 110 San Jose, California 95192-0168 408-924-6000 [email protected] Academic integrity statement (from Office of Student Conduct and Ethical Development): Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct. Each multimedia assignment (Units 1, 2, 3, and 4), the ethics Canvas assignment (Unit 7), all CANVAS assignments and both research exercises will be submitted to your instructor by email and through the CANVAS dropbox. Your essay will be reviewed for Plagiarism through CANVAS. Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus. Evaluation 1. Weighted Criteria Percentage a. Unit Activities. Each unit includes 40 various activities, discussion questions, and responses. b. Research Exercise 1 First draft of RE1 with Criterion certificate 5 Final version of RE 1 (minimum 1250 words, approx. 5 pages D.S.) 20 c. Research Exercise 2 First draft of RE2 with Criterion certificate 5 Final version of RE 2


(minimum 1250 words, approx. 5 pages D.S.) 20 d. Final Exam (Oral presentation) 10 2. Due dates are listed on the attached Course Schedule. Reading assignments that are

pertinent to individual units are listed on the Course Schedule. It is your responsibility to keep current and read all relevant assignments before they are used in class.

3. Research exercise assignments will not be accepted late. Exceptions will be made

to this policy only in emergency situations. Please call or email Dr. Backer as soon as possible.

4. All work completed should be written in proper English. Work that is not done in an

acceptable manner will receive no credit. All assignments will be reviewed for grammar and sentence structure before they will be

reviewed for content. If your assignment is returned for an excessive number of grammatical errors, you will receive a zero on the assignment. You will be allowed to rewrite and resubmit it. Your instructors strongly recommend that you use the online writing program, ETS Criterion, to review your work before you submit it. To access Criterion, you should go to the website, https://criterion.ets.org/student/ and log in. The Class Full Name is Tech 198 Fall 2014 and the class access code is DEY8 - K25Y.

5. Grade distribution. The final grade distribution will be as follows: 93-100 A; 90-92 A-88-

89 B+; 83-87 B; 80-82 B-; 78-79 C+; 73-77 C; 70-72 C-; 69 D+; 65-68 D; below 65 F 6. This greensheet is subject to change with fair notice. Submission of Assignments Each assignment should be uploaded to the correct CANVAS dropbox. Since there are over 90 students enrolled in this class, it is critical that you name your assignments in the correct manner. Otherwise, you may not receive credit for your assignments. The correct format is Lastname_Firstname_assignment name. For example, if I was a student in the class and submitted unit 1A, I would name my submission: Backer_Patricia_unit1A.doc (since I saved it in Word .doc format) Description of Major Activities in this Course The class work portion of your grade includes all individual and group written and oral activities completed in class. Additionally, this category includes any homework, quizzes, and/or ancillary assignments. Over the course of the semester, you will write the equivalent of at least ten pages, double-spaced. The Unit activities include all online and multimedia activities for Units 1, 3, and 4; the CANVAS activities for Units 5, 6, and 7; and the Unit 2 History of Technology Web Tutorial.

• Multimedia Activities, Units 1, 3, and 4. Unit 1 (The Nature of Science and Technology), Unit 3 (Technology and Work), and Unit 4 (Gender and Technology) will be completed as self-paced multimedia activities. Each of these multimedia units has multiple


sections. At the end of each section is a class activity. Each of these class activities must be submitted to your instructor by the due date indicated in the attached schedule. Your work on the multimedia class activities will be included in your class work grade.

• Unit 2 History of Technology Web Tutorial. This unit has been developed as a multimedia learning experience for students. The History of Technology web tutorial is divided into three major sections: Technology in the Middle Ages, Chinese Contributions to Technology, and Islam Spain and the History of Technology. This web tutorial is available at http://www.engr.sjsu.edu/pabacker/history/. At the end of the web-based tutorial, you will complete a class activity available online.

• Online activities. Three of the units in this class are available online on the CANVAS website. These three units are: Unit 5--Technology Transfer and Cultural Issues, Unit 6—Quality of Life Issues, and Unit 7--Ethics. In each of these units, you will have homework/classwork activities. The CANVAS activities are available on the class website.

Research Exercises In this class, you must complete two research exercises instead of one research paper. For each research exercise, the class will be given a topic or an article (or articles) related to the content of this class. There are detailed instructions for each research exercise—these are available on the CANVAS website. Research exercise 1 will focus on how a culture outside the U.S. has changed in response to the internal and external pressures related to technology. Research exercise 2 will require you to compare technological developments from at least two different countries (other than the U.S.). The narrative for each of the research exercises must be at least 5 pages double-spaced (1,250 words each). Detailed instructions for both research exercises are available on the CANVAS website. Please review these instructions and email your professor if you have any questions.

All research exercise will be submitted first to ETS Criterion before submitting them to me. This program should be used to improve your writing prior to final submission for grading. You may submit your writings to ETS Criterion as many times as you would like prior to the due date to improve your score on the final product. As such, you should begin working on assignments early so that you will have time to work with ETS Criterion to fix any errors in the writing prior to being graded. You will be graded down for any fixable errors that you did not fix that Criterion pointed out.

Research Exercise 1 Due Dates

• 9/19/14 9/22/14, Research Exercise 1 Draft 1 DUE: By 6:00 pm, you must submit your rough draft to Criterion. You can submit your essay to Criterion multiple times. You must submit your draft to Criterion; and email your first draft of your research exercise and your reference articles to Dr. Backer by 6:00 pm.

• 10/10/14: You will receive content feedback on your essay from Dr. Backer. • 10/21/14, Research Exercise 1 Final Paper DUE: You should email your final draft of

your research exercise (along with any additional reference articles) to Dr. Backer by 10:00 am. Also, you should submit your research exercise to Criterion and fix any fixable errors. You should also submit a copy of your Research Exercise 1 Final Paper to the CANVAS dropbox by 10:00 am.


Research Exercise 2 Due Dates • 11/7/14 11/14/14, Research Exercise Draft DUE: By 6:00 pm, you must submit your

rough draft to Criterion. You can submit your essay to Criterion multiple times. You must submit your draft to Criterion; and email your first draft of your research exercise and your reference articles to Dr. Backer by 6:00 pm.

• 11/30/14: You will receive content feedback on your essay from Dr. Backer. • 12/5/14, Research Exercise 2 Final Paper DUE: You should email your final draft of

your research exercise (along with any additional reference articles) to Dr. Backer by 6:00 pm. Also, you should submit your research exercise to Criterion and fix any fixable errors. You should also submit a copy of your Research Exercise 1 Final Paper to the Canvas dropbox by 6:00 pm.

Final Exam (Oral Presentation) Your final exam will require you to synthesize the topics and materials covered in the course. Your final exam will be a Powerpoint presentation. You will complete an individual oral presentation. More information about the exam is available on the CANVAS website for this class. Class Format Tech198 is organized as a series of units or instructional topics. Within each unit there are objectives, assigned readings, activities, media, and evaluation measures. The units are NOT covered in the order they are listed here. Check the course schedule and the CANVAS course web site for the order and dates for each unit. Your instructor is hopeful that you will ultimately become enthusiastic about the material presented within the realm of this field, and that you will be willing to share your ideas with your fellow classmates throughout the coming term.

Outline of Course Content and Unit Objectives

Unit 1: Nature of Science & Technology Objectives:

a. Contrast the concepts of science and technology. b. Describe the evolution of “modern science” as a Western construct. c. Contrast several prevailing attitudes toward technological changes and innovations. d. Illustrate an example of technology dependence and technology traps.

This unit has been developed as a multimedia learning experience for students. It has five sections: What is Science? What is Technology?, Attitudes Toward Technology, Technology Dependence and Technology Traps, and Impact of Technology on Society. Refer to Canvas for details on how to complete this activity.

Textbook Readings Markert & Backer, ch. 1 [Science, Technology and Society] Markert & Backer, ch. 11 [Social Response to Technological Changes] Unit 2: The History of Technology and Culture Objectives:

a. Analyze the development of technology over time and in different cultures. b. Synthesize the contributions of China and Islam to modern science and technology.


c. Describe Western and non-Western contributions in the history of technology. This unit has been developed as a web-based multimedia learning experience for students. It has these three main sections: Technology and China, Technology and Islam, and Medieval Technology in Europe. Refer to Canvas for details on this activity. Unit 3: Technology and Work Objectives: a. Compare two of the three theories about the start of the Industrial Revolution (the

"invention" theory, the "capitalist" theory, and the "cultural" theory). b. Describe how work has evolved since the Industrial Revolution and how technology has

influenced this evolution in the US and in other countries. c. Analyze the effect of Scientific Management on the workplace and the home. d. Describe the changes in technology and work since the Industrial Revolution and the

interplay of this history with other significant historical events. e. Analyze the effect of the work environment on different groups in society throughout the

history of “modern work.” f. Discuss the nature of industrial work in the Twentieth Century?

This unit has been developed as a multimedia learning experience for students. It has seven sections: The Industrial Revolution, Industrialization of Society in the 19th Century, Workplace of 1900, Scientific Management, The Development of the Assembly Line, Consumerism in the West, and the Nature of Work Today? Please refer to Canvas for details on how to complete this activity.

Textbook Readings Markert & Backer, ch. 6 [Manufacturing and Production Enterprises] Unit 4: Technology and Gender Issues Objectives: a. Characterize the gender-related contexts of technology development. b. Synthesize the stereotypes of "men's work" and "women's work" as they relate to

technology. c. Describe the impact of World War II on women in the workplace and the impact on

society. d. Contrast how work in the home has evolved as compared to work in the marketplace. e. Analyze the effects of technology on women from different cultures and societies.

This unit has been developed as a multimedia learning experience for students. It has six sections: Technology and Gender; Women at work before 1900; Women at work, 1900 to today; Women working around the world; Attitudes of, and about, Women in Technology; and Gender-based Technologies. Please refer to Canvas for details on how to complete this activity.

Unit 5: Technology Transfer and Cultural Issues Objectives: a. Discuss the culture-related contexts of technology development. b. Describe the mechanisms of technology transfer. c. Analyze possible uses of technology transfer among countries.


d. Compare technological problem solving using “technology fixes” versus social engineering.

This unit is an online unit in CANVAS. Textbook Readings Markert & Backer, ch. 7 [Technology Transfer] Markert & Backer, ch. 8 [Appropriate Technology] The relation between technology and culture by Patricia Backer available at

http://www.engr.sjsu.edu/pabacker/tech_culture.htm Canvas Articles (the following articles are available on the Canvas website) Dream machines - Cars in China (2005, June 4). The Economist. China's road death rate highest in world (2008, March 21). China News Daily. China's Car-Industry Slowdown Blip Before Next Boom. (2012, April 30). Advertising Age. Electric cars in China, Not yet. (2012, May 5). The Economist. Sales in China Fuel BMW's Profit (2012, May 3). The New York Times. Ding, M., Wang, Y., & Wang, S. (2011, May). An analysis of causes and countermeasures for

reconstruction and integration of automobile industry in China. Asian Social Science, 7(5), 215-218.

Unit 6: Quality of Life Issues Objectives:

a. Describe those elements that are essential to the QOL in societies around the world. b. Contrast opposing points of view to determine the effects of technology on the

environment. c. Describe the impact of technology on the quality of life of people from different countries

This unit is an online unit in CANVAS. Textbook Readings Markert & Backer, ch. 9 [Environmental Issues] Canvas Articles (the following articles are available on the Canvas website) Dempsey, J. X. (2009). Civil liberties in a time of crisis. Human Rights, 29(1), 8-10. Zinam, O. (1989). Quality of Life, quality of the individual, technology and economic

development, American Journal of Economics and Sociology, 48(1), 55-68. Learning to live with Big Brother (2007, September 17). The Economist. Unit 7: Technology Ethics and Society Objectives:

a. Describe several contemporary technology innovations and developments and the ethics associated with responsible technology decision-making.

b. Discuss the issues related to stem cell technologies c. Analyze the effect of information technology on individual and workplace privacy.

This unit is an online unit in CANVAS. Readings


Markert & Backer, ch. 2 [Biotechnology] Markert & Backer [Information Technologies] Markert & Backer, ch. 12 [Social Institutions] Canvas Articles (the following articles are available on the Canvas website) Davis, H. B. (2004, Winter). Ethics in a digital age. Threshold, 18-21. Available:

http://i.ciconline.org/CiCWebResources/Articles/W04-ethics.pdf Lind, M. (2011). A framework for addressing ethics in the Digital Age. Information Systems

Educators Conference Proceedings, 28(1624). Available: http://proc.isecon.org/2011/pdf/1624.pdf

Myhrvold, C. (2012, August 3). Study Reveals a Confused View of Mobile Phone Privacy and Security. Technology Review. Available: http://www.technologyreview.com/news/428656/study-reveals-a-confused-view-of-mobile-phone/?nlid=nldly&nld=2012-08-03

http://proc.isecon.org/2011/pdf/1624.pdf


Schedule AE/ME/CMPE/ENGR/Tech 198 Fall 2014

Date Unit Topic Assignments Readings 8/29/14 Intro Introduction Discussion Board 9/5/14 1 The Nature of Science

and Technology Unit 1 Class Activities are due

9/12/14 2 History of Technology Unit 2 assignment due 9/19/14 Research Exercise Draft 1 due You must email your first draft of your research exercise and your reference articles. Also, you must

submit your draft essay to Criterion. The deadline is 6:00 pm on 9/19/14 9/26/14 9/29/14

7 Technology and Ethics Unit 7, Class discussion and class activity due

Markert & Backer, ch. 2 [Biotechnology]; Markert & Backer, ch. 12 [Social Institutions]; Markert & Backer [Information Technologies]

Additional articles on CANVAS website 10/3/14 Rewrites due for Units 1 (Nature of Science & Technology) and 2 (History of Technology) (if applicable) 10/10/14 Research Exercise 1 content feedback on Research Exercise Draft 1 essay will be emailed to you by Dr. Backer 10/10/14 3 Technology and Work

Part 1 Unit 3, Class Activities 1-4 due Markert & Backer, ch. 6 [Manufacturing and Production

Enterprises] 10/17/14 3 Technology and Work

Part 2 Unit 3, Class Activities 5-7 due

10/21/14 Research Exercise Final Draft 1 due

You must email your final draft of your research exercise and any additional reference articles. Also, you must submit your draft essay to Criterion. In addition, you must submit your research exercise to Canvas.

10/31/14 5 Technology Transfer Unit 5, Class activities due Markert & Backer, ch. 7 [Technology Transfer]; Markert & Backer, ch. 8 [Appropriate Technology] Additional articles on CANVAS website

11/7/14 11/14/14

Research Exercise 2 Draft 1 due

You must email your first draft of your research exercise and your reference articles. Also, you must submit your draft essay to Criterion. The deadline is 6:00 pm.

11/10/14 Rewrites due for Unit 7 (Technology and Ethics), Unit 3 (Technology and Work) if applicable 11/30/14 Research Exercise 2 content feedback on Research Exercise 2 Draft 1 essay will be emailed to you by Dr. Backer 11/14/14 4 Gender and Technology Unit 4, Class Activities due 11/21/14 6 Quality of Life Unit 6, Class Discussion Online, due

12/9/13, 6:00 pm Markert & Backer, ch. 9 [Environmental Issues] Additional articles on CANVAS website

12/5/14 Research Exercise 2 Final Paper Due

You must email your final draft of your research exercise and any additional reference articles. Also, you must submit your draft essay to Criterion.

12/10/14 Rewrites due for Unit 5 (Technology Transfer), Unit 4 (Gender and Technology) if applicable 12/16/14 Final Exam. Students must submit their final exam by 9:30 am on 12/16/14

General Education Annual Course Assessment Form Course Number/Title: Tech 198 Technology & Civilization GE Areas: V Results reported for Spring 2009: # of sections: 5 sections # of instructors: 3 instructors Results reported for Fall 2009: # of sections: 5 sections # of instructors: 2 instructors Results reported for Spring 2010: # of sections: 5 sections # of instructors: 3 instructors Course Coordinator: Dr. Patricia Backer E-mail: [email protected] Department Chair: Dr. Seth Bates, Aviation & Technology College: College of Engineering Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year. Part 1: To be completed by the course coordinator: (1) What SLO(s) were assessed for the course during the AY? Spring 2009: SLO 2: Students shall be able to identify the historical context of ideas and

cultural traditions outside the U.S. and how they have influenced American culture. Fall 2009: SLO 1: Students shall be able to compare systematically the ideas, values, images,

cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S.

Spring 2010: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures

(2) What were the results of the assessment of this course? What were the lessons learned from

the assessment? Spring 2009 Assessment of SLO 2. The web-based module on the history of technology has been most helpful in meeting this objective. It was first used in Fall 2000 and has been included in all sections of the class since. In addition to the web-based assignment, the instructors use other assignments to assess the students’ achievement of this learning objective. Several instructors include essay questions on the midterm that require students to address historical changes in social and individual attitudes to technology and the differences in these changes in Western versus Eastern cultures. Several instructors create research papers that assess the students’ achievement of this SLO (see Figure 3, Research Exercise 1). Also, there are embedded class activities on the multimedia CDs for this class that assess this SLO. The two following multimedia class activities relate to GE SLO 2: Assembly line (Unit 3, Section 5—Technology and Work) and The Nature of Work Today (Unit 3, Section 7—Technology and Work) Fall 2009 Assessment of SLO 1. Many of the readings in this class systematically look at technology and the values related to technology in different societies. Discussions and activities related to these articles allow students to identify the dynamics of various identities and see differences and similarities between these societies and modern American society. The instructors in this class use individual and group activities to discuss the points of view from different articles.

In addition to the assessment of student achievement through reading assignments and research exercises, the faculty use other activities to meet SLO 1. Several of the class activities on the multimedia CDs address this SLO. The following multimedia CD activities relate to GE SLO 1: What are the cultural aspects to scientific and technological literacy? (Unit 1, Section 3—The Nature of Science and Technology), Attitudes of, and about, women in technology (Unit 4, Section 5—Technology and Gender), Women working around the world (Unit 4, Section 4—Technology and Gender).

The results of the SLO assessment for SLOs 1 and 2 indicated that 80% of all the students in the course (from Spring 2009 to Fall 2009) successfully demonstrated that they met the SLOs assessed during those semesters (see Table I). A high percent of students received an “A” or “B” on their assignments covering these SLOs (59% in Spring 2009 and 71% in Fall 2009). Across all sections of this class, students performed at a higher level in meeting SLO 1. The instructors in this course surmise that this SLO is easier for the students to achieve since we conceptualize this SLO for this class as “Students shall be able to compare systematically the technological developments of people from more than one culture outside the U.S.” This SLO is at the core of this course; thereby, it is addressed in almost every class and activity done by the students.

TABLE I NUMBER OF STUDENTS AND DISTRIBUTION OF

STUDENT GRADES FOR SLO 2 AND 1

Spring 2009 SLO

2 assessment results

Fall 2009 SLO 1 assessment results

A 37 (26%) 89 (47%)

B 49 (34%) 45 (24%)

C 28 (19%) 17 (9%)

D 5 (3%) 3 (2%)

F 26 (18%) 34 (18%)

Spring 2010 Assessment of SLO 3. Research Exercise 1 is used by most instructors to assess this learning objective. Several sections of the multimedia (used by all instructors in this course) also address this learning objective: The Scientific Method (Section 4—The nature of science and technology), The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). One of the instructors also includes questions on his mid-term exam to assess student achievement of this SLO. Of the 162 students enrolled in this class in Spring 2010, 130 (80%) successfully demonstrated that they met this SLO

(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) We are revising the multimedia CDs used in the class this year and updating the materials on the CDs and the class activities. Part 2 To be completed by the department chair (with input from course coordinator as appropriate): (4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned? YES

General Education Annual Course Assessment Form

Course Number/Title ___Tech 198 Technology & Civilization___ GE Area __V_____________________

Results reported for AY __2010-2011____ # of sections ___10__________ # of instructors ______5_____

Course Coordinator: __Pat Backer________________ E-mail: [email protected]_____________

Department Chair: _Seth Bates_________________ College: __Engineering_________________

Part 1

To be completed by the course coordinator:

(1) What SLO(s) were assessed for the course during the AY? GE Area V SLO 1: 1. compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.

Ethics: this is a content goal related to ABET Outcome-F: “Understanding of professional and ethical responsibility.”

(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? GE Area V SLO 1 Assessment In Fall 2010, three different faculty taught at total of five sections of Tech 198. Overall, there were 101 students in the three sections. For Fall 2010, 71 out of the 101 students who were collectively enrolled in 3 sections of TECH 198 turned in their assignments related to GE SLO 1.

Identification Analysis Understanding Exemplary 27% 22% 23% Acceptable 57% 53% 52% Unacceptable 16% 25% 25%

In Spring 2011, three different faculty taught at total of five sections of Tech 198. We conducted a comprehensive assessment of GE SLO 1 in all five Spring 2011 sections. Overall, there were 178 students in the five sections. Nine students did not submit their assignments for this activity; all of these students received unacceptable assessments. For SLO 1, over 80% of the students met the criteria for all three indicators for GE SLO 1.

Total (169 students)

Identification of global and social factors

Analysis of global factors

Understanding and identification of the impacts of engineering solutions

Exemplary 86 77 80 Acceptable 58 61 59 Unacceptable 25 31 30 Accept & Exemplary 144 138 139 % Accept & Exemplary 85.2% 81.7% 82.2%

Ethics Assessment In Fall 2010, three different faculty taught at total of five sections of Tech 198. Overall, there were 101 students in the three sections. For Fall 2010 94 out of the 101 students who were collectively enrolled in 3 sections of TECH 198 94 turned in their assignments on the understanding of professional and ethical responsibility. Identification Considers Stakeholders Analysis Chooses Action Exemplary 31% 13% 14% 16% Acceptable 23% 28% 37% 38% Unacceptable 21% 24% 18% 17% For Spring 2011 out of the 178 students were collectively enrolled in 5 sections of TECH 198. Nine students did not submit their assignments for this activity; these students were excluded from this analysis. Overall, 169 students were assessed on ethics.

Total (169 students)

Identification Ethical Issues

Viewpoint of Stakeholders

Alternatives Presented

Chooses an action

Exemplary 57 52 40 31 Acceptable 79 83 74 70 Unacceptable 33 34 55 68 Accept & Exemplary 136 135 114 101 % Accept & Exemplary 80.5% 79.9% 67.5% 59.8%

(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.)

For GE SLO 1, over 80% of the students met the criteria for all three indicators; no modifications are planned in this course for this SLO. For ethics, 80% of the students met the criteria for the first two indicators (Identifies Ethical Dilemma and Considers Stakeholders) at an acceptable or exemplary level. Fewer students met the criteria for the second two indicators (Analyzes Alternatives and Consequences and Chooses an Action). Based on our assessment of Spring 2011 results, the Tech 198 instructor team will be revising the ethics content of the course to include more examples that analyze the alternatives and consequences. We will also revise the activities used to assess the ethics content component of this course.

Part 2

To be completed by the department chair (with input from course coordinator as appropriate):

(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?

All sections of Tech 198 are still aligned with the GE Area’s Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment.




Course Coordinator: ____Pat Backer________________ E-mail: [email protected]_____________

Department Chair: _____Seth Bates________________ College: _Engineering_________________

Part 1

To be completed by the course coordinator:

(1) What SLO(s) were assessed for the course during the AY? SLO 2: Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture.

(2) What were the results of the assessment of this course? What were the lessons learned from the assessment?

GE Area V SLO 2 Assessment

In Fall 2011, three different faculty taught at total of four sections of Tech 198. Overall, there were 121 students in the four sections. For Fall 2011, 96 out of the 121 students who were collectively enrolled in four sections of TECH 198 turned in their assignments related to GE SLO 2. In Spring 2012, five different faculty taught at total of five sections of Tech 198. We conducted a comprehensive assessment of GE SLO 2 in all five Spring 2012 sections. Overall, there were 171 students in the five sections. Thirteen students did not submit their assignments for this activity; all of these students received unacceptable assessments. For SLO 2, over 80% of the students met the criteria for all three indicators for GE SLO 2 (C or better).

Grade on SLO#2 assignment Fall 2011 Spring 2012 total

Percent of Total

Percent of Submitted

A, B 83 118 201 68.8% 79.1%

C 9 29 38 13.0% 15.0%

D or lower 4 11 15 5.1% 5.9%

did not submit assignment 25 13 38 13.0%

121 171 292


Based on our assessment, the Tech 198 students are meeting SLO 2. Therefore no modifications are planned for the upcoming year.

Part 2

To be completed by the department chair (with input from course coordinator as appropriate):








Part 1

(1) What SLO(s) were assessed for the course during the AY?: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures. (2) What were the results of the assessment of this course? What were the lessons learned from the assessment? SLO 3 is assessed through several measures in the class. Research Exercise 1 assesses this learning objective. In Fall 2012, one faculty taught one large section of Tech 198 with 133 students. In Spring 2013, there were two sections of Tech 198, one with 104 students and one with 12 students. The small section is a special Tech 198 class for students in the Engineering Global Technology Initiative (See GTI section below). The table below shows an analysis of the students’ achievement on research exercise 1 for the two regular sections of Tech 198. 76% of the students who submitted the research paper received a grade of C or above.

Grade on Research Exercise 1 assignment Fall 2012

Spring 2013 total

Percent of Total


A, B 49 34 83 35% 41% C 40 33 73 31% 36% D or lower 20 28 48 20% 23.5% did not submit assignment 24 9 33 14% 133 104 237

SLO 3 is also assessed through several class activities. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). Direct Measurement SLO 3 Performance criteria set at 70%, minimum percentage of students who should reach performance criteria

(excludes students who did not submit papers). Unit 3 class activities: 17 students in Fall 2012 and 7 students in Spring 2013 did not submit Unit 3.

• Assignment (The Industrial Revolution (Section 1—Technology and work)) –89.7% passed • Assignment (The Industrialization of Society in the 19th century (Section 2—Technology and work)) –

86% passed • Assignment (Scientific Management (Section 4—Technology and work)) – 87.3% passed

Unit 4 class activities: 43 students in Fall 2012 and 21 students in Spring 2013 did not submit Unit 4.

• Assignment (Women at work before 1900 (Section 2—Technology and Gender)) -- 85.5% passed

Based upon the Fall 2012 assessment of the class, the instructor instituted additional reminders to students in Desire2Learn and by email that increased the number of students turning in their classwork assignments in Spring 2013. GTI TECH 198, Section 3 (Spring 2013): Learning objective three was assessed through Unit Assignment two, an essay based on reading of the book Wild Swans, the story of change China in the Twentieth Century and how this change affected three generations of women in one family, and research exercise two, a paper based on change in China since Deng Xiaoping's reform program was implemented. This was an unusual class in that it was a small group selected to participate in the Global Technology Initiative China tour. On the first assignment all students fulfilled the assignment successfully (100%). On the second assignment 12 of 13 did so (92%). Writing Assessment: Based on the history of low writing skills in the class, the Fall 2012 instructor in Tech 198 piloted ETS Criterion in the class for the two research papers. The hypothesis was that the use of ETS Criterion would improve students’ writing in the class, therefore reducing the amount of time required to grade the students’ research papers. Also, the instructor changed both research assignments in the class. Students were required to submit a complete draft paper for each research exercise and a final paper. All papers had to be submitted to Criterion and the students had to fix all the fixable errors. Students in the Fall 2012 Tech 198 class were required to submit four research papers to Criterion for a grammar check: Research Exercise 1 Draft Paper, Research Exercise 1 Final Paper, Research Exercise 2 Draft Paper, and Research Exercise 2 Final Paper. 87 of the 134 students enrolled in the class submitted all four papers to Criterion. T-tests comparing the individual students’ grammatical errors were significant. A t-test comparing the number of errors on Research Exercise 1 draft with Research Exercise 1 Final paper was significant (p<0.001). A t-test comparing the students’ grammatical errors on the two papers for Research Exercise 2 was also significant (p<0.001). The average number of grammatical errors also was reduced over the course of the semester (see table below). When comparing the student grades on their final essays between the Spring 2012 and Fall 2012, the grades on both Research Exercise 1 (p<0.01) and Research Exercise 2 (p<0.01) were significantly higher for students in the Fall 2012 class. This analysis was presented at the American Society for Engineering Education annual conference in June 2013.


Based on our assessment, the Tech 198 students are meeting SLO 3. The class will be taught again in Fall 2013 as one large lecture. We will continue to monitor student achievement of the SLOs to determine whether this model is acceptable.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate):






Part 1 (1) What SLO(s) were assessed for the course during the AY?: SLO 3: Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures.

(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? SLO 3 is assessed through several measures in the class. Research Exercise 1 assesses this learning objective. In Fall 2013, one faculty taught one large section of Tech 198 with 105 students. In Spring 2014, there were two sections of Tech 198, one with 60 students and one with 21 students. The small section is a special Tech 198 class for students in the Engineering Global Technology Initiative (See GTI section below). The table below shows an analysis of the students’ achievement on research exercise 1 for the two regular sections of Tech 198. 73% of the students who submitted the research paper received a grade of C or above.

Grade on Research Exercise 1 assignment Fall 2013

Spring 2014 total

Percent of Total


A, B 36 17 53 32% 36% C 35 20 55 33% 37% D or lower 23 18 41 25% 27% did not submit assignment 11 5 16 10% 105 60 165

SLO 3 is also assessed through several class activities. Several sections of the multimedia also address this learning objective: The Industrial Revolution (Section 1—Technology and work), The Industrialization of Society in the 19th century (Section 2—Technology and work), Scientific Management (Section 4—Technology and work), Women at work before 1900 (Section 2—Technology and Gender). Direct Measurement SLO 3 Performance criteria set at 70%, minimum percentage of students who should reach performance criteria

(excludes students who did not submit papers). Unit 3 class activities: 14 students in Fall 2013 and 8 students in Spring 2014 did not submit Unit 3.

• Assignment (The Industrial Revolution (Section 1—Technology and work)) –97% passed • Assignment (The Industrialization of Society in the 19th century (Section 2—Technology and work)) –

97% passed • Assignment (Scientific Management (Section 4—Technology and work)) – 91% passed

Unit 4 class activities: 13 students in Fall 2013 and 6 students in Spring 2014 did not submit Unit 4.

• Assignment (Women at work before 1900 (Section 2—Technology and Gender)) -- 97% passed

Based upon the AY201/2013 assessment of the class, the instructor instituted additional reminders to students in Canvas and by email that increased the number of students turning in their Research Exercise 1 and classwork assignments in AY 2013-2014. In AY 2012/2013, 14% of the students did not submit their final papers for Research Exercise 1. This number was reduced for AY 2013/2014; only 10% of the 2013/2014 students did not submit their final papers for Research Exercise 1. GTI Tech 198, Section 3, Spring 2014: Learning objective three was assessed through Unit Assignment two, an essay based on the book Wild Swans: Three Daughters of China, which demonstrates how radical political and societal changes affected three generations of women in China in the course of the 20th century, and Research Exercise two, a paper on Taiwan's development into a democracy and prospects for its future given its difficult relationship with the People's Republic of China. This was an unusual class in that it was a group of 21 students specially selected to participate in the Global Technology Initiative (GTI) trip to Taiwan in July. On the first assignment, 19 students (90 per cent) fulfilled the assignment successfully. One submission was sub-standard and another student failed to turn in the paper. On the second assignment, all 21 students completed the assignment successfully (100 per cent).


Based on our assessment, the Tech 198 students are meeting SLO 3. The class will be taught again in Fall 2014 as one large lecture. We will continue to monitor student achievement of the SLOs to determine whether this model is acceptable.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate):




Course Number/Title __Tech 198 Technology & Civilization____ GE Area __V________________________

Results reported for AY _2014-2015______ # of sections __4___________ # of instructors _____4_________

Course Coordinator: __Patricia Backer_________ E-mail: [email protected]_________________

Department Chair: __Seth Bates__________________ College: __Engineering_______________

Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by October 1 of the following academic year.

Part 1 To be completed by the course coordinator:

1. What SLO(s) were assessed for the course during the AY?

SLO 1: Students shall be able to compare systematically the ideas, values, images, cultural artifacts,

economic structures, technological developments, or attitudes of people from more than one culture

outside the U.S.

2. What were the results of the assessment of this course? What were the lessons learned from the

assessment?

All instructors asked the students to write research papers to access this SLO. One instructor had the

students write a research paper where students compare the ideas/beliefs of two non-US cultures about

GMO foods. Two instructors asked students to compare technological developments from at least two

different countries (other than the U.S.). The third instructor was for the special session in Spring 2015 for

the students in the Global Technology Institute (GTI) program. The instructor for the GTI class asked

students to write a reflection paper about their experiences traveling and living in Taiwan.

Section 1 2 3 4 ALL Percent

Exceeds 14 23 28 7 72 34.6%

Meets 27 39 34 7 107 51.4%

Fails 2 11 3

16 7.7%

did not submit 7 6

13 6.3%

TOTAL ASSESSED 43 80 71 14 208

3. What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) There are no modifications planned for this course other than minor changes based upon our continuous improvement model.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate): 4. Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs),

Content, Support, and Assessment? If they are not, what actions are planned?

YES, They are. 5. If this course is in a GE Area with a stated enrollment limit (Areas A1, A2, A3, C2, D1, R, S, V, & Z), please

indicate how oral presentations will be evaluated with larger sections (Area A1), or how practice and revisions in writing will be addressed with larger sections, particularly how students are receiving thorough feedback on the writing which accounts for the minimum word count in this GE category (Areas A2, A3, C2, D1, R, S, V, & Z) and, for the writing intensive courses (A2, A3, and Z), documentation that the students are meeting the GE SLOs for writing.

There were two sections of this class which exceeded the 40 person limit. The instructors of each of these sections received department funding for student assistant support so that the students could receive feedback on the writing assignments throughout the semester.

2010 Accreditation Self‐Study Report

Bachelor of Science Industrial Technology

Department of Aviation and Technology

San José State University

Association for Technology, Management, and Applied Engineering

March, 2010

2010 ATMAE Self Study Bachelor of Science in Industrial Technology San José State University Concentration in Manufacturing Systems Concentration in Computer Electronics and Network Technology Table of Contents Introductory Materials

6.01 .............................................Preparation of Self‐Study Report

6.02....................................................... Philosophy and Objectives

6.03......................................................................Program of Study

6.04 ................................................................................Instruction

6.05....................................................................................... Faculty

6.06 ...................................................................................Students

6.07.......................................................................... Administration

6.08 ......................................................... Facilities and Equipment

6.09 .................................................................. Computer Systems

6.10 .................................................................. Financial Resources

6.11 .......................................... Library and Information Resources

6.12 ....................................................................Support Personnel

6.13 ...................................................................Placement Services

6.14 ............................................ Industrial Advisory Committee(s)

6.15 ............................................................ Educational Innovation

6.16 ...............................................................................Assessment

Supplementary Materials ..................(selected from Appendices)

INDUSTRIAL TECHNOLOGY RE-ACCREDITATION SELF-STUDY REPORT

I. The On-Site Visit A. Date of the Visit April 11-13, 2010 B. Visiting Team Members Dr. Jon Duff, Arizona State University (Team Chair) Dr. William Brauer, Bemidji State University Dr. Darren Olson, Central Washington University C. Current Accreditation Status of Program(s) Accredited II. General Information A. The Institution 1. Name and Address

San Jose State University One Washington Square San Jose, CA 95192-0061 2. Number of Students Enrolled (Fall, 2009, SJSU)

Total 31,280 Undergraduates 25,081

(includes 2nd baccalaureates and credential) Graduates 6,119

Full-Time Equivalent 23,887 3. Total Full-Time Equivalent Faculty (2008/2009) 1,134 4. Operating Budget, 2008-2009

General operating budget: $319 million Sponsored programs (grants and contracts): $37 million Private contributions: $11.3 million

San Jose State University’s instructional and operational budget is

primarily state-assisted. These funds are augmented by student fees, federal reimbursements, and self-supporting activities such as dormitory revenue, parking fees, and continuing education programs.

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5. Institutional Accreditation Organization(s) and Dates of Accreditation:

San Jose State University received its first institutional accreditation from the Association of American Universities in 1942 and continued to be reviewed by that group until AAU ceased to function as an accrediting unit in 1949. From that point through 1962, the University was accredited by the Western College Association. Since 1962, SJSU has been accredited by the Western Association of Schools and Colleges (WASC), the principal accrediting commission for the Western region of the United States, under the auspices of COPA (Commission of Post-Secondary Accreditation). SJSU’s most recent comprehensive accreditation review occurred in March, 2007, at which time its accreditation was reaffirmed.

In addition to holding accredited status by WASC, San Jose State

University also holds individual program accreditation from twenty five specialized accrediting agencies together with recognition and licensure from several boards.

6. History of Accreditation by the Association of Technology Management

and Applied Engineering (ATMAE, previously NAIT)

The Bachelor of Science degree in Industrial Technology was one of the first three institutions to be granted accreditation under NAIT in the late 1960s. Our second accreditation by the National Association of Industrial Technology was in 1974-75. Subsequent site visitations for re-accreditation occurred in 1980, 1985 and 1990. A 1985 review took place following NAIT’s approval of the Division of Technology’s request for a one-year extension to the visit date originally scheduled for 1984. The BS in Industrial Technology received full accreditation when it was re-accredited in 1990. In 1996, the BS in Industrial Technology again underwent re-accreditation. In October 1996, the degree was granted Accreditation-Provisional for a period of six years with a report due by September 1, 1998. SJSU submitted its report in 1998 and was granted Accreditation-Full through October 2002. In October 2001, NAIT approved a one-year extension to the visit date originally scheduled for 2002. In October 2002, the degree was granted accreditation for a six year period. In Fall of 2008, the Department of Aviation and Technology requested a one-year extension to the 2009-2010 AY due to significant curriculum changes that were in process. That extension was granted. The Department is currently undergoing university program review of all degree programs (BS Industrial Technology, BS Aviation, and MS Quality Assurance) along with the accreditation review of the BS Industrial Technology.

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7. Administration of the Institution:

San Jose State University is one of twenty-three campuses in the California State University (CSU) system with 407,000 students and 44,000 faculty and staff. The CSU is governed by a 25 member Board of Trustees that establishes system-wide policies. Executive responsibility for the management of San Jose State University is vested in the President (Dr. Jon Whitmore) whose full time responsibility is to this campus. The President’s administrative superior is the Chancellor of the CSU. As appropriate, the President delegates specific duties and responsibilities to members of the campus administration.

There are four principal administrative divisions in the University:

Academic Affairs, Administration and Finance, University Advancement, and Student Affairs. Each of the administrative heads reports directly to the President. The chief academic officer is the Provost and Vice President for Academic Affairs, Dr. Gerry Selter. The Academic Senate and the President’s Advisory Board assist the President with campus-related policy decisions.

Effective faculty participation in campus governance is a reality at San

Jose State University. It is accomplished through departmental and school committees, the Academic Senate (two-thirds of whose members are faculty), and the Senate’s policy and operating committees/special boards. The Academic Senate is influential in the formulation of policies and procedures concerning the areas of education, faculty affairs, student affairs, budgetary matters and finance. Senate policy and recommendations become University policy when approved by the President. There are six policy committees of the Academic Senate: Executive Committee; Committee on Committees; Curriculum and Research Committee; Instruction and Student Affairs Committee; Organization and Government Committee; and Professional Standards Committee. Reporting to the policy committees are thirteen operating committees including Affirmative Action Committee, All University Teacher Education Committee, Assessment Committee, Continuing Education Committee, Graduate Studies and Research Committee, Improvement of Instruction Committee, Institutional Review Board -- Human Subjects, International Programs and Students Committee, Program Planning Committee, Student Evaluation Review Board, Student Fairness Committee, Student Success Committee, and Undergraduate Studies Committee.

8. Major Academic Units within the Institution

Within the institution, San Jose State University’s academic structure consists of seven Colleges, each of which is administered by a Dean

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who reports to the Provost. Through its eight colleges, the university offers 69 bachelor's degrees with 81 concentrations and 65 master's degrees with 29 concentrations. The Fall 09 list of all departments and majors can be found at <http://info.sjsu.edu/web-dbgen/catalog/degrees/all-degrees.html>

Open University is administered by a Dean who also reports to the Provost. This entity is responsible for Winter session, Open University offerings, and Extended Education programs. More recently, summer session courses are provided independent of State support and are administered through Open University. Curricular policies and recommendations related to General Education and Special Majors are administered by the Office of Undergraduate Studies headed by an Associate Vice President. All Graduate programs are coordinated through the Office of Graduate Studies and Research, also headed by an Associate Vice President. Graduate degrees do, however, reside in their individual departments.

9. Institutional Mission:

SJSU’s mission statement attests to the comprehensive nature of the University, its place in an urban, high technology center where a majority of its students are commuters, and the importance of its ethnic and cultural diversity. The statements stress the primacy of the arts, humanities, sciences, social sciences, and technological education and further stress the importance of General Education across all academic disciplines. Our mission and goals provide both continuity with a richly embroidered past as well as direction for a vibrant future. SJSU’s Mission statement is provided below. The full Mission and Goals statement are provided in Section 6.2 of this Self-Study.

SJSU Mission

(http://www.sjsu.edu/about_sjsu/mission/)

SJSU's Mission In collaboration with nearby industries and communities, SJSU faculty and staff are dedicated to achieving the university's mission as a responsive institution of the state of California: To enrich the lives of its students, to transmit knowledge to its students along with the necessary skills for applying it in the service of our society, and to expand the base of knowledge through research and scholarship.

10. Relationship of Institution to Superior Governing Body:

San Jose State University is a mature educational institution with a long and successful history. It is the oldest public institution of higher education in California. San Jose State University is part of the California State University. The CSU is comprised of 23 campuses that provide instruction in the liberal arts and sciences as well as in applied

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http://www.sjsu.edu/about_sjsu/mission/

fields that require more than two years of college education. The CSU may also offer the doctoral degree jointly with the University of California or another private university. Responsibility for The California State University is vested in the Board of Trustees, consisting of ex-officio members, alumni and faculty representations, and members appointed by the governor. The Trustees appoint the Chancellor, who is the chief executive officer of the system, and the Presidents, who are the chief executive officers of the respective campuses.

The Trustees, Chancellor, and Presidents develop system-wide policy,

with actual implementation at the campus level taking place through broadly based consultative procedures. The Academic Senate of The California State University, made up of elected representatives of the faculty from each campus, recommends academic policy to the Board of Trustees through the Chancellor.

B. Administrative Unit(s) Information

1. Name and Address of College and/or Department Administrative Unit(s)

The Department of Aviation and Technology is one of seven departments administered within the College of Engineering. Office locations are given below.

The College Office telephone number is (408) 924-3800. The Department Office telephone number is (408) 924-3190 College of Engineering San Jose State University Engineering room 493 San Jose, CA 95192-0080 Department of Aviation and Technology San Jose State University Industrial Studies room 111 San Jose, CA 95192-0061 2. Name(s) of Dean and/or Department Head:

The College of Engineering is administered by Don Beall Dean of Engineering Dr. Belle W. Y. Wei. The Department of Aviation and Technology is chaired by Dr. Seth P. Bates.

3. Names of Other Departments/Schools in Administrative Unit:

College of Engineering Unit & Office Location

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Department of Chemical and Materials Engineering, Engr 385, Chair: Dr. Gregory Young

Department of Civil and Environmental Engineering, Engr 284, Chair: Dr. Udeme Ndon

Department of Computer Engineering, Engr 284, Chair: Dr. Sigurd Meldal

Department of Electrical Engineering, Engr 349, Interim Chair: Dr. Avtar Singh

Department of Mechanical and Aerospace Engineering, Engr 310, Chair: Dr. Fred Barez

Department of Industrial and Systems Engineering, Engr 283, Chair: Dr. Yasr Dessouky

4. Name of Program Head(s):

The Department of Aviation and Technology offers two undergraduate degrees and one graduate degree: the Bachelor of Science in Industrial Technology, the Bachelor of Science in Aviation, and the Master of Science in Quality Assurance. The Department Chair, Dr. Seth P. Bates, is responsible for the administration of each of these degree programs. Dr. Ali Zargar is the graduate coordinator for the Masters degree program.

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

Coordination Responsibility

Dean Belle Wei meets regularly with the College of Engineering Council of Chairs to furnish current information concerning College business and to solicit their input with regard to his administration. She works closely with three Associate Deans in the College: Dr. Ahmed Hambaba, Associate Dean for Graduate & Extended Studies, Dr. Emily Allen, Associate Dean for Undergraduate Studies, and Dr. Guna Selvaduray, Associate Dean for Research. The college also has a variety of elected faculty committees (e.g., Retention, Tenure & Promotion; Curriculum; Student Affairs; Sabbatical; Assessment Task Force/ABET). Committee membership normally reflects representation from the academic units within the College. These committees make recommendations to the Dean with reference to the tasks they are assigned to fulfill.

6. Titles of Degrees, Programs, and Concentrations for which

Accreditation is Being Requested:

Degree: Bachelor of Science in Industrial Technology Concentrations: Computer Electronics & Network Technology (CENT) Manufacturing Systems

INDUSTRIAL TECHNOLOGY RE-ACCREDITATION SELF-STUDY REPORT

6.1 Preparation of Self-Study Report Self-Analysis: The Self-Study Report shall follow the guidelines and be completed by a representative portion of the institution’s administrative staff, teaching faculty and students.

The report conforms to the guidelines from the 2009 ATMAE Accreditation

Handbook. All faculty members, administrators, and students who contributed to this

document were asked to provide an honest assessment of both the strengths and

limitations of our Industrial Technology programs. Faculty representatives include

both full-time and part-time instructors in the Department of Aviation and Technology.

The accreditation review cycle is matched to the SJSU internal program review cycle

and the department chair has consulted with the campus program review liaison

during the development of this report. The campus program review document is due

to be submitted in the Fall of 2010, following review and action by the ATMAE Board

of Accreditation. Administrators at the department, college, and university levels

made their opinions available for this review. The department faculty was

responsible for compiling this self-study. Student representation in the report came

from currently enrolled majors as well as a broad spectrum of graduates of the

program. It is the consensus of these groups that the Bachelor of Science degree in

Industrial Technology complies with the ATMAE standards for accreditation and

therefore merits your recommendation for full accreditation.

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6.2 Philosophy and Objectives

6.2.1 Mission: The department, college, and institutional missions shall be compatible with the approved definition of Industrial Technology.

According to the ATMAE approved definition, Industrial Technology consists of

degree programs of study designed to prepare management-oriented technical

professionals. Significant portions of the SJSU and College of Engineering mission

and goals statements are directly supportive of the approved focus and intent of the

Industrial Technology programs.

SJSU Mission and Goals Statement.


SJSU's Mission

In collaboration with nearby industries and communities, SJSU faculty and staff are dedicated to achieving the university's mission as a responsive institution of the state of California: To enrich the lives of its students, to transmit knowledge to its students along with the necessary skills for applying it in the service of our society, and to expand the base of knowledge through research and scholarship.

Goals

For both undergraduate and graduate students, the university emphasizes the following goals:

• In‐depth knowledge of a major field of study.

• Broad understanding of the sciences, social sciences, humanities, and the arts.

• Skills in communication and in critical inquiry.

• Multi‐cultural and global perspectives gained through intellectual and social exchange with people of diverse economic and ethnic backgrounds.

• Active participation in professional, artistic, and ethnic communities.

• Responsible citizenship and an understanding of ethical choices inherent in human development.

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The SJSU mission statement includes the following: “To enrich the lives of its

students, to transmit knowledge to its students along with the necessary skills for

applying it in the service of our society.”

College of Engineering Mission and Vision

Mission (COE Website, January 2010)

The college mission is to educate new engineers for the new century, who are technically excellent, broadly educated, and socially responsible.

Vision

To be a learning community that empowers its students to better the world through innovative applications of engineering knowledge and skills.

Learn Engineering Knowledge and Skills

By deepening students’ understanding of engineering fundamentals, scientific knowledge, and analytic concepts and methods as well as providing them with engineering skills.

To sharpen students’ grasp of foundational scientific theories by linking them to engineering applications.

To provide students cutting‐edge engineering knowledge and skills that reflect current and future engineering practices.

To instill in students the love of learning through active engagement with teachers both inside and outside classrooms.

To develop students’ intellectual capabilities through inquiry‐based teaching and learning.

Develop Innovative Applications

By providing students opportunities and tools to develop innovative solutions to significant societal and technological problems

To guide students to identify current and future problems and understand their social and economic contexts.

To teach students to think creatively and methodically and cultivate their creative processes to “see” beyond limits and boundaries.

To encourage and teach students to reach across their major fields of study for integrated solutions to real‐world problems.

Better the World

By fostering students’ moral commitment to use their education in a way that benefits not only themselves but also the world.

To educate students on the unique role that engineering plays in the advancement of society: building infrastructure, advancing technologies, expanding possibilities, and developing solutions.

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To foster students’ understanding of the complexity and interconnectedness of the global society of the 21st century.

To help students grasp the future trends of the world and the challenges and opportunities it will present.

The five attributes listed under the College of Engineering’s Vision for its graduates

are also compatible with the definition of Industrial Technology. They read: “A

college whose graduates are well prepared for careers in engineering and other

fields, and for graduate study because of their:

• Skill in applying engineering theory to the design and development of products, and processes for their manufacture/construction;

• Strong communication, critical thinking and interpersonal skills;

• Proficiency in information technology;

• Ability to work as team players; and

• Ethical behavior and concern for colleagues, society, and the environment.”

(http://www.engr.sjsu.edu/about/vision-and-mission)

Dr. Belle Wei was appointed Dean of the College of Engineering in August 2002.

She continues to develop a sense of unity and cooperation among the college’s

departmental units. The Council of Chairs for the College of Engineering has

expanded on the mission statement to create three long-range goals for the College.

These goals are compatible with the goals of the Industrial Technology programs.

The current mission statement for the Bachelor of Science in Industrial Technology

and the lists of goals to support the technological core and each area of

concentration were revised during Spring and Fall 2008 along with the redesign of

the curricula, and reviewed during the Spring 2009 semester as part of our most

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http://www.engr.sjsu.edu/about/vision-and-mission

recent curriculum revisions. They serve to define our curricular profile and our role

within the university community and the community served by the programs. They

are supportive of the definition of Industrial Technology. The Department Missions

and Goals, both for all students and for the two areas of concentration, are listed

below.

Department of Aviation and Technology Missions and Goals

Department of Aviation and Technology Mission Statement

To be a leading provider of high quality, practice‐oriented aviation and industrial technology graduates through excellence in education, research, and scholarship.

MISSION – Industrial Technology Programs

The BS in Industrial Technology degree programs in the Department of Aviation and Technology are designed to provide students with an opportunity to develop in‐depth knowledge and ‘hands‐on’ experience in basic and advanced industrial processes and procedures. In each of the two areas of concentration, students will:

• Develop in‐depth technical skills in either manufacturing systems or in computer electronics and network technology

• Demonstrate strong communication, critical thinking and interpersonal skills

• Apply a knowledge of current programming languages to industrial problems

• Use skills in team development, dynamics, and management to work as team players

• Demonstrate ethical behavior and concern for colleagues, society, and the environment

• Develop familiarity and skills in the organization and management of industrial enterprises.

• Learn about the product life cycle and how products are manufactured.

• Learn to apply knowledge to the planning, implementation, and management of industrial and service sector operations.

• Demonstrate leadership skills for a technology professional

MISSION – Manufacturing Systems concentration

The BSIT with concentration in Manufacturing Systems prepares the student for careers in manufacturing engineering and management, with a strong focus on the transition to green design and sustainable manufacturing operations – designing and planning processes, supervising production, and managing industrial workplaces. Our degree programs are designed to provide the student with both in‐depth knowledge and hands‐on experience in basic and advanced industrial and business processes, technology management, manufacturing procedures, and the knowledge and technologies to direct the transition to a green and sustainable economy.

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In this concentration, the student will:

• Demonstrate skills in the design, development, implementation, and management of manufacturing processes and systems

• Apply knowledge and skills to address issues of sustainability and reducing the environmental footprint of manufacturing activities

• Apply the theory of computer‐integrated manufacturing (CIM), including the computer‐aided design/computer‐aided manufacturing (CAD/CAM) interface to industrial problems and settings

• Use the principles of production scheduling & planning in an industrial environment

• Analyze, design, and implement facilities for sustainable manufacturing operations

• Demonstrate an understanding of materials management including Just‐in‐Time (JIT) and Materials Resource Planning (MRP)

• Apply the principles of Lean Manufacturing to manufacturing and soft systems

• Use computers, software, and other advanced tools to solve problems in manufacturing

• Select, specify, and operate computer numerical controlled and other machines for processing materials

• Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including state‐of‐the‐art processes and rapid prototyping for green production

• Select, analyze and use polymers, composite materials, and materials in the design of manufactured products that meet consumer needs while minimizing environmental effects

MISSION – Computer Electronics & Network Technology concentration (CENT)

The BSIT with concentration in Computer Electronics & Network Technology prepares the student for a career in the mobile electronics, networking, computer, and semiconductor manufacturing industries. Our degree program is designed to provide the student with in‐depth knowledge, skills, and practical experience in electronics manufacturing, microprocessor‐based digital and analog control systems, and communications technologies for the changing matrix of products and services.

In this area of concentration, students will:

• Apply wireless and telecommunications theory to industrial settings and problems

• Design, implement, and manage computer and mobile device networks to meet the needs of industrial and business organizations

• Solve electronic circuit and electronic systems problems in analytical and creative ways.

• Analyze and troubleshoot analog and digital communication techniques

• Apply theories of computer‐aided design and manufacturing of electronic systems including printed circuit boards (PCBs) and integrated circuits (ICs).

• Use microprocessors and associated circuits in test simulations and system interfacing of processes

• Develop and implement software systems for control of electronic industrial processes

• Analyze the role of instrumentation and automation in the electronics industry

• Develop, implement, and manage methods for electronics manufacturing

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• Demonstrate skills in the control of electronics manufacturing processes, production scheduling, and testing

• Design and analyze electronic circuits and systems using simulation and hands‐on exercises

Program Educational Objectives

The Department of Aviation and Technology is part of the SJSU College of

Engineering, whose other departments follow ABET accreditation guidelines. As part

of our joint work with other departments we have developed ABET-style “Program

Educational Objectives” (PEOs) for our programs. These do not guide our

assessment but are used to help us review our Mission and Goals. The Educational

Objectives of the Industrial Technology programs are to produce technical

management professionals who will:

• Effectively pursue careers consistent with their degree programs and utilizing the broad skills and knowledge provided by their programs at SJSU.

• Achieve positions of increasing responsibility in their chosen area of specialization, both implementing and managing technical systems and organizations in the public and private sectors

• Apply their knowledge of technical systems and mathematical and scientific background to solving problems in their work environment

• Continue to grow through lifelong education and professional development for the benefit of their careers and lives

• Demonstrate the leadership qualities required to direct modern companies through the transition to and adoption of new technologies and business paradigms.

Achievement of our program objectives is measured through graduate surveys, of

students who graduated two or more years ago (see Section 6.16, Assessment).

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6.2.2 Program Definition: The program of study definition and purpose shall be compatible with the approved definition of Industrial Technology.

The Bachelor of Science degree program in Industrial Technology is tailored to

prepare students for technology management positions in the two areas of technical

concentration identified above. A guiding purpose of the Industrial Technology major

is to produce competent graduates who are capable of accepting and performing well

in business and industry management positions in production, research, and other

sectors of modern organizations. Students in our program are expected to gain

competencies that blend business fundamentals, science principles, and

mathematics with technological concepts and practices. This degree program makes

an excellent contribution to the spectrum of the University’s academic offerings and is

fully compatible with the ATMAE-approved definition of Industrial Technology.

6.2.3 Program Acceptance: Each program of study shall be understood and accepted by appropriate individuals and representative groups within the internal university community and the external business and industrial community.

The Industrial Technology program in the Department of Aviation and Technology

has high visibility on the university campus and its degree programs have earned

recognition and respect at all levels of institutional operation through engagement

with the faculty and administration of the campus community, and through our

curriculum development and delivery both in the general education program and with

our selected on line course offerings.

7

However, declines in majors over the review period appear to be strongly affected by

name recognition among prospective students: while the success of graduates is

high, most high school and community college students are unfamiliar with the

Industrial Technology name. In the Fall of 2009 the Industrial Technology faculty

voted to pursue a change in name of both the BS Industrial Technology and of the

Department of Aviation and Technology. Based on the ATMAE work prior to its

name change, and on survey data on name changes taking place across the country,

the faculty recommended that the program name be changed to B.S. in Applied

Engineering and Management, and the department name be changed to Aviation and

Applied Engineering. These recommendations have been shared with the Dean and

we expect to make the proposals to the College and University in Fall of 2010. It is

expected that the changes will lead to a significant improvement in program

acceptance and understanding.

We have excellent administrative rapport with campus personnel. Industrial

Technology curricular concepts have representation in the campus-wide General

Education program (Tech 198 - Technology & Civilization and Tech 098 –

Technology and Women). Industrial Technology faculty members consistently serve

on college and university committees through which the philosophies and purposes

of our disciplines are publicized. Full-time and part-time faculty members provide

service to the San Francisco Bay Area community at large through participation in

activities such as: school boards, industry seminars, community boards and planning

committees, United Fund, and KTEH, San Jose’s public television station. Continual

requests for faculty and student contributions to these and other activities provide

8

evidence of the community’s acceptance of the Industrial Technology program.

Community leaders are supportive of the Industrial Technology program through:

public talks, site visitations, student scholarships, advisory board memberships, and

equipment donations.

6.2.4 Program Goals: Each program of study shall have: (1) clearly written short and long range goals and objectives, which are consistent with the program mission statement; and (2) plans for achieving them.

The Aviation Department and the Technology Department in the College of

Engineering joined together in 2002 to form a new entity, the Department of Aviation

and Technology. This is an appropriate partnership, with many commonalities

between the two programs, and benefits from working together. At this time the

department regular (tenure and tenure track) faculty include seven members with

primary responsibilities to the Technology programs (an eighth is enrolled in a

Faculty Early Retirement Program, or FERP) and two members with primary

responsibilities to the Aviation programs. Goals for the Industrial Technology

programs were most recently updated in Fall of 2008 and we are making good

progress toward reaching most of those goals.

Program Goals

During AY 2007-2008, the department committed to achieving several goals over the

following two years, as well as ongoing long term goals. The faculty members from

this merged department have been working together during the last two academic

years to accomplish the goals. These goals are listed below, then described in some

detail.

9

Five-Year Goals (2008-2013)

Short term: 2008-2010

Develop and initiate five-year plan for the department.

Carry out comprehensive curriculum revision

Articulate Technology and Aviation curricula where feasible for efficiency

Create and disseminate new recruitment materials

Develop facilities plan

Refurbish facilities

External fundraising

Long term goals: 2010-2013

Faculty Professional Development

Expand external fundraising

Fundraising Goals and Targets

Developing alumni philanthropy

Creation of certificate and other professional development programs

Revision of the charter of the industry advisory board

The following short-term goals were completed by Fall 2009:

Five-year plan for the department. The faculty developed a fully integrated plan

with curricular, facilities, and external funding benchmarks.

Curriculum revisions. The BS in Industrial Technology (BSIT) curricula were

completely redesigned during 2007 through 2008. The resulting curricula were

approved for delivery beginning in the Fall of 2009.

Based upon the input from the Industry Technology Advisory Board, the department

reviewed the overall BSIT degree and evaluated emerging technologies and markets

during the period 2006-2008. Revised curriculum drafts were distributed to industry,

10

university, and community college advisors for feedback. After this process the

faculty completed the curriculum revisions as required by the university curriculum

review process, and the changes were submitted for initial delivery in Fall 2009 (this

was the reason for the accreditation postponement request last year). The revised

program became official in Fall of 2009. At this time the new curriculum is in place

and the majority of students already in the program have changed their programs to

fit the new program design. This is the first comprehensive curriculum redesign since

2003.

Most students in the BSIT degree programs are transfer students from local

community colleges. The new curriculum was designed to maximize the ability of

students from local community college to transfer their courses to SJSU’s BSIT

program to complete a BS degree. We have continued to offer a number of lower

division courses in each concentration – and this allows us to further increase the

number of courses that students can transfer for their major from local community

colleges. More significantly, the current redesign was carried out in cooperation with

one of our more important transfer partners, Mission College. When the new

program was put in place, it included completely transparent course articulation and

transfer between the Technology programs at Mission College and the BSIT

programs at SJSU. The courses have the same catalog numbers, descriptions, and

even course outlines.

Articulation of Technology and Aviation curricula. The integration and

streamlining of department curricula that began in AY 2001-2002 has continued to

work well. The current curriculum revisions continue to support the cooperative use

11

of classes, laboratories, and other resources by both Aviation and Technology

students. The Department of Aviation and Technology has joint faculty operating

committees, including Personnel, RTP, Outreach, Student Scholarships, and other

ad-hoc working groups. In targeted areas, Technology faculty teach several Aviation

courses. The merged department has three staff positions: an administrative support

coordinator and two technicians. Both the administrative support coordinator and

technicians work together during the academic year on a variety of projects.

Create and disseminate new recruitment materials to local high schools and

community colleges. The last few years have involved very heavy outreach and

recruitment. Using funds from the Gerrish Trust, the Department of Aviation &

Technology developed entirely new promotional materials for the new I.T. programs

in both poster and card formats and sent them to faculty, high school guidance

counselors and teachers at over 90 community colleges in California, and over 130

local and regional high schools. As the curriculum design neared completion, during

AY 2008 and 2009, the faculty and chair of the department visited or worked closely

with nineteen feeder community colleges and high schools to meet with and improve

communications with the teachers and guidance counselors. The chair, working with

faculty from both our department and from our partner program at Mission College,

presented career and program recruitment materials to over 30 separate high school

groups, directly reaching over 1800 students during this period.

Develop facilities plan. Developed jointly by the faculty of both Aviation and

Technology programs, this plan encompassed the needs of all students in the

department. The plan included development of new instructional locations for the

12

aviation programs as they are moved from the current Coleman Avenue facility this

coming summer, and for the delivery of effective instruction in the classrooms and

laboratories in the Industrial Studies building on the main SJSU campus. The move

of the Aviation programs will occur this summer. Most of the classroom and

laboratory improvement in the IS building has already been completed. Once the

move of Aviation is complete and the renovations to the IS facilities completed the

faculty will revise the facilities plan to address the new situation.

Refurbish facilities. The department’s current laboratories require ongoing

upgrading. In addition to the underlying fact that technology develops and evolves

continuously, both the industrial technology and aviation programs have been at

SJSU many years and have needed upgrading. The Industrial Technology programs

emerged from the historic, 100-plus year old Industrial Arts program and were among

the first three programs to receive accreditation from NAIT in the late 1960s. During

much of that period, relatively little was done in terms of general housekeeping and

removal of outdated equipment. During Summer 2007 and 2008, and again in 2009,

the department has hired student assistants to work with the faculty and technicians

to help redesign and refurbish our labs and to continue the housecleaning work that

was started in 2001-2002 in both the Industrial Studies and the Coleman Avenue

facilities. In 2008, this work involved a complete redesign of the manufacturing

processes laboratories (IS 119-122 and adjoining rooms).

This academic year, the department has inventoried, separated, and begun to sell or

donate as surplus a range of older and less used or unused equipment. These sales

are expected to be completed by summer 2009. Funds from these sales will be used

13

for the purchase of new equipment. Although much has been done, there will be a

continued effort each summer to restore, remove, and replace older equipment.

The challenges will continue this Summer, as the Aviation laboratories and classroom

are moved to the main campus, and several class and lab remodeling projects are

being planned in the I.S. Building to accommodate that move. These projects include

a redesign of I.S. 133 for an Aviation Simulation Lab and of I.S. 216 as an intelligent

classroom. New proposals have been developed for the development of both

telecommunications (IS 116-117) and networking laboratory facilities (Engr 103), that

will support both the new Computer Electronics and Network Technology

concentration and also students in the Aviation Avionics curriculum.

Funds from the Gerrish Trust have been used to improve classroom facilities for

instruction, with the purchase of new audiovisual carts and computer projectors.

These funds also enabled redesign of the foyer area of the Industrial Studies

building, providing a much cleaner, more modern, and attractive appearance and

better materials and visuals to explain and promote our programs. Finally, Gerrish

Trust and other soft funds were used to purchase a 3-D printer which is now being

introduced to our curricula.

Instructional and non-instructional space is highly sought after at SJSU, and is the

source of much contention and frustration. In between 2004 and 2008, driven partly

by declining enrollment, the university has taken three major classrooms and

laboratories from the department: IS 224, IS 124, and IS 133. These spaces total

approximately 12,000 square feet and represented roughly 25% of the space

dedicated to the Technology programs.

14

The faculty have worked hard and successfully to adapt our remaining spaces to

meet the needs of both IT programs. It is correct to say that the result is actually

superior to the earlier facilities. We now have two integrated laboratories for basic

manufacturing processes and one laboratory for advanced and CNC processes, with

several smaller support spaces for special purposes such as prototyping and project

work. We have one very large laboratory dedicated to electronics, automation,

instrumentation, and networking, and an additional well-equipped computer

instruction lab for work with networking, CAD/Solid Modeling, and CNC programming.

These facilities meet our current needs, but will continue to be developed and

improved to meet the evolving needs of our programs.

What has been lost with the loss of space described above is some adaptability: we

no longer have the resources to develop new laboratory spaces within our traditional

spaces. However, we have worked cooperatively with other Engineering departments

to find mutually supportive opportunities for laboratory development. These include

the sharing of the Introductory Materials Engineering Laboratory (Eng 105), and we

are exploring the mutual development of automation processes with Industrial and

Systems Engineering in Eng 194. The COE also provides classrooms and computer

lab spaces when they are needed for scheduling reasons.

Our principle laboratories are listed below.

IS 117—Instrumentation & Automation Lab. This laboratory serves several

different complementary program needs: electronics, instrumentation, automation,

and telecommunications. The lab is large and incorporates both hands-on lab

facilities and a computer instruction area that is used for simulation and other needs.

15

IS 119-122 – Manufacturing Processes lab. This is a suite of labs including

IS 119, 120, 121, 122, and adjoining storage and project spaces. IS 119 has been

redeveloped to support polymer, wood, and sheet metal processes as well as layout

and bench work, and in 2006 received a donation of a small commercial Arburg

injection molder. IS 120 is being developed as a small prototyping lab. It includes a

new 3D printer and a computer workstation running Solidworks and Mastercam. IS

121 is a small classroom that serves both lecture and lab sections. IS 122 is the

integrated machine tool and foundry lab. In 2003, this laboratory received a donation

of three retrofitted conventional knee mills from Lockheed Martin, and during the

current academic year the lab is being serviced and reviewed with a small grant from

SMI (the California Small Manufacturers Institute).

E 101—Computer Integrated Manufacturing Lab. The department received

an equipment allocation of $50,000 from the Office of the Provost, which was

supplemented with $10,000 from departmental funds to renovate this laboratory. The

department purchased two new Haas CNC Mills and “almost new” tooling from the

NTMA Training Center in Fremont when it closed. These two HAAS CNC mills have

been supplemented with three CNC benchtop mills and two CNC benchtop lathes, as

well as a 4 by 6 foot Helmel coordinate measurement machine (CMM) donated by

Lockheed. The CMM is being retrofitted to work with modern computer software at

this time.

E103 – Computer Laboratory. This lab provides 30 workstations for classes

in CAD/CAM, Solid Modeling, CNC programming, computer simulation for both

process planning and network management, and computer assisted instruction. The

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lab has just this year been serviced with memory and other upgrades to improve

system performance. AutoCAD, NX (Siemens), Solidworks, and Mastercam are

provided on most of these computers along with the usual complement of software.

Develop Soft Program Support. The Department has a small number of modest

trust accounts that have for many years provided a small amount of discretionary

cash each year, as well as support for approximately 5 Technology student

scholarships. One of these was a small department trust fund initiated by the current

chair during his first term as chair, in 1998. The total of these funds is approximately

$39,000. They produce an annual distribution of approximately $1,600.

Working with the SJSU Foundation and the estate of the late Howard Gerrish, the

Technology programs received a major bequest in 2008. The initial bequest in

Spring of 2008 and a subsequent estate distribution in the Fall of 2008 has been

developed as the Gerrish Trust, with a total endowment of approximately $400,000.

After an initial investment distribution in 2009, the Trust provides approximately

$16,000 per year in discretionary funds to support the Technology programs in the

department. Area industry has provided consultation and support to improve our

laboratories, and we received donations of several important pieces of equipment,

including the Helmel CMM mentioned above, three conventional knee mills with

digital position retrofits, and an excellent Arburg injection molder. Though there are

real needs, at this time, the department is better served than ever before, by both

external financial support as well as donations of time, expertise, and equipment.

Short and Long-Range Goals

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Presently, the department has several goals, both short-term and long-term, with

specific objectives: to improve our enrollment, to improve the quality of our programs

and facilities, and to phase in our new curricula in an efficient manner. These goals

translate to specific actions plans in several areas: faculty development, external

fundraising, facilities and laboratory development, curriculum, and outreach and

recruitment. We have already made significant headway in several of these areas

including facilities and laboratory improvement and plans to continue the same

(described above) and the ongoing work in outreach and recruitment (both described

above), The continuing plans for achieving faculty development and external support

over the next four years are described below.

Faculty professional development. As the new curricula are introduced, we

will need to invest in professional development in several key areas, to improve

faculty expertise and to help development of new curriculum materials. This is

beginning this year with investments in professional training in the areas of solid

modeling and rapid prototyping, as well as in the study of green design and

sustainable approaches to technology.

External fundraising. There is never enough external funding. With the

Gerrish Trust and our existing smaller trusts, we are able to invest in and improve our

laboratories on a regular basis. However, our process labs need a major investment

in newer equipment. This is one of our highest priorities for the next five years. As a

department, we have developed several different plans to generate external funding

and plan on implementing them. The first component in this work is to begin a major

outreach to our alumni during the summer of 2010. At the same time, we will be

18

looking for industry contributions to upgrade our manufacturing and electronics

equipment base in rooms 117, 119, and 122.

Fundraising Goals. For AY 2010-2011, our department goal is to raise

$25,000 in “soft” money to enhance our existing discretionary resources, and at least

$80,000 in equipment and other donations. We have been contacted by a member

of our alumni board about participating with his company during an internal refresh

program, which could serve to renew the basic electronics and communications

equipment in IS 117. Current work with the SMI (above) will be leveraged into

requests for support by our major industry contacts in the electronics and

manufacturing industries. Through our alumni outreach which will begin this summer,

we will nuture additional opportunities with area companies for support.

By AY 2013-2014, our goal is to increase our “soft” money base to a total of over

$500,000 and our equipment and other donations to $60,000 to $100,000 each year.

This level of external support will permit maintenance of state-of-the-art laboratories

and teaching facilities, and support scholarship among the faculty and students. The

following initiatives will assist the department in meeting its fundraising goals.

Creation of certificate programs. These programs generate both salaries for

faculty and also soft money for departments. To assist in raising “soft” money,

the Department will offer short courses beginning in AY 2010-2011 in several

areas that are valuable to professionals in the Santa Clara Valley area. We will

work with our affiliated professional organizations including SME, the

American Society of Quality (ASQ), Society of Automotive Engineers (includes

a branch for Aeronautic Engineers) and Society of Plastic Engineers (SPE) in

developing these short courses and deliver them through the campus and

college professional development programs.

19

20

Change the charter of the advisory council. We are in the process of

renewing our departmental industry advisory board to work in conjunction with

the College of Engineering Advisory Council. As part of its charter, we will

encourage awareness of the role of advisory councils in developing support

and fundraising for the programs.

Fundraising Targets. The Department will focus on getting “soft” money and

equipment from local industry. Also, the Department is seeking funds through

grant writing. The faculty have increased their grant writing in recent years

and this is a major target of our work. In addition to the equipment and

financial support described above, we received a major grant in February 2003

that provided $227,000 in cash and equipment in a wireless education project

between our department and the departments of Computer Engineering and

Management Information Systems. In addition, faculty have submitted two

laboratory development grants to the College of Engineering this year.

These goals and their execution plans are promising and exciting as we face the

developing needs of our programs.

6.3 Major Program(s)

6.3.1 Program Name: Each program of study and/or program option shall have appropriate titles consistent with the approved ATMAE definition of Industrial Technology.

The degree program and both options are consistent with the approved ATMAE

definition of Industrial Technology.

Degree: Bachelor of Science in Industrial Technology

Concentrations: ● Computer Electronics & Network Technology ● Manufacturing Systems

6.3.2 Program Level: The program of study shall lead to the baccalaureate degree, and not less than the junior and senior years of baccalaureate level study shall be offered by the institution seeking accreditation. Appropriate lower division requirements may be offered by the same institution or may be transferred from other institutions such as community colleges and technical institutes.

The university confers the Bachelor of Science degree on those students who

successfully complete the requirements for the major in Industrial Technology.

Students must earn a minimum of 30 semester units in residence at San Jose State.

At least 40 of the total units required for graduation must be upper division

coursework (indicated in the SJSU catalog as courses with numbers 100-199).

Students may transfer up to a maximum of 70 semester units into the university from

an accredited two-year community college; these units are designated lower division

by definition. The faculty of the Department of Aviation and Technology defines the

requirements for the major in Industrial Technology. Under the present curriculum,

students must complete at least 30 of their required 45 units for the major at the

1

upper division level (these are also generally considered residence units since very

few students transfer into our program from another four-year institution). Students

may, and often do, transfer up to 15 lower division units into their major from an

accredited community college or technical institute. Even though a majority of its

majors are transfer students who are admitted as juniors into the university, the

Department of Aviation and Technology offers both upper and lower division courses

in the Industrial Technology program. Since some of these students may not have

completed any technical courses during their two-year programs, they may find it

necessary to enroll in all major courses while in residence. The requirements for the

major are provided in the appendices.

6.3.3 Program Definition: The program of study may have more than one option, specialization, or concentration; but specific course requirements for each option shall be clearly specified, and the requirements for all program options shall meet or exceed appropriate ATMAE standards.

The Department of Aviation and Technology offers one Industrial Technology degree

program. Until Fall of 2009, the degree program required completion of 128

semester units of coursework. Under the new Fall 2009 curriculum, the number of

units required in the major has been decreased from 59 to 51 units, and the units

required for the degree have been decreased from 128 to 122 units. The revised

major curriculum requires the requires 122 units, including completion of 51 semester

units of credit in the major, the completion of a 15-unit business management minor,

and the completion of preparation courses in mathematics, physics, chemistry,

economics, and computer programming. Several smaller changes were made to the

degree after Fall 2009 which will take effect in the Fall 2010 SJSU Catalog, but the

2

number of units and distribution of disciplines remains the same. These changes are

listed in Section 6.3.5, below.

There are two concentrations in the degree: Computer Electronics and Networking

Technology (CENT) and Manufacturing systems. All current majors in both the

Manufacturing Systems and Computer Electronics and Networking Technology

concentrations must complete 45 units of required courses and 6 units of

recommended elective courses in the major.

The appendices contain our current advising information sheets for both options in

the Bachelor of Science in Industrial Technology for Fall 2010 as well as four and five

year roadmaps for both options. The appendices also contain major forms for

students that are used both for advising and also for applying for graduation.

Requirements for the major are outlined in these documents. All forms describing the

major and concentrations, as well as forms for graduation, are available on the

department web site at http://www.engr.sjsu.edu/avtech/forms.htm

6.3.4 Program Emphasis: Primary emphasis in the program of study shall reflect the current technology and management of industry.

Technology never rests, but changes constantly. Curriculum development and

modification is necessarily an on-going process in the Department of Aviation and

Technology. The challenge to maintain program flexibility, currency, and relevancy

with respect to contemporary industry and technology is both rigorous and time-

consuming. Toward this end, all department faculty are encouraged to update

curriculum materials on a regular basis. Industrial advisors, students, and faculty

3

http://www.engr.sjsu.edu/avtech/forms.htm

from other institutions contribute to this process on a regular basis. In our last

comprehensive curriculum reorganization undertaken between 2006 and 2009, both

areas of concentration (as well as other areas of interest) were represented with

industry advisory groups. The department was able to capitalize on its Industry

Advisory Board as well as the Engineering Industry Advisory Council (EIAC), for

curricular feedback. The new curriculum for the 2009-2010 Academic Year was

developed largely in response to input from a large curriculum review board that had

members from local industry, community colleges, and other universities (see Joint

Industrial Technology curriculum review board, below). The department received

extensive feedback on its preliminary curriculum design, and the new curriculum

underwent three revisions before it was finalized.

The final curriculum incorporates a transparent articulation pathway with the

Industrial Technology programs at Mission College, one of our major community

college partners. The result is a lower division program that students may complete

at either Mission College or SJSU, with the courses having the same course

numbers, descriptions, and syllabi. Articulation agreements for each course were

completed at the same time as these courses were created.

We believe these aggregates of courses provide our Industrial Technology majors

with a broad understanding of the entire scope of activities germane to present-day

industrial enterprises and the trends taking place in the careers they will work in. The

technology of contemporary industry is continually researched and incorporated into

studies in each of the areas of technical concentration. Each of these areas builds

on the technical foundations developed in the common classes.

4

Descriptions of all major courses in the new Fall 2009 and Fall 2010 curricula are

included in the appendices. The figures below present the industry-education review

board effective from 2006 through 2008, and the current Industrial Technology

Advisory Board.

Joint Industrial Technology curriculum review board, 2006-2008

Name Title Company CENT industry reviewers Bill Parkhurst CCIE Program Manager Cisco

Rick Willson Intel

Alan Rosenbaum Director of Engineering Ampro Computers

Tim Heenan VP Operations Applied Micro Circuits Corporation

Necdet Erez Manager, Mask Engineering IBM Manufacturing Systems industry reviewers Jim Kreager President Kreager Machine Tool Corp Barbara Roberts President & CEO Wright Engineered Plastics

Richard Reis Executive Director Alliance for Innovative Manufacturing, Stanford University

John Hoffman General Manager, Etch Product Business Group Applied Materials

Vice President, Applied Materials, Inc.

Paul Tamplin Managing Director, Pilot Engineering Applied Materials

Bob Oleary General Manager, Production NUMMI

Steve St. Angelo VP for Manufacturing NUMMI

CC and University representatives Cliff Monroe Mission College

Martin Linder Coordinator, BSIT San Francisco State University

Buff Furman Professor, ME San Jose State University

Winncy Du Assistant Professor, ME San Jose State University

Yasser Dessouky Professor/Dir of ISE Undergrad Prog San Jose State University Virgil Seaman CSU-LA Roy Goody Chairman, Computer Electronics Technology Mission College

Rendeé Dore Engineering Consortium Coordinator Mission College

The Department Industrial Technology Advisory Board was reconvened this academic year,

after implementation of the revised curricula. The ITAB members are listed below.

5

Industrial Technology Advisory Board, 2009-2010

Name Title Company

Industry members Doug McNeil Vice President A-Optix Corporation Brian Lee Mechanical Engineering Anritsu Company John Chocholak Field Representative Small Manufacturers Institute, MTTA Kent Beall Engineering

Mark Martin, PhD Director Design4x, CACT CTE Hub

Barbara Roberts CEO Wright Engineered Plastics

Student members Kevin Rivas Student representative, Manufacturing Systems San Jose State University

Tom Pellicer Student representative, CENT San Jose State University

CC and University members Seth Bates Chair, Aviation and Technology Department San Jose State University

Chris Martin Director, Technology Department Mission College

Stephanie Dean, Applied Sciences Mission College

John Branlund Faculty, Machine Technology San Jose City College

Keiron Connelly Faculty, HVAC San Jose City College Julio Garcia Faculty, Aviation and Technology Department San Jose State University Mohan Kim Faculty, Aviation and Technology Department San Jose State University

Lucia Robles Dean, Applied Sciences San Jose City College

6.3.5 Foundation Requirements: Program of study shall be a minimum of 120 semester hours (or equivalent) and must meet the minimum foundation requirements shown in Table 6.1. Programs may exceed the maximum foundation requirements specified in each area, but appropriate justification shall be provided for each program and/or program option that exceeds the maximum limits. A specific list of courses and credit hours that are being counted toward each curricular category shall be included in the Self-Study Report.

The requirements for the current Bachelor of Science degree in Industrial Technology

are outlined in the 2009-2010 SJSU University Catalog. All areas align with the

ATMAE recommendations regarding minimum-maximum foundation requirements as

listed in the 2009 Accreditation Handbook. The information for the current BSIT is

summarized in Figure 9A and the information for the Fall 2010 BSIT is summarized in

6

Figure 9B. The Fall 2009 BSIT program falls within the limits in all but one area,

Requirements in the Major. This is because our “management” content is distributed

in both the required minor in Business Management and also in several key required

courses in the major (e.g. Lean Manufacturing). Accounting for this, the units for

each area fall firmly within ATMAE expectations.

Subsequent to the curriculum revisions described above and implemented in Fall

2009, the faculty reviewed the overall program for quality and efficiency and voted to

make two minor changes to each concentration. These changes will take effect

formally in the Fall 2010 SJSU Catalog but are already available to students in the

major at this time. These changes are;

Manufacturing Systems

• The Product Design curriculum (Tech 040, 140, and 141) is consolidated into

two courses (Tech 140 and Tech 141). Tech 040 is removed as a required

course.

• Tech 065, Networking Theory and Application, is added to the program core.

Computer Electronics and Network Technology

• Tech 066, Networking Administration, is consolidated with Tech 065.

• Tech 145, Lean Manufacturing, is added to the program core.

The results are a strengthening of the BSIT common core, improvement of the

program, and better unification of students in the degree program. Both Tech 65 and

Tech 145 are highly structured and well regarded. Several required major classes

could reasonably be classified under the “management” area including Tech 31 and

Tech 145. The technical concentration areas exceed ATMAE maximum unit limits

7

until the cross-application of these and other “technical/management” courses is

considered.

Bachelor of Science Industrial Technology (Fall 2009/Fall 2010) Minimum-Maximum Foundation Requirements

Both concentrations BS Industrial Technology Semester Hours SJSU ATMAE General Education (total University requirements 51 units) 36 18-36 Of the 51 units, 21 units may be satisfied by specified major and support course requirements. * Physical Education 2 ----- Supporting Courses Required (24 units) Mathematics & Computer Science 6 6-18 Physics & Chemistry 12-14 6-18 Requirements in Major 51 24-36 Area of Technical Concentration (45) Approved Technical Electives (6) Business Minor in Management 15 12-24 (Economics) 3 --- Total Units Required for Degree 122 <=120 * The total does not match the degree unit total as some courses in General Education meet support

course requirements.

* We assume ATMAE places Physical Education under university electives

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Table 6.1 (ATMAE Accreditation Standards) – Program of Study Minimum - Maximum Foundation Requirements (semester hours)

BSIT – SJSU as of Fall 2009/Fall 2010

Categories

Required Hours

CENT

Mfg Syst

General Ed 18-36 36 36 Mathematics 6-18 6 6 Physical Sci 6-18 12-14 12-14 Management 12-24 15* 15* Technical 24-36 51** 51** Electives 0-18 6 6

* Some required major courses have substantial management content. Economics is required

but may not be considered Management. If management, this changes to 18 units.

** Some ‘technical’ courses have substantial management content

Bachelor of Science Industrial Technology for Fall 2003-Spring 2009 (past) Minimum-Maximum Foundation Requirements

BS Industrial Technology-SJSU to Spring, 2009 Semester Hours SJSU ATMAE General Education (total University requirements 51 units) 36 18-36 Of the 51 units, at least 21 units may be satisfied by courses taken in support of the major, business minor, and major. * Physical Education 2 ----- Supporting Courses Required Mathematics & Computer Science 6 6-18 Physics & Chemistry 13 6-18 Economics 3 0 **Requirements in Major 59 24-36 Area of Technical Concentration (43-46) Advanced General Education (6)

Business-related classes in major (6-9) Approved electives (0-1) Business Minor in Management 15 12-24 Electives 0 6-18 Total Units Required for Degree 128 =>120 (see notes for table above)

9

6.3.6 Course Sequencing: There shall be evidence of appropriate sequencing of course work in each program of study to ensure that advanced level courses build upon concepts covered in beginning level course work.

Both technical concentrations consist of an aggregate of courses that expand the

concepts introduced in the core classes and required technical preparation courses.

Core courses are carefully monitored and used as prerequisites to technical

concentration course work, especially but not only for upper division courses.

Students are strongly advised to complete all core course requirements during the

first few semesters of their program. Further, within each area, prerequisites are

listed such that advanced courses build upon subject matter covered in the lower

division courses. As each area has both a common core and separate required

technical preparation and major courses, the Faculty has developed a unique road

map for each area of concentration. The Appendices show the 4 and 5 year road

maps for each concentration in the BSIT program.

6.3.7 Application of Mathematics and Science: Appropriate applications of the principles of mathematics and science shall be evident in technical and management course work. There are numerous examples across the spectrum of technical courses offered in

the Industrial Technology program where students are asked to apply scientific and

mathematical principles. A strong curriculum must be able to assume that students

have successfully completed prescribed course prerequisites. Each course is linked

to required support course and other prerequisites, These are monitored and

enforced first by the campus registration system, and secondly by the faculty during

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the add/drop period each semester. For each course where it is appropriate, support

courses in math and science are published as prerequisites. All subject areas

continue to stress the importance of scientific theories from which many

contemporary technological applications have evolved.

The following table shows support course requirements for core courses in the BSIT

program, as linked to course content and expectations:

Support Course and Prereqs for Technology LD and Core Courses Spring 09 Support Courses Core Prereqs

Chem

Math alg-trig

Math

Calc

Tech 20

(cad)

Tech 60

(elect)

TECHNOLOGY COURSES Tech 020 Design and Graphics x Tech 025 Introduction to Materials Tech 031* Quality Assurance and Control x Tech 040 Product Design I x x Tech 045 Facilities Design and Development x Tech 046 Machine Operation and Management x Tech 060 Basic Electronics Tech 062 Analog Circuits x x x Tech 063 Digital Circuits x x x Tech 065* Networking Theory and Application Tech 115* Automation and Control x x x Tech 145* Lean Manufacturing x x x

* core courses (required of all majors)

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6.3.8 Computer Applications: The program of study shall include instruction on computer application software, and the use of computers for information retrieval and problem solving.

[see also section 6.9, Computer Systems] All students currently majoring in Industrial

Technology at SJSU are required to take course work in computer fundamentals that

prepares them to use computers in their courses and work. This course work is

usually taken outside the Department: usually in the Department of Computer

Engineering (CmpE 30: Programming Concepts and Methodology) or at a local

community college. Since Fall 2001, the students must complete a course in C

programming, either at SJSU or at local community college. In addition, a majority of

the courses taught in the BSIT include instruction in the use of computers as

applicable to each content area. Students are also, in many courses, required to use

internet, online library search systems, and the SJSU Library hard copy collection for

references and for assignments and course materials.

Many faculty use the internet to augment instruction, and some courses have major

components that are delivered online (Tech 025, Tech 031, Tech 065, Tech 145,

Tech 169, Tech198, and several graduate courses). Online course delivery at SJSU

is managed within the Blackboard online curriculum system. This will be changed to

the Desire2Learn system starting summer 2010. Within the major, students receive

direct instruction in the use of computers and computerized systems in several

laboratory facilities and in both areas of concentration.

The Department has focused considerable resources, both from grants and from

regular equipment purchases, on computer tools and networking resources for both

instructional delivery and for student use in labs. The department has two computer

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laboratories that are used for various classes and an advanced manufacturing

laboratory that contains substantial computing tools. The classes that use these labs

are indicated in the table below.

Use of computers for curriculum-related activities All computers are based on Pentium processors and the

Windows XP Professional operating system

Lab Computer Facilities Required classes using facility

Engineering 103 30 student Pentium stations and 1 faculty station

Tech 020, Tech 031, Tech 040, Tech 065, Tech 140, Tech 147, Tech 149

Engineering 101 4 Pentium workstations and three CNC machine tools

Tech 046, Tech 040, Tech 147, Tech 149

Industrial Studies 117 24 Pentium student stations and 1 instructor station

Tech 060, Tech 115, Tech 162, Tech 167, Tech 168, Tech 169

Industrial Studies 121 1 Pentium instructor station Tech 041, Tech 046, Tech 147, Tech 149

Industrial Studies 216 1 Pentium instructor station, 20 Pentium student stations

Tech 031, Tech 040, Tech 140, Tech 198

The Department entered the world of networking very early through a CIM in Higher

Education grant and the technical work of Seth Bates (period 1987-1990). Since that

time our IBM Token Ring network has been completely replaced with an Ethernet-

based network for faculty and staff and the university and college have taken over

operation and maintenance of the network. The departmental network is part of the

College of Engineering network and is linked through a firewall to the overall SJSU

network. All of the classrooms and laboratories are linked to the campus fiber optic

network backbone and have high speed internet access. Students and faculty using

laptop computers may log into the campus intranet via wireless hubs widely available

across the entire IS building and the SJSU campus.

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All lecture facilities are equipped with updated computer/AV carts that include a

computer workstation and a new LCD projector with switch for use with instructor

laptop computers. Each cart is connectable to the internet through a hard wired

connection in each lecture and lab, and most lecture rooms include a television

monitor with access to the campus Video Network (co-axial connection).

The minimum acceptable computing platform for all instructional and student use is

the P-4 processor running at 1.6 GHZ and with 512 MB memory and 40GB of hard

drive storage. Most workstations use processors at 2.4 GHz or faster and have been

upgraded to 1GB or more in the last year. All workstations have flat or large-screen

monitors. Older Pentiums have been removed and recycled. We are proud of our

accomplishments in these areas, and consider that the work has been well spent in

improving the learning and working environment.

6.3.9 Communications: Oral presentations and technical report writing shall be evident in both technical and management course requirements.

The Department faculty identified written and oral communications as key outcomes

for our graduates some time ago, through its study of the Competency Gaps Analysis

work by SME (1998). Most of the Industrial Technology faculty members require their

students to give oral presentations as a part of a semester lab or research project.

Students in both technical concentrations routinely prepare written reports throughout

the semester. In addition, writing is an explicit focus in three current core classes

that require both oral presentations and written projects. In several key core courses

(Tech 031, Tech 145, and Tech 198) and also in concentration courses such as Tech

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149 and Tech 169, writing and presenting are significant components of measuring

student learning and development. As an illustration, Tech 198 is described here.

Tech 198--Technology & Civilization, is an advanced General Education (GE) class

that counts towards the university’s upper division GE requirements in addition to

being a required major course. In this class, two to three research papers and an

oral presentation are required. GE specifies that GE courses require a minimum of

3,000 words of writing during the semester, and in Tech 198 this takes place not only

in the research papers but in weekly or bi-weekly unit assignments.

The intensive writing requirements of Tech 198 are reinforced and supported by

several electronics (Tech 065, Tech 115, and Tech 169) and manufacturing (Tech

25, Tech 145, Tech 149) courses that require writing in the content area. In addition,

all students are required to take a senior seminar class (Tech 190) that requires

several written components and a comprehensive oral presentation.

6.3.10 Industrial Experience: Each program of study shall include appropriate industrial experiences such as industrial tours, work-study options/cooperative education, and/or senior seminars focusing on problem-solving activities related to industry. Industrial experiences shall be designed to provide an understanding of the industrial environment and what industry expects of students upon employment.

Industrial visitations are scheduled in two ways: (1) through student organizations in

the Department such as the SME club which arrange for student members to tour

local industrial facilities (e.g., Lockheed Martin Missile & Space Corporation, NASA;

(2) through class field trips - Individual faculty members schedule study trips to area

industries as a formal part of their courses (e.g., FMC, Apple Computer, NUMMI,

15

Intel, IBM, Amdahl, etc.). Students and faculty are very fortunate to be located within

driving distance of literally hundreds of high technology business and industrial

establishments.

Many Industrial Technology majors have had previous work experiences and/or are

working while attending school. Students who are not employed with a firm related to

their ultimate career aspirations may obtain experience through either the Tech 195

Cooperative Internship; the University Cooperative Education program; or through

part-time/summer employment on their own. While historically our majors tend to

find employment without using the on-campus placement services, the faculty

explicitly encourage students to register with Career Planning and Placement no later

than their junior year. The Career Planning and Placement Center is well versed in

the language of Industrial Technology and can therefore provide our majors with

assistance regarding on-campus interviews and career information seminars.

The Tech195 (Cooperative Internship) course offers seniors in the program an

opportunity to work as much as twenty hours per week in a program-related, off-

campus work experience, while earning unit credit toward the degree. The work

experience is contractual and supervised, and evaluated by both the program advisor

and the site supervisor. Students are also required to submit monthly reports on their

accomplishments and skills learned.

We have added and strengthened a senior seminar course that will focus on this

area, Tech 190, Senior Seminar in Technology. This course is designed to prepare

graduating seniors for life after graduation. Technology industry trends, significant

current developments, and long-range forecasts important to the graduate are

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discussed. An individual oral presentations and a written report on a technology-

related topic is required. In addition to the required text and related discussion, this

class incorporates guest speakers from the electronics and manufacturing industries

and tours of local industries. The format for this class is “round-table.” This means

that other than the initial discussion led by the instructor, the students will use the

remainder of the class periods for active participation and discussion.

All course materials are available in binders prepared for this study, and we will be

adding selected materials to the department web site over the next few months.

6.3.11 Competency Identification: Student competencies shall be identified for each program of study, including all options, which are relevant to current employment opportunities available to graduates.

[see also Sections 6.2 and 6.16] The Industrial Technology degree program offers

students an assortment of opportunities to explore the industrial environment at a

professional level. The Bachelor of Science encompasses the breadth of liberal arts

coupled with some additional depth in the physical sciences. Students gain

competencies in their technical discipline through lectures, presentations, laboratory

activities, and field research exercises. The faculty has developed these curricula

and experiences through research into competency gaps common to engineering

and technology graduates and with the assistance of industrial advisors, graduates,

the students themselves, and faculty from other institutions.

Industries today are requesting personnel who have applied educational experiences

and are competent to fill technology management positions. These job descriptions

are generally located on the company’s organizational chart between theoretical

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research positions and production floor duties. The BS in Industrial Technology

prepares a technical management-oriented individual who procures a comprehensive

understanding of today’s industrial environment. In an earlier redesign of the

curriculum in AY 2001-2002, the department developed a detailed list of

competencies for each concentration and the core classes that emerged from the

Competency Gaps Analysis study by SME. These competencies have been reviewed

three times since then, and continue to guide our curriculum development today.

These studies are presented in the Assessment portion of the Appendices.

Competencies and skills that are integral to the Industrial Technology graduate’s

success in her/his career include, but are not limited to:

• Technical Report Preparation - Efficient Communication Skills

• Information Storage and Retrieval

• Technical Vocabulary - Ease of Use and Understanding

• Personnel Supervision and Human Relations

• Manufacturing and Production Management

• Production Schedule Development and Execution

• International Technology Transfer - Activity Awareness and Related Decision-making in a Global Economy

• Materials Handling and Safety

• Occupational Health and Safety

• Cultural Literacy Based in History, Social Science, and Humanities

• Scientific Theories and Constructs

• Mathematical Principles

• Technology Risk Assessment

• Computer Fundamentals

• Systems Thinking to Allow for Flexibility in Future Planning

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This list of competencies provides a descriptive profile of the Industrial Technology

graduate who is likely to accept a position of responsibility in industry or service that

carries one of the following titles:

• Production Engineer

• Production Scheduler

• Test Engineer

• Technical Support Engineer

• Manufacturing Manager or Engineer

• CAD/CAM Systems Manager

• CNC Programmer

• Process Control Engineer

• Field Service Technician

• Networking Engineer

• Manufacturing Engineer

• Systems Engineer

• Applications Engineer

• Technical Support Engineer

Neither of these lists is exhaustive, but each portrays a comprehensive overview of

the competencies expected of, and career paths available to, students who graduate

from San Jose State University with a Bachelor of Science degree in Industrial

Technology.

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6.3.12 Competency Validation: Validation of program of study outcomes/student competencies shall be an on-going process and shall be accomplished through a combination of external experts, industrial advisory committee(s), and follow-up studies of program graduates. Documentation of this validation shall be provided in the Self-Study.

The initial work in developing and validating the program Competencies emerged

from an assessment of the SME Competency Gaps study SME Education

Foundation) that took place shortly prior to the previous NAIT Accreditation Self

Study. Working with industry advisors, these competencies were compared to the

program mission and goals and then indexed to the content of each course in the

program. This identified areas that needed attention for both introduction and

reinforcement of knowledge and skills in the curricula.

The Department has expended some considerable effort to design and use an

assessment process that begins with defining desired program outcomes, includes

assessment measures that objectively identify performance on those outcomes, then

uses that information to inform the faculty and our industry advisors during curriculum

and course review. This section provides an overview of outcomes measurement

and validation. Details and findings of program and graduate assessment are

provided in section 6.16 of this report, and in the related appendices.

Program outcomes are assessed through a variety of measures conducted over time,

including ongoing review and program input from our Department and College

industrial advisory boards, senior class assessment measures, surveys of program

graduates conducted approximately every four to six years, and curriculum content

research based on the set of Competency Gaps identified by the Education

Foundation of the Society of Manufacturing Engineers.

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Competency Validation

• The SME Education Foundation Competency Gaps Analysis, and

subsequent revisiting of the identified gaps.

• Engineering Industry Advisory Board (EIAB) input.

• Industrial Technology Advisory Board (ITAB) input.

Competency Assessment

• Graduate surveys

• Senior assessment examinations

• Course competency review

The Department has had a functional advisory board for program review and

comment without break since 1996, and for most of the ten years prior to that date.

The current industrial advisory function is carried out by the College of Engineering

Industrial Advisory Board, which meets regularly with the dean and the department

chair. A more targeted Departmental Industrial Technology Advisory board met from

2006 to 2008 during our curriculum redesign, and has begun to meet again this year,

as we begin to review our programs subsequent to the implementation of the revised

curriculum in Fall of 2009. The College of Engineering Industry Advisory Board

continues to meet and provide guidance as well. The most recent meeting of the

EIAB was on Friday, March 5th, 2010. The most recent meeting of the ITAB was on

Thursday, March 4th, 2010. Minutes of both of these meetings are in draft, and will

be provided to the ATMAE visiting team during their visit.

The Department developed survey instruments for feedback from graduates and

from their employers in the early 1990s, and conducted graduate surveys in 1997,

2001, 2003, and 2010. The 2010 survey is limited to students who graduated in 2007

21

and earlier. Selected findings from the 2003 Graduate Survey are included in the

next section of this Self Study. The preliminary results of the current survey are

presented in the appendices (2010 IT Graduate Survey Results). The next survey of

graduates and employers will take place in spring of 2011.

The Department has undertaken a series of special studies to get a better handle on

student success after graduation. In two separate efforts, feedback was developed

for program development under the direction of Dr. Bates and Dr. Obi. Part of this

research was presented at the NAIT Annual Conference in the Fall of 2000 by Drs.

Bates and Obi. That work continues to guide our graduate assessment activities.

A systematic review of program content was conducted using a panel of local

representatives of education and industry, to explore the demand for specific skills in

the area we serve. The study focused first on the need for graduates to serve the

electronics and semiconductor manufacturing sectors that dominate our geographic

and economic area. This work commenced in 2005-6 and was completed in Spring

of 2008. When this work was concluded, the faculty began to apply what it had

learned to the current curriculum, using as a rubric the Competency Gaps study

conducted by the Education Foundation of the Society of Manufacturing Engineers.

Each of the two areas of concentration was analyzed to see how it addressed the

identified competency gaps. Analysis of our internal assessment examination work

compared to the Competency Gaps study was presented to the NAIT Annual

Convention in 2007 and is included in the appendices of this report (Appendix NAIT

2007 Outcomes Assessment Backer Bates). The findings of the Competency Gaps

analysis work were presented as a model for curriculum review in our discipline to the

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external program review advisors, and have been used to inform the entire

curriculum redesign process that has taken place over the past three years.

6.3.13 Program Development, Revision, and Evaluation: Program of study development, revision, and evaluation shall involve currently enrolled students, faculty, program graduates, and representative employers.

[Please also refer to section 6.3.12, above, which addresses these issues) ]

Since the previous accreditation visit, the Department has redesigned the entire

undergraduate curriculum for the BSIT. Beginning in the 2005-2006 academic year,

based upon feedback from faculty, students, industry, and the Technology Task

Force, the Department began the process of evaluating the entire BSIT. This

redesign process is discussed in more detail in a previous section (6.2.4) as well as

in section 6.16. In this section, we will describe the student input into this

reorganization in more detail. In addition, this section will discuss the on-going

curricular processes in the Department.

Student input is crucial to our curriculum review efforts. Student representatives of

both the CENT and the Manufacturing Systems concentration sit on the Industrial

Technology Advisory Board (see sections 6.3.4 and 6.14). Graduates also contribute

to our program development work. Selected findings from our 2003 Graduate survey

are presented below. The preliminary report on the most current student graduate

survey is presented in the Appendices. This survey is still underway and data are still

being tabulated by the SJSU Office of Institutional Research. A completed report will

be available at the time of the ATMAE accreditation visit. In Spring, 2012 we will

23

survey our graduates again as the current economy changes. The department

expects to continue to obtain graduate input approximately every three years.

Results from 2003 Student Survey, Number of Students Responding (see also preliminary report, 2010 graduate survey, in the Appendices)

When compared to classes you have taken in the university overall, how would you rate your classes in the Department.

Poor Fair Average Good Excellent BSIT 0 19 48 109 30

When compared to the classes you have taken in the university overall, how would you rate the quality of instruction in the Department of Aviation and Technology.

Poor Fair Average Good Excellent BSIT 1 11 49 111 35

Please indicate whether your courses were, on the whole:

Not demanding enough

Demanding enough Too demanding

BSIT 8 180 15

Would you recommend the Department of Aviation and Technology to your friend(s)?

YES NO BSIT 184 16

As part of the current review and in preparation for the ATMAE team visit, a student

forum will be conducted to assess the student responses to the new curriculum and

to gain their input for continuing program improvement. The results of this forum will

be available to the team during its visit and will inform the faculty of potential areas of

need as it approaches the AY 2010-2011 curriculum change cycle at SJSU.

The Department reviews and evaluates its curricular offerings on a regular basis in a

variety of ways. Periodic evaluation and review is coordinated through the

24

department Curriculum Committee, currently operating as a committee of the whole

faculty. This committee receives input from students—both those who are currently

enrolled and alumni who continue to remain active with ATMAE and divisional

organizations such as Epsilon Pi Tau (the honorary fraternity for Industrial

Technology). Program development, revision, and evaluation are further aided by

suggestions obtained from our highly qualified and valued part-time faculty members

who typically represent companies that employ our graduates (e.g., IBM, Intel,

Lockheed-Martin, FMC, etc.).

The Curriculum Committee consists of all faculty members and 2 student

representatives. This group has met only sporadically since the major curriculum

overhaul implemented last year as we needed to let the curriculum rest during the

new implementation. Normally, though, it meets throughout the academic year to

ensure that program development remains an ongoing and dynamic process of

change. Non-members such as adjunct faculty, former students, and industrial

personnel are commonly invited to attend these meetings to provide practical insight

regarding the business at hand. As appropriate and necessary, minor or major

curriculum changes and/or new course proposals are developed for presentation to

and approval by the faculty. This process of program development is constant and

time consuming, but we believe the end result is an outstanding program that has

zero chance of becoming obsolete or stagnant.

6.3.14 Transfer Course Work: Institution and/or department policies shall be used to evaluate course work transferred from other institutions. All programs/options, in-cluding those with a significant amount of transfer course work, must meet the

25

minimum credit hour foundation course requirements (Table 6.1) in each curricular category.

Department advisors evaluate student transcripts for transfer credit toward the major

only after the university has determined which courses are transferable into the

student’s SJSU course record. Rarely, the faculty will work with the SJSU

Admissions and Records staff to evaluate foreign or other coursework for credit that

is not already articulated. More often but still rarely, students who have non-

transferable course work they wish to have considered for credit are asked to validate

their work through the Credit by Examination process.

BSIT advisors work with students to inform them about courses that “fit” on their IT

major sheets. Several of the most common courses for which transfer credit is

deemed appropriate include: (1) lower division math courses in Trigonometry and

Calculus; (2) science courses in Physics and Chemistry; (3) Computer

Fundamentals; (4) lower division electronics courses; (5) lower division design and

technical drawing courses; (6) lower division manufacturing courses, and (7) lower

division business courses.

Students may transfer up to 15 lower division units into the major itself. Every effort

is made to insure that transfer course content is equivalent to that taught in the

Department. The Department works very closely with the University Articulation

Office in seeking and establishing course articulations. San José State University has

transfer course agreements with over 130 other California schools. It is through this

process that courses being considered for transfer from a community college have

not only the approval of the university but also that of the Department faculty. Up to

26

6 units of lower division course work are allowed in the Business Management minor.

The College of Business advisors are responsible for approving these courses. A

copy of the approved articulation courses is on SJSU’s articulation web site,

http://transfer.sjsu.edu/, and the www.csumentor.org web site provides articulation

information for institutions and programs throughout California.

6.3.15 Upper Division Course Work: Students shall successfully complete a minimum of 15 semester hours of junior and/or senior level major courses at the institution seeking program accreditation.

Under the previous curriculum, Industrial Technology majors were required to

complete at least 30 of the 48 semester units in the major at the upper division level.

Under the new Fall 2009/Fall 2010 curriculum, Industrial Technology majors will

continue to exceed these minimum requirements with 30 upper division units required

in the major for Manufacturing Systems and 36 upper division units required in the

major for Computer Electronics and Network Technology majors. The university

requires that at least 40 units of the bachelor’s degree be upper division (course

numbers of 100 or above are designated upper division units at San Jose State

University).

6.3.16 Program Publicity - Adequate and Accurate Public Disclosure: Institutions shall broadly and accurately publicize, particularly to prospective students: (a) Industrial Technology program goals and objectives, (b) preadmission testing, evaluation requirements, and standards, (c) assessment measures used to advance students through the program(s), and (d) fees and other charges.

27

http://transfer.sjsu.edu/

http://www.csumentor.org/

A majority of this information is available to prospective students both in the SJSU

printed and online catalogs (http://info.sjsu.edu/home/catalog.html ). The

Department of Aviation and Technology does not have any special or additional pre-

admission testing or evaluation policies; it accepts those students who are

successfully admitted by the California State University. In 2008, due to the fiscal

crisis facing California, every department on campus was required to review its

program capacity and to determine whether or not it needed to declare impacted

status in order to control enrollment. Due to the fact that both programs in the

Department of Aviation and Technology are below capacity, these programs are not

impacted. Further, do to the fact that both programs are available at only selected

CSU campuses, they can accept applicants from anywhere in the state and the

world. (SJSU programs that are available at most CSU campuses are restricted to

accepting students from within Santa Clara County.)

Current Policies and Procedures regarding Admissions, Fees and Financial

Assistance, Student Discipline, Nondiscrimination Policies, Privacy Rights of

Students, Academic Regulations, The Grading System, Degree Requirements and

Scholastic Regulations are contained in the 2009-2010 University Catalog at the web

link above (Copies on file in the Department Office).

SJSU requires certain admissions tests for reading and writing and mathematical

skills for all students. The English Placement Test (EPT) is designed to assess the

level of reading and writing skills of entering undergraduate students so that they can

be placed in appropriate baccalaureate-level courses. The CSU EPT must be

28

http://info.sjsu.edu/home/catalog.html

completed by all entering undergraduates, with the exception of those who present

proof of one of the following:

• A score of 550 or above on the verbal section of the College Board SAT I

Reasoning Test taken April 1995 or later.

• A score of 24 or above on the enhanced ACT English Test taken October

1989 or later.

• A score of 680 or above on the re-centered and adjusted College Board SAT

II: Writing Test taken May 1998 or later.

• A score of 3, 4, or 5 on either the Language and Composition or the

Composition and Literature examination of the College Board Scholastic

Advanced Placement program.

• Completion and transfer of a course that satisfies the General Education-

Breadth or Intersegmental General Education Transfer Curriculum (IGETC)

written communication requirement, provided such course was completed with

a grade of C or better.

The Entry Level Mathematics (ELM) examination is designed to assess the skill

levels of entering CSU students in the areas of mathematics typically covered in

three years of rigorous college preparatory mathematics courses in high school

(Algebra I, Algebra II, and Geometry). The CSU ELM must be completed by all

entering undergraduates, with the exception of those who present proof of one of the

following:

• A score of 550 or above on the mathematics section of the College Board SAT

I Reasoning Test or on the College Board SAT II Mathematics Tests Level I,

IC (Calculator), II, or IIC (Calculator).

• A score of 23 or above on the American College Testing Mathematics Test.

29

• A score of 3 or above on the College Board Advanced Placement

Mathematics examination (AB or BC) or Statistics examination.

• Completion and transfer of a course that satisfies the General Education-

Breadth or Intersegmental General Education Transfer Curriculum (IGETC)

quantitative reasoning requirement, provided such course was completed with

a grade of C or better.

Further, beginning in Fall of 2010, new majors will be required to either show

completion of a college course in algebra with a grade of “C-“ or better, or pass the

algebra portion of the SJSU Calculus Placement Test before they can enroll in our

required Math support course, Math 71: Calculus for Business and Aviation (an

applied calculus course).

All SJSU undergraduates also are required to take a writing skills test after

completion of their lower division general education. A satisfactory score on the

Writing Skills Test (WST) is required for enrollment in Written Communication II (i.e.

100W level courses) and in all Advanced General Education courses, including one

of our required major courses Tech 198, Technology and Civilization. Soon after

passing English 1A and 1B (or equivalents, part of the lower division general

education requirements), students should register for the WST. The following

students do not need to take the WST to enroll in any classes:

• Students who have completed the Graduation Writing Requirement (GWAR)

at another CSU or an equivalent screening test prior to matriculating at SJSU;

• Students who have earned a baccalaureate degree from a CSU campus.

• Students who have received an approved Undergraduate Requirement

Request to grant equivalency to an upper division composition course

completed at another university;

30

• Students who completed a 100W course.

In addition to the catalog, the Department Chair and the entire faculty maintain active

interactions and keep current articulation agreements with community colleges, and

make presentations at community colleges and high schools. Our degree programs

brochures, flyers, and information sheets were redesigned and printed in 2009 and

are disseminated not only by our own work with our community and articulation

partners, but also through the University Relations with Schools Office, the University

Career Center, the College of Engineering Office and the Department Office.

The Department of Aviation and Technology has student chapters for several

professional organizations related to its industrial technology programs, such as the

American Society for Quality (ASQ), Epsilon Pi Tau (EPT), Society of Manufacturing

Engineers (SME), and Society of Plastics Engineers (SPE), and they hold regular

chapter meetings and workshops during the academic year. The student

organizations jointly participate in College of Engineering and SJSU Open Houses in

order to publicize the Industrial Technology program to prospective high school

students, community college transfers, students from other departments at SJSU,

and career change and re-entry students. In addition, the department’s faculty and

students participate in the College of Engineering’s Open House, held each

semester. Department faculty members reach out to industrial firms by visiting

companies such as Sun Microsystems, Lockheed Martin Missiles and Space,

International Business Machines, Lam Research, and Solectron. More of these

outreach activities are described in better detail in sections 6.2.3 and 6.2.4.

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The Department web site is located at [www.engr.sjsu.edu/avtech] and we have

produced multimedia CD-ROMs promoting the Department of Aviation and

Technology programs, the students, and the faculty and staff. These CD-ROMs are

made available to individuals, families, community colleges, high schools, and

industrial firms. The Department has redesigned and rebuilt its display area in the

Foyer of our building and it includes attractive posters as well as an ongoing

informational display on a large LCD panel for visitors.

All undergraduate majors in the College of Engineering are required to see an

advisor each semester. This policy has allowed our faculty to closely monitor the

progress of our students through their studies. Each semester, at this advising

session, the faculty advisor accesses the student’s grades and records and can

assess his/her progress and advise on classes to complete during upcoming

semesters. We work closely with the College of Engineering Student Success

Center (ESSC) to assist at risk and other students with successful completion of their

program requirements. Students with identified problems in mathematics or English

are referred to either the Writing Center in Clark Hall or the Tutoring Center in

Student Services. Research conducted by the College of Engineering has

determined that attendance in these support services has a positive effect on

students’ ability to perform well in their programs.

6.3.17 Legal Authorization: Only institutions legally authorized under applicable state law to provide degree programs beyond the secondary level, and that are recognized by the appropriate national or regional accrediting agency, are considered for ATMAE accreditation.

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http://www.engr.sjsu.edu/avtech

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San Jose State University is a part of the California State University system. It has

legal authorization to provide instruction in the liberal arts and sciences and applied

disciplines that require more than two years of college education. The CSU may also

award the doctoral degree jointly with the University of California or a private

university. The department is one of the oldest at SJSU and in the nation, starting

as part of the original State Normal School in San Francisco in the 1800s and

continuing as the Department of Industrial Arts, the Department of Industrial Studies,

the Division of Technology, and now the Department of Aviation and Technology at

the current campus. The CSU system was formed as a result of the Donahoe Higher

Education Act of 1960.

6.4 Instruction

6.4.1 Course Syllabi: Course syllabi must be presented which clearly describe appropriate course objectives, content, references utilized, student activities, and evaluation criteria. Representative examples of student’s graded work shall be available for coursework

Faculty members in the Department of Aviation and Technology are required to

prepare course syllabi (referred to as “Greensheets” by the University) for each

individual course they teach, and these syllabi must be available through each

department office. University policy stipulates certain items that must be included in

the course syllabi (study guides, as ATMAE standards refer to them). For the most

part, course objectives, a content outline, required references, student activities, and

evaluation criteria can be found herein. Binders including the syllabus and samples

of course work for each course in the Industrial Technology program are available in

the Department office and will be available to the visiting team during their visit.

Major efforts have been made to develop standardized course syllabi for those

courses that are being taught by more than one faculty member. While we believe

that instructional delivery systems should remain unique to the professor, program

content should be consistent. This is especially critical in view of the careful effort

that has been made to assure that our programs cover the competencies identified in

our program assessment activities.

Green sheets (syllabi) for courses taught by part-timers, as with regular faculty, are

evaluated as part of the faculty review process. All course syllabi for the past five

years are kept on file in the Department Office and are available for review at any

time. A few examples have been placed in the Appendices for your convenient

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perusal. A complete file of current “green sheets” for all courses taught in our

department is maintained and always available in the Department Office.

6.4.2 Reference Materials: Appropriate reference materials such as periodicals, audio-visual materials, websites, and computer application software (when appropriate) shall be utilized for each course or series of courses to supplement text-books or course packs.

Course Green sheets (study guides, as ATMAE standards refer to them) list required

as well as recommended textbooks that should be purchased by the students. Many

instructors make additional use of the SJSU/SJC Library Reserve Book service to

place other reference materials on file for students to use without having to buy them.

Current videotapes are located in the Campus Instructional Resource Center (IRC);

faculty members may check these out and students may view them in the Center.

The IRC can also play any video in its library to any connected classroom over the

campus video network. Faculty are asked to reserve their projection time and room

24 hours in advance.

The department also acquires videotapes and reference materials that are generally

available to all faculty members who teach in those content areas. Many instructors

develop their own course readers or handouts, and these are increasingly available

electronically through their course web sites. Several instructors utilize the

Associated Students Print Shop on campus for reproduction and assembly of Course

Readers that contain reference articles and other documents that are not available in

the textbooks selected.

Videos and computer programs are purchased regularly from a variety of external

sources to maintain diversity and technical currency in lecture presentations. The

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Department maintains regular contact with the campus library acquisitions

department, and updates new listings and our needs list every semester.

The Department has also acquired and updated a great deal of computer application

software since its last review. Faculty have also aggressively and successfully

pursued low-cost or free licensing of mainstream industrial grade computer software

programs for use in instruction. These materials are stored in our Central Services

facility. Many of these are used to augment course texts, and some can be accessed

by technicians, students, and faculty in any departmental laboratory over the

department local area network. Increasingly though, with the availability of larger

inexpensive hard disk drives, each workstation is loaded with the software it needs

for the semester. These computer configurations are maintained by a department

technician. [see Section 6.9: Computer Systems]

Software currently in use includes Microsoft Office 2003, Multisim 8, LabVIEW 8,

Introduction to Wireless Administration, Cisco CCNA Wireless, Frontpage/WebDev,

Microsoft Project, LabSIM, AutoCAD 2009, Unigraphics (Siemens NX), SolidWorks,

MasterCAM, SurfCAM, SolidWorks, NX, Simfactory/Simprocess, Cadence OrCAD,

MS Macro Assembler, Microsoft C++, and CD multimedia developed with

Authorware. These software packages are used for a wide range of both specific

and general purposes by faculty and students. In almost every case, the software is

implemented in the Windows platform environment.

The faculty have had great success with software acquisitions. As examples,

Microsoft products are licensed through the campus site licenses. Autocad products

are licensed through CAPE, a CSU agreement with an Autodesk supplier that grants

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us 100 seats of Autodesk products for a single modest licensing fee. Unigraphics

(now Siemens NX) has given us a site license to use their CAD/CAM Engineering

software products in any department in the College of Engineering, at no cost.

In the last few years, the Department has focused its computer environment

development on the PC platform, running Windows (which allows for networking).

Wherever possible, Windows XP Professional is installed on all laboratory and

classroom computers. Our current policy is to only purchase computers with either

the Windows XP operating system or the Windows 7 OS (Windows 7 is not yet

supported by the campus, so this is used only on faculty computers).

An extensive local area network, first developed in the late 1980s by the department,

and rebuilt and expanded in the 1990s by the university, serves the Department of

Aviation and Technology within the wide area network (WAN) of the College of

Engineering and the SJSU Intranet. Faculty and students have controlled access to

the Internet, the department network, and network resources from any computer in

the building through either direct Ethernet or wireless Ethernet connections.

A department computer technician is responsible for maintaining the network and

computers in the department, under the direction and guidance of the chair and

regular faculty. Additional in-depth support for a variety of computer and software

issues is provided by the Engineering Computer Services (ECS) group under the

direction of Kindness Israel. Software installs and other maintenance is aided by the

two department network servers, which also supply redundancy in case of server

failure.

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6.4.3 Program Balance: Appropriate laboratory activity shall be included in the program(s) and a reasonable balance must be maintained in course work between the practical application of “how” and the theoretical/conceptual emphasis of “why.”

The units taken in the Industrial Technology program technical core, electives, or

areas of technical concentration are designated either as “lecture,” “lecture/lab,” “lab

only,” or “activity” classes. The lecture and lecture/lab courses present theoretical

concepts through lectures and discussions. Reinforcement of the underlying

concepts of “why’’ things are a certain way is accomplished through related

laboratory assignments. A primary strength of our program exists in these practical

activities, through which the student gains a firmer grasp of “how” things work in an

industrial setting. While assigned lab activities may sometimes seem simplistic; there

is no doubt that they help to cement the students’ understanding of more complex

scientific/ technological theories and constructs.

A majority of industrial technology classes are three unit courses. A three-unit

activity class generally includes two hours of lecture and four hours of lab activity

each week, with some variations adopted by the professors responsible for their

delivery. A three-unit lecture/lab class includes two hours of lecture and three hours

of lab activity each week. Starting in Fall 2003, all remaining activity classes were

converted to the lecture/lab format. This brings us additional scheduling flexibility, is

more efficient, and brings us into alignment with the mode of delivery for most

Engineering courses.

Most (75%) of the classes for the Industrial Technology major have a laboratory

component. The department maintains three large technical laboratories and one

dedicated computer laboratory to support a strong hands-on curriculum.

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6.4.4 Problem-Solving Activities: Emphasis in instruction shall be focused on problem-solving activities which reflect contemporary industrial applications.

Whenever possible, contemporary industrial case studies and problem solving are

incorporated into the Industrial Technology program. Students are often called upon

to complete field exercises that entail making visitations to area corporations. They

may be asked to arrange for a meeting with higher-level administrative personnel or

required to complete a documentation assignment that demands a detailed study of

the production floor. When this is not practical or appropriate, students are engaged

in group problem solving based on cases presented by the instructor, and resulting in

finished projects and presentations. This problem-solving approach is particularly

evident and integral to the learning process in the minicurriculum for Product Design

and Manufacturing, in Tech 145, Lean Manufacturing, and in our two capstone

classes, Tech 149 (for Manufacturing Systems students) and Tech 169 (CENT

students). Student papers illustrating some of these activities are included in the

course binders in the department office.

Problem-solving activities are evident in all Industrial Technology classes. Students

are not simply given a “recipe for success.” They are generally called upon to

analyze situations, clarify alternatives, make decisions for action, execute solutions

and evaluate results. A sampling of course assignment sheets that exemplify these

instructional strategies and objectives have been placed in the course binders in the

department office.

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6.4.5 Supervision of Instruction: Appropriate supervision of instruction shall be evident throughout the program. Departmental policy requires that faculty remain in their classrooms and labs during

instruction, unless a paid, qualified instructional student assistant is in use. The

Department Chair visits all classes on a regular basis. The intent of these visits is not

just to evaluate faculty members but to let them know that his office is interested in

their well-being and the quality of instruction being delivered.

Full-time tenure-track faculty members and tenured faculty seeking promotion are

evaluated each year via the university retention, tenure, and promotion procedures.

These are described in detail in section 6.5.5. Full-time tenured faculty members are

reviewed periodically per university policy regarding Post Tenure Review. Part-time

faculty members are evaluated during their first semester of employment by a

tenured faculty member and every other semester subsequently. These written

evaluations are maintained in the part-time faculty’s personnel folder in the

Department office. The part-time faculty are supervised by the Chair who must

complete a formal evaluation document for them each year.

All tenured, tenure-track, and part-time faculty members receive student feedback

through standardized evaluations that occur toward the end of each semester. A

copy of the results of these student reviews is given to the faculty member and

another goes to the Chair. If weaknesses with reference to instructional techniques

are evident, the Chair meets with individual teachers to determine appropriate

courses of action that will lead to improved delivery of course content.

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6.4.6 Scheduling of Instruction: The organization and scheduling of instruction shall allow adequate time for completion of appropriate homework assignments and laboratory problem-solving activities.

Industrial Technology classes meet 3 or 5 hours per week depending on whether

they are lecture (3 hours), lecture/lab (5 hours), or lab only (3 hours) using one of the

following formats: a Tuesday-Thursday day, Tuesday-Thursday evening, Monday-

Wednesday-Friday day, Monday-Wednesday day, or Monday-Wednesday evening

schedule. Classes are arranged to enable students to use their time efficiently and

enroll in the maximum number of courses they are interested in. Where the demand

is evident, multiple sections of courses are scheduled. Our lecture classes meet for

three hours each week; these are scheduled on either a Monday-Wednesday day,

Tuesday-Thursday day schedule, or on one evening per week (Monday through

Thursday).

Industrial Technology lecture/lab classes meet 5 hours per week (2 hours lecture, 3

hours lab) at times similar to the activity classes. To accommodate the need of a

large percentage of students who are employed in the local electronics industry, the

majority of classes offered are in the late afternoon and evening times.

Full-time Industrial Technology majors usually work part time, and carry 12-15 units

of course work per semester. Since IT lecture/lab classes require 5 contact hours

each week, advisors generally recommend that students not take more than 3 of this

type of class during the semester. Students are advised to blend their major and

minor classes with general education and supporting technical classes throughout

their academic career at San Jose State University. This form of course selection

entails pre-planning on the part of students and their advisors. We believe that our

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approach to scheduling is both efficient and effective with regard to students’ needs

and their ability to complete assignments within deadlines set throughout the

semester, and also promotes course quality.

6.5 Faculty

[NOTE: Much of the information provided is taken from the current Faculty Reference Book and the Agreement between the Board of Trustees of the CSU and the California Faculty Association. These criteria are university policy and hold true for all academic disciplines.]

6.5.1 Full-Time Faculty: Each program of study option shall have an adequate number of full-time faculty.

The profile of the Department of Aviation & Technology's list of full-time faculty has

changed slightly since our last review by NAIT (now ATMAE) in Spring of 2003. Over

the past five years, we have experienced one faculty entering a Faculty Early

Retirement Program (FERP, allows a faculty to teach one semester per year), and

several faculty teach part-time for other programs in the College of Engineering. No

new full-time faculty have been hired. The gradual but significant decline in majors

has been offset by an increase in general education enrollments. The ratio of full-

time to part-time faculty has remained at a satisfactory balance partly because

several Technology faculty teach part time for other departments in the College of

Engineering (General Engineering, Mechanical Engineering, and Industrial and

Systems Engineering). The faculty distribution for the department (includes Aviation)

is shown in the table below.

Instructional Faculty FTEF by Tenure Status

Department of Aviation and Technology 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010

FTEF Fall 2005

Spr 2006 Avg

Fall 2006

Spr 2007 Avg

Fall 2007

Spr 2008 Avg

Fall 2008

Spr 2009 Avg

Fall 2009 Avg

Tenured 7.5 8.7 8.1 7.8 10.4 9.1 5.4 6 5.7 4.4 4.7 4.5 4.7 4.7

Temp Lecturer 4.6 3.5 4 2.8 2.7 2.8 3.2 4.2 3.7 6.4 4.3 5.3 5.7 5.7

Probationary 0.4 1.7 1 1.4 1.6 1.5 0.5 0.9 0.7 0.6 0.5 0.6

Total 12.5 13.9 13.2 12 14.7 13.3 9.1 11.1 10.1 11.3 9.5 10.4 10.4 10.4

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Full-time faculty resumes (See Appendices) outline the extent, recency, and

relevance of industrial professional level experience. We believe that our present

team of Industrial Technology faculty members is quite impressive; each member of

this team is doing an excellent job of instruction in his/her area or areas of technical

concentration as well as engaging with the professional and social community. Most

professors are active members of ATMAE as well as other professional organizations

that are listed on their resumes.

Qualifications for employment in our industrial technology program place an

emphasis on the following criteria: (1) University level teaching and/or industrial

experience in a specific discipline; (2) Preference to applicants who have additional

technical experience related to other curricular areas of concentration; (3) Awareness

of and sensitivity to the educational goals of a multicultural student population; and

(4) Cross-cultural experience and/or training (e.g., bilingual, multicultural

background).

In recent years, several faculty have assumed instructional responsibilities for

courses in other departments, and the previous chair, Dr. Patricia Backer, has been

asked to assume the Director position for the General Engineering program. Taking

all changes into consideration, the assigned Departmental FTEF for the industrial

technology program in January 2010 stands at 7.5. The actual used FTEF for the

industrial technology program for Spring 2010 was 6.0. Of this number, 4.7 are from

faculty with full-time positions, with 1.32 positions being filled by part-time faculty.

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6.5.2 Minimum Faculty Qualifications: The review of program faculty qualifications shall include current faculty resumes providing clear evidence documenting the extent and currency of: (a) academic preparation, (b) industrial experience at the management/supervisory levels, (c) applied industrial experience related to the program content area(s), (d) current certifications/licensure related to the program content area(s), (e) membership and participation in appropriate professional organizations, and (f) scholarly activities. The minimum academic qualifications for regular tenure track, or full time, faculty members shall be a graduate degree in a discipline closely related to the instructional assignment.

Currently, the minimum requirements for appointment as a tenure-track faculty in the

industrial technology program are a PhD/EdD/ScD in engineering technology,

industrial technology, or other technology-related field. While no hiring or search has

taken place in this review period, Department, College, and University standards for

evaluating potential faculty apply to all faculty who currently hold tenure / tenure track

positions in the program. Appropriate certifications and licensure is encouraged for

all faculty, and industrial experience is a highly regarded qualification for all faculty.

6.5.3 Academic Preparation of Faculty: A minimum of fifty percent of the regular tenure track, or full-time, faculty members assigned to teach in the program of study content area(s) shall have an earned doctorate or appropriately defined terminal degree. Exceptions may be granted to this standard if the institution has a program in place that will bring the faculty demographics into compliance within a reasonable period of time.

All (7 out of 7) full-time faculty in the Technology program hold an earned doctorate.

6.5.4 Selection and Appointment Policies: Policies and/or procedures utilized in the selection and appointment of faculty shall be clearly specified and shall be conducive to the maintenance of high quality instruction.

According to the current (November 2009) Handbook for Recruitment and

Appointment of Tenure-Track Faculty (a copy of which is on file in the Department

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Office), the university delegates responsibility to various campus bodies for

recruitment. No searches are underway or anticipated for the Industrial Technology

programs, but the faculty are very familiar with search policies and procedures due to

the fact that our Aviation program has recently completed a successful search for a

new Aviation faculty member. These policies and responsibilities are laid out below:

University Policies and Shared Responsibilities 1. Each Department shall assume primary responsibility for effective recruitment

and appointment of tenure-track faculty in accordance with UP S01-13, Commitment to a Campus Climate that Values Diversity and Equal Opportunity, UP S98-8, Appointment, Retention, Tenure and Promotion Criteria, Standards and Procedures for Regular Faculty Employees and UP S89-15 Non-Discrimination, Equal Employment Opportunity and Affirmative Action Policy and Procedures.

2. The Department Chair or designee shall chair the Department recruitment

committee in accordance with UP S98-8. The Department recruitment committee has the responsibility to: • Develop the position announcement and selection criteria; • Advertise for an adequate pool of candidates; • Interview selected qualified candidates; • Conduct interviews that offer candidates opportunities to demonstrate their

qualifications; • Present the positive aspects of SJSU as a diverse and inclusive

community. 3. The Office of Equal Opportunity provides the necessary statistical analyses for

the determination of underutilization, and consults with affected Departments and appropriate administrators in establishing realistic guidelines for remedy. OEO staff are also available to advise Departments concerning effective non-traditional recruitment strategies and provide assistance in recruitment efforts. Also, at the request of the Provost, OEO staff shall sit, in an advisory capacity, on search committees in Departments in which findings of serious underutilization have been made (UP S89-15).

4. The College Dean shall be responsible for:

• The supervision and implementation of campus policies and procedures for

recruitment and appointment of tenure-track faculty within the College; • Reviewing Departmental annual requests for positions;

4

• Preparing and submitting the College’s total position requests to the Provost;

• Working with the Department to develop appropriate recruitment strategies; • Examining Department recruitment records prior to candidate interviews.

5. The Associate Vice President for Faculty Affairs (AVP/FA) oversees and

coordinates the hiring process for tenure-track faculty. This entails consulting with the Provost, monitoring compliance with University hiring policies, reviewing recruitment materials and appointment documentation. The AVP/FA shall act on behalf of the Provost to review and approve/disapprove tenure-track appointments in accordance with UP S89-15 and UP S98-8 and S01-13.

6. The Director of Institutional Research shall cooperate with the University

Office of Equal Opportunity in providing technical assistance for statistical analysis and reports of employment data as may be required in accordance with University policy.

7. The Provost

• Is responsible for the supervision and implementation of campus policies and procedures for recruitment and appointment of tenure-track faculty for the University;

• Approves or denies position requests in consultation with AVP/FA and the Academic Affairs Executive Council;

• Allocates resources for recruitment and faculty positions; • Takes final administrative action on compliance and non-compliance with

campus policies; • Imposes sanctions to enforce compliance; • Grants exceptions to compliance under rare and unusual circumstances.

8. The President holds the ultimate responsibility for the success of tenure-track

faculty recruitment. Procedures for Initial Appointment

1. All recruitment shall be carried out in accordance with the university's Affirmative Action Policy.

2. Department recruitment committees shall be composed of elected full-time tenured faculty members, and shall be chaired by the department chair or a designee of the department chair.

3. Recruitment committees shall evaluate all candidates for appointments to regular positions and determine the order of desirability of finalists for the position.

4. Hiring of faculty during recess periods shall be accomplished in consultation

5

with all available recruitment committee members, the department chair and the college dean.

5. Persons to be employed initially in academic-administrative assignments with retreat rights to a department or program shall be reviewed and must receive a favorable recommendation from the appropriate departmental recruitment committee in which tenure must be acquired before retreat rights are granted.

6. No person shall be offered a probationary appointment unless such an appointment has been recommended by an appropriate faculty committee, generally the department’s elected recruitment committee.

7. Appointment letters shall be written by the college dean in consultation with the chair of the department. Appointment letters must be approved by the Office of the Associate Vice President for Faculty Affairs as consistent with the present policy.

Further, with regard to Standards for Initial Appointment:

Candidates for initial appointment to probationary positions should be carefully

reviewed so that new faculty members will not merely fill positions but will

bring to the university intellectual distinction and the potential for tenure and

eventual promotion to advanced rank. Candidates for appointment should

come fully prepared and ready for a university career, with the promise of

excellence and a commitment both to teaching and to contributing to their

professional communities. Initial appointment to a probationary position

normally requires possession of the doctorate or appropriate terminal degree

from an accredited institution. In unusual circumstances, persons may be

appointed who are close to completion of the required terminal degree. An

exception to the terminal degree requirement may also be made in the case of

distinguished individuals with significant scholarly or artistic or professional

accomplishments in their field, or whose achievements make a unique ability

available to the campus. In such cases, the basis of the exception shall be

made a permanent part of the faculty member's file, and the decision recorded

whether or not possession of the terminal degree is to be expected for tenure

or promotion to advanced rank.

Probationary credit of up to two years may be awarded by the President at the

time of appointment. This award may be made only upon the

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recommendation of the department and the dean following 1) their

consideration of previous service and achievement in teaching and in scholarly

or artistic or professional activities at a post-secondary education institution,

previous CSU employment, or comparable experience; and 2) upon their

assurance that the candidate has been advised of possible hazards of

receiving this award, which include the provision that only accomplishments

during the one or two years preceding the appointment to regular faculty

status may be listed and considered in tenure and promotion decisions.

Because recipients of probationary credit will be subject to a four- or five-year

tenure review period, they are advised they will have less time to achieve the

standards required for tenure, as outlined below. Appointment to an advanced

rank requires that candidates shall show evidence of the accomplishments

normally expected for promotion to that rank.

The initial letter of appointment shall specify any particular character of the

faculty member’s academic assignment and shall bring to the faculty

member’s attention the appropriate university criteria and college and/or

department guidelines for retention, tenure, and promotion. Any subsequent

change in the particular character of the academic assignment shall be made

in writing and signed by the faculty member, the department chair, and the

college dean. The appointment letter shall also indicate the range of activities

by which one may fulfill the expectations for scholarly or artistic or professional

achievement in university policy. Such appointment letter(s) shall be placed in

the dossier.

6.5.5 Tenure and Reappointment Policies: Faculty tenure and/or reappointment policies and procedures shall be comparable to other professional program areas in the institution. Requirements in the areas of teaching, service, and scholarly activity shall be clearly specified for faculty in Industrial Technology.

At present, the probationary period at San Jose State University is seven years. As

previously stated, tenure and retention policies and procedures in the Department of

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Aviation and Technology are carried out in accordance with University regulations.

These are specified in the Faculty Reference Book and University ARTP guidelines:

Retention: The review process should be rigorous throughout the

probationary period. It is expected that a candidate show increasing effectiveness in

teaching, or consistent effectiveness in the case of individuals whose teaching is fully

satisfactory from the start. Faculty members should not be retained if their

performance in teaching and in the other aspects of their academic assignment is not

sufficient to warrant a reasonable expectation that tenure will be granted at the end of

the probationary period. Retention committees should in their recommendations

indicate whether faculty progress is sufficient to warrant a reasonable expectation

that tenure will be granted at the end of the probationary period. Throughout the

probationary period, personnel committees at all levels should be aware of the

existence of any narrative statements or faculty professional development or

probationary plans that the candidate may have established according to

departmental or college guidelines.

Tenure: The tenure decision is perhaps the most important decision the

university must make with respect to its faculty since, in effect, it represents a mutual

commitment shared by the faculty member and the university which may entail many

years of service on the part of the faculty member. The award of tenure brings with it

the right to continued permanent employment as a faculty member unless terminated

according to the provisions of the CSU/CFA Agreement. The granting of tenure is not

solely a reward for services performed during the probationary years, but also

represents an explicit expectation that a faculty member will continue to be a valued

8

colleague, a good teacher and an active scholar, artist or leader in his or her

profession, and a contributor to the university’s mission, including collegial

governance off the University. Accordingly, tenure decisions should be based upon

thorough review of faculty members during their probationary years. In cases where

probationary credit has been given for previous service in the one or two years for

which such credit was granted, the achievements in teaching and in scholarly or

artistic or professional activities that led to such credit shall be evaluated. All prior

experience should be listed in a comprehensive vita. Tenure should be granted only

to individuals whose record of teaching and contributions to their professional

communities indicates a commitment to ongoing activity and professional

achievements of high quality and the potential to earn promotion to higher rank.

A tenure decision should normally be made in a faculty member’s sixth probationary

year. The probationary period may be extended for an additional year under

circumstances specified in the CSU/CFA Agreement. Tenure may be awarded earlier

than the sixth year in the case of faculty members with significant scholarly, artistic or

professional achievements and excellence in teaching. Faculty members may

request an early consideration for tenure based on having already achieved the

levels of achievement required for the award of tenure.

In extraordinary cases, when a candidate for appointment has already earned tenure

and promotion to the rank of full professor at another college or university, or has

otherwise demonstrated achievements in the areas of teaching and scholarly, artistic,

or professional activity conclusively indicating that university standards for tenure and

promotion to the rank of full professor have been met, the “President may award

9

tenure to any individual, including one whose appointment and assignment is in an

administrative position, at the time of appointment. Appointments with tenure shall

be made only after an evaluation and recommendation by the appropriate

department” (CSU/CFA Agreement ,Section 13.16).

The award of tenure requires more than potential or promise. It requires:

a. Possession of the required terminal degree, unless an exception to this

requirement had been granted and noted at the time of appointment as provided

above.

b. Demonstrated effectiveness in academic assignment, above all in teaching.

Tenure should not be granted without evidence of good, solid performance in the

variety of the courses being taught during the probationary years.

c. Contributions to the candidate's discipline or professional community.

Scholarly or artistic or professional contributions should be of good quality and

evidence both the commitment to and the potential for continued development and

accomplishment throughout the candidate's career.

d. The promise of significant contribution to the university’s mission, including

the collegial governance of the university.

6.5.6 Faculty Loads: Faculty teaching, advising, and service loads shall be comparable to the faculty in other professional program areas at the institution. Consideration shall be given in faculty teaching load assignments to high contact hours resulting from laboratory teaching assignments.

Every full-time faculty member's academic assignment at the university includes

teaching and instruction-related responsibilities such as office hours, advisement and

committee work at the department, college or university levels. Each faculty member

is required to have a load of 15 Weighted Teaching Units each semester. Of this

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load, normally 3 Weighted Teaching Units are allocated to instruction-related

responsibilities such as office hours, advisement, and committee work at the

department, college or university levels. At the university there are 28 classifications,

organized into six categories, representing the mode of instruction. Lecture classes

in Industrial Technology earn 1 Weighted Unit per unit of credit (i.e., a 3 unit lecture

course = 3 Weighted Units). Laboratory classes in Industrial Technology earn 2

Weighted Units per unit of credit (i.e., a 2 unit laboratory course = 4 Weighted Units).

Practically speaking, the lab/lecture class delivery (the most common class formula in

our department) conveys 2 WTU for the lecture section, and 2 WTU for each lab

section. These formulae are applied uniformly throughout the university.

In addition, supervision of interns and special individual study projects are equated at

1 Weighted Unit per three students. Therefore, thirty-six undergraduate students

enrolled in individual study contracts are considered to be equivalent to a full

teaching load. The Chair is responsible for ensuring that all faculty members fulfill

their contractual workload assignments.

6.6 Students

6.6.1 Admission and Retention Standards: Admission and retention standards shall be used to ensure that students enrolled are of high quality. These standards shall compare favorably with the institutional standards. Sources of information may include admission test scores, secondary school rankings, grade point averages, course syllabi, course examinations, written assignments, and oral presentations.

In the current difficult budgetary climate, and considering the fact that SJSU was until

2009 serving more than its allocated number of students in the CSU system, there

have been extraordinary pressures to control admissions and enrollment.

Fortunately, this has not been indiscriminate, but tied to a careful review of program

capacity that took place in Spring of 2008. The result of this process for our

programs is that the degree programs in the Aviation and Technology Department

are NOT impacted and are able to serve students from any part of the state and the

world. This is guided by two facts: both our programs are below capacity (can serve

more students without incurring more costs), and both of our programs are unique to

the state or the region (not widely available in the CSU).

Admission and retention standards used by the department to admit new majors are

identical to those employed by the University for all programs that are labeled

“green”, meaning that they are not impacted and are open to all applicants.

Standards for admission to San Jose State University are prescribed by the State

Legislature in accordance with Title 5, Chapter 1, Subchapter 3 of the California

Administrative Code. Prospective students, applying for part-time or full-time

programs of study, in day or evening classes, must file a complete application at

www.csumentor.org and pay a non-refundable application fee to the California State

University. Applicants need only file at their first choice campus. An alternate

1

http://www.csumentor.org/

campus and major may be indicated on the application, but applicants should list as

an alternate campus only a CSU campus that also offers the major. Generally, an

alternate major will be considered at the first choice campus before an application is

redirected to an alternate choice campus.

Honors at Entrance: To foster superior scholarship as a desirable academic

characteristic and to recognize outstanding entering students, San José State

University has established the award of Honors at Entrance. Entering freshmen are

eligible with a grade point average of 3.6 or higher. Upper division transfer students

are eligible with a grade point average of 3.5 or higher. Lower division transfers must

have both 3.6 or higher high school GPA and a 3.50 or higher transfer GPA. The

advantages accruing to an entering student are: 1) priority registration for the first two

semesters; 2) honors at entrance annotation on the student's permanent academic

records; and 3) consideration for admission to the Humanities Honors program.

Undergraduate Admission Requirements: The California State University

requires that first-time freshman applicants complete, with grades of C or better, a

comprehensive pattern of college preparatory study totaling 15 units. A "unit" is

equivalent to one year of study in high school. Within the 15 units completed, up to

one unit (one year) in visual and performing arts or foreign language may be missing

and offset by a college preparatory course(s) in other areas. The missing unit of

visual and performing arts or foreign language must be completed either prior to, or

by the end of the first year, of CSU enrollment. This provision is effective through the

2009-2010 academic year. The following courses are included in this aggregate:

English: 4 years - college preparatory, composition and literature; Mathematics: 3

2

years - college preparatory, algebra, geometry, intermediate algebra, trigonometry,

calculus or mathematical analysis or other approved courses; U.S. history or U.S.

history and government: 1 year; Science: 1 year with laboratory - biology, chemistry,

physics or other acceptable laboratory science; Foreign Language: 2 years in the

same language (subject to waiver for applicants demonstrating equivalent

competence); Visual and Performing Arts: 1 year - to be selected from art,

drama/theatre, music or dance; and Electives: 3 years - selected from English,

advanced mathematics, social science, history, laboratory science, foreign language,

visual and performing arts and agriculture.

Eligibility Index: The eligibility index is the combination of the student’s grade

point average and his/her score on either the ACT or the SAT I. The grade point

average is based on grades earned during the final three years of high school

(excluding physical education and military science) and bonus points for approved

honors courses. Since Fall 2004, the high school grade point average has been

based solely on courses taken in the final three years of high school that satisfy the

comprehensive pattern of college preparatory subject requirements.

Up to eight semesters of honors courses taken in the last two years of high

school, including up to two approved courses taken in the tenth grade, can be

accepted. Each unit of "A" in an honors course will receive a total of 5 points; "B", 4

points; and "C", 3 points, in evaluation of the transcript.

TOEFL: All undergraduate applicants, regardless of citizenship, who have not

attended schools at the secondary level or above for at least three years full time

where English is the principal language of instruction must present a score of 500 or

3

above on the Test of English as a Foreign Language (TOEFL). Some majors may

require a score higher than 500 and applicants taking the Computer Based Test of

English as a Foreign Language must present or a score of 173 or above. Some

majors may require a higher score. Students applying to the Department of Aviation

and Technology are admitted if they meet the SJSU’s requirements.

The CSU requires all new students to be tested in English (English Placement Test,

EPT) and Mathematics (Entry Level Mathematics, ELM); these tests have been

described in Section 6.3.16 above. The California State University requires each

entering undergraduate, except those who qualify for an exemption, to take the CSU

Entry Level Mathematics (ELM) examination and the CSU English Placement Test

(EPT) prior to enrollment.

Remediation is taken seriously at SJSU. These placement tests are not a condition

for admission to the CSU, but they are a condition of enrollment. They are designed

to identify entering students who may need additional support in acquiring basic

English and mathematics skills necessary to succeed in CSU baccalaureate-level

courses. Undergraduate students who do not demonstrate college-level skills both in

English and in mathematics will be placed in appropriate remedial programs and

activities during the first term of their enrollment. Students placed in remedial

programs in either English or mathematics must complete all remediation in their first

year of enrollment. Failure to complete remediation by the end of the first year may

result in denial of enrollment for future terms.

Transcripts: All transcripts submitted must be official and sent directly from the

originating school or college to the Office of Admissions. Transcripts submitted by the

4

student are not acceptable unless submitted in a sealed envelope. All records

submitted become the property of the university, part of the student's file, and will not

be released. If a student does not complete the application or enroll, the records will

be kept on file for two years only. Students applying for admission to the university

while still attending high school may be evaluated on their self-reported grade point

average if 3.0 or higher. A final high school transcript with the date of graduation

must be sent to the Office of Admissions at the time of graduation. Applicants who

are high school graduates must file a complete transcript that includes the date of

graduation.

Undergraduate students with college transfer work and who are accepted for

admission, and who desire advising, will be required to present a set of college

transcripts to their departmental advisor. Transfer applicants who have earned fewer

than 56 transferable semester units of credit must file one complete official transcript

from the high school of graduation and the ACT or SAT I test results in addition to a

transcript of the college units attempted.

Transfer applicants who have completed 56 or more semester units of transferable

credits and who are applying to the university need not file the high school transcript.

If, during the evaluation process, it is determined that fewer than 56 semester units of

transferable credit have been earned, processing will stop. The applicant will be

notified that the high school transcript and ACT or SAT I scores are required and

admission consideration will again be given only at the time these documents are

received and the record is complete.

5

All undergraduate applicants must file one official transcript from each college in

which they have enrolled. This includes USAFI, the Defense Language Institute,

Special Sessions (Winter Session and Professional Development), correspondence

and audited courses, as well as any college in which the student was enrolled and

withdrew without earning credit.

Former students need not order transcripts of work completed at SJSU whether this

work was accomplished in the regular session, Open University, Special Sessions, or

through the university Professional Development Program. Similarly, they need not

reorder transcripts that were previously forwarded to SJSU. But if they did college

work in the interim, such transcripts must be filed with their papers. Students absent

from the university for a period of seven years or longer must resubmit all documents

required for admission.

Transfer Credit: California Community Colleges will certify to CSU those

courses that are of baccalaureate level and therefore transferable for at least elective

credit. Credits earned in accredited community colleges will be evaluated by the

Office of Admissions in accordance with Title 5 of the California Code of Regulations,

Section 40409: A maximum of 70 semester units earned in a community college may

be applied toward the degree, with the following limitations: (a) No upper division

credit may be allowed for courses taken in a community college. (b) No credit may be

allowed for professional courses in education taken in a community college, other

than an introduction to education course.

The Office of Admissions evaluates credits earned in regionally accredited colleges

and will grant advanced standing on the basis of the evidence submitted. Credit

6

toward the fulfillment of graduation requirements will be allowed only insofar as the

courses satisfactorily completed meet the standards and the requirements of the

basic course pattern of the college. Credits earned in non-accredited colleges may be

accepted as a basis for advanced standing only to the extent that the applicant can

demonstrate to the satisfaction of the university that a satisfactory degree of

proficiency has been attained in the course in question.

Students who have completed fewer than 56 transferable semester college units

(fewer than 84 quarter units) are considered lower division transfer students. Student

who have completed 56 or more transferable semester college units (84 or more

quarter units) are considered upper division transfer students. Students who

complete college units during high school or through the summer immediately

following high school graduation are considered first-time freshmen and must meet

those admission requirements. Transferable courses are those designated for

baccalaureate credit by the college or university offering the courses.

Generally, applicants qualify for admission as transfer students if they have a grade

point average of 2.0 (C) or better in all transferable units attempted and are in good

standing at the last college or university they attended. In their review of technical

courses to be accepted for credit into the Industrial Technology major, Department

advisors often request the student to provide evidence of work completed in these

courses. It is not uncommon for IT faculty to review community college textbooks

and course syllabi prior to accepting technical courses into the student's major

program of study. This procedure ensures that high quality standards are maintained

7

during the process of reviewing community college transcripts after the student has

already been admitted into the university.

6.6.2 Scholastic Success of Students: Students in Industrial Technology shall have scholastic success comparable to those in other professional curricula in the institution. Grading practices in Industrial Technology courses shall be comparable to other departments and/or programs in the institution.

The campus Office of Institutional Research prepares a lengthy Grade Distribution

Report at the end of each semester. This analytical report presents grade distribution

patterns by individual course, faculty member and department. Copies are sent to

the College Deans' offices each term. Deans are then able to review specific grading

practices and patterns within each departmental unit in their own College. The

distribution of grades for the university, college, and department are shown in Figure

6.6.2.1 below. The distribution of grades for the BSIT for Fall 2007 through Fall 2009

(the last semester available) is comparable to other departments in the University

and the College of Engineering.

8

Figure 6.6.2.1: Headcount by GPA


Head Count by GPA broken down by Student Level - Total University Fall 2007 Fall 2008 Fall 2009

Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 1514 3182 3291 1528 3279 3653 1332 2923 3696

Upper Division 2330 5330 7790 2237 5371 8383 2194 5269 8389

2nd/Post Bac 47 84 438 38 76 362 34 57 237

Credential 70 27 824 68 20 814 59 11 731

Graduates 498 381 5600 518 355 5689 534 307 5299

Total 4459 9004 17943 4389 9101 18901 4153 8567 18352

Spring 2007 Spring 2008 Spring 2009

Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 1337 2459 2355 1432 2792 2768 1415 2926 2846

Upper Division 2296 5270 7608 2147 5464 8077 2213 5639 8513

2nd/Post Bac 43 81 436 48 98 476 38 77 353

Credential 82 36 772 84 32 753 78 19 734

Graduates 611 334 5303 576 404 5501 578 375 5487

Total 4369 8180 16474 4287 8790 17575 4322 9036 17933


Head Count by GPA broken down by Student Level - Engineering Fall 2007 Fall 2008 Fall 2009

Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 216 450 322 267 509 441 246 436 437Upper Division 354 723 740 320 672 700 314 664 6852nd/Post Bac 9 14 37 4 15 36 5 17 22Graduates 139 210 1777 137 200 1758 142 156 1651Total 718 1397 2876 728 1396 2935 707 1273 2795


Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 209 278 179 235 339 230 260 444 258Upper Division 317 742 813 323 683 723 352 671 7072nd/Post Bac 11 13 33 3 16 36 5 16 37Graduates 158 159 1726 151 242 1712 111 205 1575Total 695 1192 2751 712 1280 2701 728 1336 2577

9

Industrial Technology Program

Head Count by GPA broken down by Student Level - ITEC - Industrial Technology Fall 2007 Fall 2008 Fall 2009

Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 4 3 1 4 3 3 1 3 4Upper Division 16 40 50 8 30 35 9 24 332nd/Post Bac 1 1Graduates 1 1 6 2 6 1 11Total 21 44 57 12 35 45 11 27 49


Total

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

1.99 or Less

2.00 to 2.99

3.00 or Above

Lower Division 1 6 2 4 5 2 5 3Upper Division 22 50 44 11 31 38 12 24 352nd/Post Bac 1 1 1Graduates 4 1 8 1 3 5 3 7Total 28 57 52 14 38 49 14 32 46

Students normally perform better in major courses than they do in non-major courses

such as General Education and university electives. Seniors in the Industrial

Technology program at San Jose State University were surveyed in Spring 2002 (just

prior to the last accreditation) as part of a department research study into learning

styles. At that time there were 152 seniors in the BSIT program. A total of 52

students returned the survey; this represents a 34% return rate. Eight surveys were

discarded because they were improperly filled out. Each student’s academic record

was reviewed to determine their overall SJSU GPA as well as their GPA in BSIT

courses. This data is summarized in Figure 16. Overall, this study showed that

students received higher grades in their BSIT courses than they receive in SJSU

overall although there is a positive correlation (r = 0.57) between the two GPAs.

10

Figure 6.6.2.2: A comparison of BSIT students’ GPA in BSIT courses and in SJSU overall (2002 study)

Total (headcount) GPA BSIT SJSU D (1.0 – 1.99) 3 2 C (2.0 - 2.49) 8 17 B- (2.5 - 2.99) 16 11 B (3.0 - 3.49) 14 10 A (3.5 - 4.0 3 4 Average GPA 2.8 2.7

Total 44

Grading practices in the Department of Aviation and Technology are in concordance

with university policy. The grading policy of the university provides that A, B, C, D, F,

shall be the basic grading system at the university and shall apply to all course work

acceptable toward a degree program except for those courses in which it is

mandatory or permissible that Credit/No Credit grades be used or in which university

policy prescribes the A,B,C/NC pattern (English 1A, 1B, and 100W Writing

Workshops fall into this category). "CR/NC" (Credit/No Credit) grades are mandatory

for theses and normally used in projects, field work, internships, individual studies, or

directed reading courses. As recommended by departments and approved by the

College Dean, Credit/No Credit grades may be used in activity and laboratory

courses, workshops and selected seminars (colloquia). A letter grade may not be

awarded for such courses.

GPA is equal to the total number of grade points earned divided by the number of

units in each course. Grade points are assigned as follows:

11

Figure 6.6.2.3: Grading Scale

Grade Points/Unit Grade Points/Unit Grade Points/Unit

A+ 4.0 B.- 2.7 D 1.0

A 4.0 C+ 2.3 D- 0.7

A- 3.7 C 2.0 F 0

B+ 3.3 C- 1.7 U * 0

B 3.0 D+ 1.3 * The U grade is assigned by the Records Office if no other grade is assigned by the

Instructor. A faculty member may also issue this grade. Technically, this is the same as an F but normally indicates an Unauthorized Drop.

To qualify for graduation or to be recommended for transfer to another institution,

students must have earned at least twice as many grade points as there are splits in

the credit value of all courses for which they have registered. This translates to a

GPA of 2.0 or higher.

6.6.3 Placement of Graduates: The initial placement, job titles, job descriptions, and salaries of graduates shall be consistent with the program(s) goals and objectives. Industry’s reaction to graduates as employees must be favorable. Follow-up studies of graduates shall be conducted every two to five years. Summary statistics relating to follow-up studies of graduates shall be made available to the visiting team. These statistics shall include placement rates as well as salary levels of program graduates.

Salary information statistics are compiled annually by the University Career Center,

which reports in every follow up study that over 90% of Industrial Technology

graduates find employment in careers closely related to their major programs of

study. This is one of the highest rates on campus. We take great pride in our

programs and graduates and believe these job titles and salaries (see below) are

commensurate with the technical background and skills they obtained in our

Industrial Technology program.

12

In addition to the Department’s own surveys of graduates, formal follow-up studies of

our graduates are generally conducted by two University Offices: the University

Placement Office and the University Alumni Association. These follow-up studies are

completed every two years for the Chancellor’s Office. Summary statistics are

available for review by faculty and students, and the department receives the written

comments from the students.

The following information was provided by the Career Center at San Jose State

University. Historically, many of the graduates of the program do not use the services

provided by the Career Center because they are able to find satisfactory placement

via networking, their professional society activities, faculty referral, or internship

contacts. Still, the Technology faculty encourage every student to enroll with the

Career Planning and Placement Center to maximize their career choices, and doing

so is a course requirement for the Senior Seminar, Tech 190 (see course portfolios

binder). The following are positions held by graduates who have utilized the benefits

of the Career Center.

13

Graduate Placement and Salary

Company Title Years Experience Required

Starting Salary

Cisco Systems Manufacturing Coordinator 0-1 years $45K ASCOR Inc.

Industrial Engineer 2+ years $42K

Schlumberger ATE

Reliability Associate 0-1 years $44K

Anritsu Test Specialist 0-1 years $33.6K Fujitsu Qualification Test Engineer 0-1 years $55K Intel Corp Product Support Engineer 2+ years $45K Nasam, Inc.

Quality Assurance Engineer 0-1 years $48K

Applied Materials Technical Support Engineer 2+ years $60K LSI Design & Integration Corp.

VLSI Design & Applications Engineer

2+ years

$43K

Reed & Gram, Inc. Marketing, Advertisement, Promotion Planner

0-1 years $35K

S3, Inc. Software QA Engineer 0-1 years $41.6K The following companies have indicated their interest in receiving resumes from BSIT

graduates or those IT students who will be graduating with the SJSU Career Planning

and Placement Center.

Altera Corp. Anderson Consulting Applied Industrial Technologies

Auspex Systems, Inc. Bann USA, Inc. Bechtel Corp.

BroadVision, Inc. Cisco Systems, Inc. ClickAgents

Cutler-Hammer, Inc. Etec Systems, Inc. Frito-Lay Company

Galileo Technology, Inc. Integrated Device Tech. Johnson Controls, Inc.

Keyence Corp. of America Lotus Development Corp. New United Motors Manufacturing

Owens-Brockway Glass PE Biosystems Raychem Corp.

Read-Rite Corp. Seagate Technology Solectron Corp.

Stellex Electronics, Inc. Synnex Information Tech. The JPM Company

The Tech Museum Tyco Electronics Underwriters Lab.

VertiCom, Inc. Wallace Watkins-Johnson

Weyerhaeuser Company Xicor, Inc

The Department of Aviation and Technology conducts its own graduate survey

roughly every five years. The survey instrument is kept as consistent from year to

year as is possible, based on our program outcomes and assessment processes.

14

The most recent survey instrument and process are discussed in section 6.16;

Assessment.

6.6.4 Student Evaluation of Program(s): Evaluations of the Industrial Technology program(s) shall be made by its graduates on a regular basis (two to five years). Reactions and recommendations shall be considered in program revisions.

University-sponsored assessments are primarily conducted by the Career Planning

and Placement Center. In addition, the Department of Aviation and Technology

conducts a student/alumni/employer survey roughly every five years.

During the 2003 academic year, the Faculty re-evaluated two survey instruments to

assist in the assessment of program effectiveness. These instruments were targeted

to graduates from at least two years prior to the survey. The survey was carried out

in 2003 and again in 2010 (2010 survey is still collecting data). The 2010 study is our

first comprehensive survey attempting to gain a long-term view of graduate success.

The preliminary findings of the study are provided in the supplementary materials for

this Self-Study and the final report will be available to the ATMAE visiting team during

their visit. The next departmental survey of graduates and employers will be

conducted in AY 2011-2012 in order to assess outcomes from the new curriculum

design, as well as to monitor how changes in the economy have affected our

graduates.

The survey instruments were developed from materials developed and validated by

the Research Committee of NAIT. The role of this form of program assessment is

discussed in section 6.16. Copies of the survey instruments, and reports on the

findings, are included in the Appendices.

15

Both areas of technical concentration include a capstone class. Final, cumulative

projects are required for each of these classes which function as another form of

outcomes assessment. In addition to these departmental methods, the university

continues to provide annual feedback on the success of graduates from all degrees,

including ours. This information is used by the faculty to confirm and reinforce results

of Department surveys, then all such results are provided to the program advisory

board for use in its deliberations. As it is generated by an outside body, the

university data are quite valuable, although much more limited in scope than what we

generate internally.

Student evaluations of our Industrial Technology program are welcomed. We

continue to solicit student input regarding program requirements and future

directions. We plan to conduct this type of “program validation” survey on a regular

basis every two years. During the years when the survey form is not mailed out,

previous year’s findings will be tabulated and transcribed for review by pertinent

faculty committees.

The survey data have been used extensively, with other forms of program evaluation,

during the current review period. This process is documented in section 6.16.

16

6.6.5 Student Enrollment: Enrollment shall be adequate in each program area to operate the program(s) efficiently and effectively. The level of available financial and facility resources shall be considered as a constraint on the maximum number of qualified students to be admitted to the program(s). Enrollment trends shall be tracked, and factors affecting enrollment patterns shall be identified and analyzed. Enrollment projections shall be made which relate closely to short and long-range goals, as well as financial and physical resource needs.

The Department of Aviation and Technology at San Jose State University (SJSU)

offers two bachelor’s degrees: the BS in Industrial Technology (BSIT) and the BS in

Aviation. There are two different concentrations in the BSIT: Computer Electronics

and Network Technology, and Manufacturing Systems. As of the Fall 2009 census,

there are 89 undergraduate majors in the industrial technology program. The number

of students majoring in Industrial Technology has declined over the past five years

(2004-2009) and we are closely watching evidence since Fall 2009 of stabilization or

reversal of this trend.

The students are not distributed equally between the two concentrations; roughly

55% of BSIT majors are in the Manufacturing Systems concentration and 45% are in

the Computer Electronics and Network Technology concentration. This is not

surprising considering the location of the university in Silicon Valley and the

importance of both electronics and manufacturing to the region’s economy. The

university, as a whole, has large enrollments in electronics and computer-related

fields including computer engineering, computer science, MIS, and Electrical

Engineering, although majors have declined steadily in most of these areas over the

past five years.

Annualized and semester FTES for the Industrial Technology program is shown in

the tables and figure below. Enrollment and Admissions data from 2005 to 2009 are

17

provided in the Appendices. Anticipated program growth is outlined below, in

accordance with our short and long term goals.

Annualized Full-Time Equivalent Students

2006-2007 2007-2008 2008-2009 2009-2010

102 79 62 79

FTES Technology

Fa 2005 Sp 2006

Fa 2006

Sp 2007

Fa 2007

Sp 2008

Fa 2008

Sp 2009

Fa 2009

Sp 2010

124 114 105 95 85 70 59 60 75 78

The department has seen a continuing and significant decline in the number of BSIT

majors during the current review period, by approximately 50% (180 to 90) from 2005

18

to 2009. Some of the recent enrollment drop can be traced to the continuing effects

of a curriculum priorities process that SJSU conducted during the late 1990s. A

review for possible termination in 1997-1998, which resulted in the retention of the

degree, has had a long-term effect on the enrollment in the department as well as on

the perception of the programs within the university and the community.

The faculty have worked very hard with several initiatives to improve recruitment and

other factors that influence enrollments. The recent curriculum review and revision of

2006-2008 was the first part of this, and was followed by major outreach work

beginning Fall 2008.

Since undergraduate enrollments appear to be stabilizing, even increasing, in the

current academic year, we hope that the negative effects of that review process are

over and the benefits of the improved curriculum are being seen. This will give the

department an opportunity to build up its enrollment again as the community learns of

our newly revised programs. Enrollment data for AY 2009-2010 indicate the decline

in enrollment is reversing, even in the face of budget cuts and the fiscal constraints

currently in effect (Figure 18 below).

The revisions of the curricula have also improved the efficiency of course delivery,

increasing the average number of students in each section. This is the result of two

internal factors: first, the number of units required for the degree has been reduced

from 128 to 122 units beginning with the Fall 2009 semester. Second, the I.T. Core

program has been increased by 6 units, increasing the number of courses that are

shared by both programs. The enrollment indicators from the current academic year

are promising, with enrollment in the introductory lower division courses up by

19

approximately 35% compared to 2008-2009. If this trend continues it will result in

increased total majors and continuing FTES growth as we have seen this year.

We are projecting a continuing steady growth in both majors and enrollments as a

result of more efficient scheduling, new and more responsive curricula, and our work

to improve articulation and advising in the department and with the Engineering

Students Success Center (ESSC). Our outreach to area schools and community

colleges will continue as well. The BSIT program will achieve fiscal optimization with

approximately 120 to 130 majors in the current model (2 concentrations). However

an ideal program enrollment for the current degree program would be from 150 to

200 majors.

The Department also tracks course offerings and enrollment by course per semester.

Classes for the major are generally scheduled once per academic year. Core classes

are scheduled each semester. Lecture classes can seat up to 40-60

students/section. Laboratory classes are designed to accommodate 24-30 students

per lab section, with sometimes two lab sections for one lecture section.

6.6.6 Advisory and Counseling Services: Adequate and timely advising and counseling services shall be available to students.

SJSU has a rich mixture of students representing many different racial and ethnic

groups from many different countries. The Industrial Technology program provides

opportunities for under-represented students to pursue technical careers in business,

industry, and education and has been successful in attracting a diversified student

body. The BSIT program is also unique in that it is primarily a transfer program: Most

20

of the students in the BSIT degree are transfer students from local community

colleges and over 85% of our majors are classified as juniors or seniors. Many of

these transfer students are also students who have changed their major from other

majors at SJSU. Most BSIT students attend SJSU part-time and also work as they

finish their degrees. Transfer students generally spend between four and five years at

SJSU finishing their BSIT degree after they transfer from a two-year community

college - the transfer decision is often the result of a change in educational career

objectives (2 year to 4 year) while the student was in pursuit of courses at the

community college.

Our program is also uniquely diverse: SJSU has a diverse student population with

62% of all undergraduates identified as having minority ethnicity. A similar

percentage (63%) of the undergraduate students in the BSIT is of minority groups

and there are significantly more students from Asian backgrounds in the BSIT than in

the university as a whole (see figure below).

Enrollment by Gender and Ethnicity ITEC - Industrial Technology

Fall 2009 TOT UG

Black 1Asian 9

F Total 10Black 2Asian 33Hisp 7White 17Foreign 2Other 4

M Total 65Total 75

21

To accommodate more working students, a large number of the courses in the

Industrial Technology program are offered in the afternoons and evenings. Industrial

Technology majors are highly motivated and have a positive attitude. Many of the

students hold part-time or full-time jobs, coming straight from work and taking classes

3 or 4 afternoons or evenings per week. To recognize the outstanding students in

our programs, the Department faculty nominate them on the basis of GPA and other

criteria to Epsilon Pi Tau, our honorary, for SJSU President’s Honors, College of

Engineering Dean’s Honors, or USA Today’s All-USA Academic Team. These

students are part of a reservoir from which our nation draws its leadership strength.

To keep pace with a rapidly changing technology and establish professional

networks, many students join professional organization student chapters such as

Society of Manufacturing Engineers (SME), Society of Plastics Engineers (SPE),

American Society of Quality Control (ASQC), and others.

The Department of Aviation and Technology faculty regularly tracks and reports

student performance. Every student is assigned an advisor based on concentration

and last name, though all students may request a change of advisors informally.

Previously, many students did not declare their majors (not required by SJSU policy)

until their senior year which hampered tracking of the student. In the past eight

years, when a student is advised for his/her academic program, the faculty advisor

submits a form to the departmental office that indicates the student’s major and

concentration. According to College of Engineering’s guidelines, each undergraduate

engineering and technology student must be advised every semester. To enforce

this policy, an electronic hold is put on the student’s record so that he/she can not

22

register for classes unless he/she is advised by a faculty member.

Group counseling and program advisement are provided for new students toward the

end of each semester and during Summer Session orientation meetings. College-

level advising is provided at the Engineering Students Success Center (ESSC, see

next paragraph), and individual program advising is done by the regular faculty.

Individualized counseling and advisement is primarily available through the assigned

full- time faculty advisors, but students may also receive assistance from the Chair as

needed or when no faculty advisor is available. All full-time faculty members in the

Department of Aviation and Technology are responsible for advising undergraduate

students in their academic programs with the exception of the graduate advisor. At

this time, Manufacturing Systems students are assigned to either Dr. Samuel Obi or

Dr. Mohan Kim, and students in Computer Electronics and Network Technology are

assigned either Dr. Mohan Kim or Dr. Julio Garcia. Students have the option to

change advisors if circumstances so dictate; this is done informally or via petition to

the Department Chair. Information regarding career planning is available on a

continual basis through the SJSU Career Planning and Placement Center.

Since 2006, the College of Engineering has developed an increasingly sophisticated

Engineering Student Success Center (ESSC) that provides a range of advising and

other services to engineering, technology, and aviation students throughout the

semester. In the current pressures to help students to reach graduation, the ESSC

coordinates advising with the department as well as with the records office, to assure

that students understand what is required to succeed and to graduate as quickly as

possible. They also assist students with identifying the most appropriate engineering

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or technology program to match their interests and aptitudes, particularly where they

are challenged or at-risk in their current major program. Our faculty have developed

a very close relationship with the ESSC, which relationship is managed by our

Faculty Master Mentor Advisor, Dr. Julio Garcia. Dr. Garcia also sits on the College

of Engineering Master Faculty Advisory committee.

In collaboration with the Disabled Students Services office and the College of

Engineering Student Success Center (ESSC), the Department of Aviation and

Technology provides academic support, counseling, and training on note taking, sign

language interpretations, and test accommodations for students with disabilities to

ensure that they proceed through their degree programs.

6.6.7 Ethical Practices: Ethical practices shall be fostered, including reasonable student refund policies and nondiscriminatory practices in admissions and student employment.

On the instructional side, understanding and exposure to ethical issues and decision

making is covered by a specific unit of study in our required course on Technology

and Civilization (Unit 7: Technology and Ethics) , and in the course Bus 186:

Professional and Business Ethics in the required minor in Business Management.

The Department of Aviation and Technology is most attentive to nondiscrimination

policies enforced by the California State University. Title IX of the Education

Amendments of 1972, as amended, and the administrative regulations adopted

thereunder, prohibit discrimination on the basis of sex in education programs and

activities operated by San Jose State University. Such programs and activities

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include admission of students and employment. Further, the CSU does not

discriminate on the basis of handicap in admission or access to, or treatment of

employment in, its programs and activities. Section 504 of the Rehabilitation Act of

1973, as amended, and the regulations adopted thereunder prohibit such

discrimination.

San Jose State University does not discriminate on the basis of race, color, religion,

national origin, sex, sexual orientation, marital status, pregnancy, age, disability,

disabled veteran’s or Vietnam veteran’s status. This policy applies to all SJSU

student, faculty and staff programs and activities. SJSU has an established campus

policy for tolerance, respect, and understanding. Several of the convictions that guide

SJSU students, faculty, and staff as members of an educational institution create

these bonds are:

• Respect for the individual: In recognition of individual uniqueness and value,

whether as students, faculty, staff or administrators, it is our commitment to

discourage appropriately any actions, behaviors, communication or programs

that erode this fundamental concern for the individual.

• Commitment to issue and problem resolution: It is the intent of the university to

recognize the process of problem and issue resolution as integral to the

successful achievement of its mission. SJSU is committed to addressing

problems and issues in a responsive, equitable and timely manner.

• Open communication and feedback: The university endorses and supports an

environment of open communication and feedback. In support of this principle,

the university will develop internal programs to educate, evaluate and provide

feedback to support the growth process, including the growth of community

and civility.

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6.7 Administration

6.7.1 Program Administration: Programs in Industrial Technology are expected to have an identifiable, qualified individual with direct responsibility for program coordination and curriculum development. This individual shall be a full-time employee of the institution.

The Department Chair, Dr. Seth P. Bates, is the person who has direct responsibility

for program coordination and curriculum development. He is a full-time employee

who is on an academic year appointment and .40 summer assignment contract with

the university. His years of teaching and administrative experience, numerous

professional affiliations and leadership roles fully qualify him for this role.

Dr. Bates delegates curricular development activities to the faculty Curriculum

Committee, currently acting as a “committee of the whole faculty”. He serves as a

member of this committee and meets with the faculty of both the Industrial

Technology and the Aviation programs throughout each academic year to provide

them with leadership and help with curricular priorities for the short and long term. He

is responsible for signing all curriculum forms that are submitted to the university and

coordinating with members of the curriculum review boards for all programs in the

Department.

Program coordination entails attention to such things as recruitment, faculty

allocations, scheduling, student evaluations, etc. The Chair keeps the IT program

moving forward through a network of task forces, ad hoc committees, advisory

boards and an elected Personnel Committee.

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6.7.2 Administrative Leadership: Individuals assigned to administer Industrial Technology programs must demonstrate effective leadership and a high level of support for Industrial Technology.

Dr. Bates has demonstrated effectiveness in the leadership role as head of the

Department of Aviation and Technology during both his terms as chair, first in 1997-

1998, then again beginning in 2008. He serves as chair of both programs in the

Departments of Aviation and Technology, which merged in 2002. The previous chair,

Dr. Patricia Backer, stepped down in 2007, and was followed by Dr. Ali Zargar who

serves as Acting Chair until the election of a new chair could be completed.

His style of administration promotes community, faculty, and student involvement in

the decisions that affect the future of the Industrial Technology program. Dr. Bates is

a recognized leader in the state’s community of Industrial Technology Educators and

has served as President of the California Industrial and Technology Education

Association and Foundation until the beginning of his tenure as Department chair.

He has an extensive list of scholarly presentations and publications and is a

contributing author to a textbook on injection molding. He has served as chair of

several SJSU university committees, on the SJSU Board of General Studies, and as

a NSF reviewer. Dr. Bates has recently completed a six-year term on the ATMAE

Board of Accreditation and has served as both team member and team chair on a

number of accreditation visiting teams. It is clear to the faculty, the students, and the

administration that Dr. Bates is a believer in the value of Industrial Technology, and in

its place in the College of Engineering and at SJSU.

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6.7.3 Administrative Support: There must be appropriate support for Industrial Technology from the personnel holding leadership positions in the departments and colleges where Industrial Technology is administratively located.

Administrative support for the Industrial Technology program is apparent at all levels

in the University. Dr. Seth Bates, Chair, sits on the College of Engineering Council

of Chairs and represents our programs within the college. Dean Belle Wei provided

additional program investment funding during AY 2007-2008 and AY 2008-2009 to

assist the faculty in their development of the new curricula and in serving graduating

students during that period. Associate Deans Emily Allen and Ahmed Hambaba of

the College of Engineering; Provost and Vice President for Academic Affairs, Dr.

Gerry Selter; Associate Vice President for Faculty Affairs, Dr. Joan Merdinger,; and

Associate Vice President for Undergraduate Studies, Dr. Dennis Jaehne; are just a

few of the administrators on this campus who have demonstrated support for this

program. Each of these individuals has a cogent understanding of the philosophy,

mission, and goals of Industrial Technology. Support is evident with regard to

allocation of resources for equipment and probationary positions.

6.8 Facilities & Equipment

6.8.1 Adequacy of Facilities and Equipment: Physical facilities and equipment, which are suitable to serve the goals and objectives of the program(s), shall be available for each program and option. Where facilities and equipment appear to be minimal to support a quality program(s), comparisons with support levels for other professional programs at the institution will be made by the visiting team.

The Industrial Studies Building is the home of the Department of Aviation and

Technology on campus; this 100,000 square foot facility was designed and

constructed approximately forty years ago, primarily to serve the Department’s

Industrial Arts teacher credential programs. The plans for the first and second floors

of the Industrial Studies building are provided at the end of this section (6.8). The

building has proven to be an excellent facility for the instruction of technology-related

subject matter over the years, adapting well to changes in program and technology.

In the last twenty five years, Industrial Technology programs have moved into the

forefront of our curricula largely displacing their Technology Education (Industrial

Arts) forerunners. The original building design has been flexible and quite responsive

to the implementation of numerous curricular changes.

Laboratory facilities in the building are constructed on 20 foot modules. Each

individual center is 40 feet wide by 40, 60, 80 or 100 feet long, housing work stations

for 24 students. Adjacent to most labs is a small “planning center” used by a majority

of the instructors to catalog technical reference materials and deliver their lecture

presentations.

Classroom space is at a premium throughout the campus. In 2001, the department

converted one of our laboratories into a large multimedia lecture facility that seats 80

students (IS 216), and converted a drafting and design laboratory into a computer

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multimedia instructional laboratory with a capacity of 40 students (IS 224). There are

only two other classrooms (lecture facilities) in our building, each of which can seat

35 to 40 students. During the years 2001 through 2009, driven by several factors

including:

• Closure of 5 of the department’s 7 areas of concentration during the Curriculum Priorities process described earlier in this report,

• declining majors in the department, and

• heavy competition for space at SJSU,

the university or college assumed primary control of several labs and classrooms

previously controlled by the department. Those spaces included IS 118, IS 240, IS

224, IS 124, and IS 133. At the present time there is a proposal that will return IS

133 to department control as some of the Aviation program courses are moved from

their off campus location to the main campus in summer, 2010. The department has

used these lab and classroom moves as a positive opportunity to streamline and

improve operations. Nonetheless, at this time the department is at a minimum

configuration below which its programs would be damaged if more rooms were taken

to serve other programs. Despite these reductions in space, the department believes

it has adequate space to provide a superior program in both manufacturing and

electronics. The recent facilities changes were discussed in section 6.2.4 above.

There remains a definite need for a larger lecture center for instructional purposes

and ancillary academic activities both for the department and for the College of

Engineering. The Engineering building, remodeled and rebuilt in 1988, is adjacent to

our building; it houses a large lecture facility (small auditorium) that is available to us

through the College of Engineering Dean’s office or the university Scheduling Office.

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Distinct and separate laboratories are in place for both areas of technical

concentration, although some laboratories (Eng 103, IS 216) are appropriately

configured to serve both programs. We continue to renovate, refurbish and improve

these technical centers to sustain their effectiveness in delivering quality programs

and have just recently submitted two laboratory refresh proposals to the Dean’s office

to participate in a College-wide lab refresh program.

Department Faculty are aggressive in their pursuit of current equipment to support

state-of-the-art instruction and laboratories.

Figure 21 Industrial Technology Laboratory Facilities

Room Lab Classes served

IS 117 ** Instrumentation and Automation Lab

Tech 062, Tech 063, Tech 115, Tech 163, Tech 167

IS 119 (w IS 122) Polymers & Composites Lab Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)

IS 122 (w IS 119) Manufacturing Process & Projects Lab

Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)

Eng 101 Computer Integrated Manufacturing Lab

Tech 140, Tech 147, Tech 149, (ME 110)

Eng 103 ** Computer Aided Design Lab Tech 20, Tech 031, Tech 40, Tech 140, Tech 141, Tech 147, Tech 149, Tech 065, Tech 165

Eng 105 * Materials Lab Tech 025

* This lab is owned by the Department of Chemical and Material Engineering but used by the Industrial Technology program.

** these rooms have newly installed mobile instructional carts providing computer workstation, internet connectivity, display and LCD projectors, and connections for instructor laptop computers.

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Figure 22 Industrial Technology Classroom and Multiuse Facilities

Room Class Classes served

IS 120 Product Ideation and Realization, Rapid Prototyping

Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)

IS 121 ** Manufacturing Planning Center Tech 041, Tech 046, Tech 140, Tech 147, Tech 149, (ME 110)

IS 116 Planning center: new home for Aerospace Telecommunications laboratory

Tech 062, Tech 063, Tech 115, Tech 165, Avia 068

IS 216 ** Multimedia Teaching Center All classes, lecture sections, Tech 198, Tech 098 (cap 60-70)

IS 132 ** Planning Center All classes, small lecture sections (cap 22)

** these rooms have newly installed mobile instructional carts or stations providing computer workstation, internet connectivity, display and LCD projectors, and connections for instructor laptop computers.

With the limited equipment budget provided by the State, donations and leveraged

purchases are essential to meeting this goal. The following list identifies some of the

tools, machinery, computer-related products, test and metrology equipment and other

technical supplies that have been acquired over the past several years. As a result

of these purchases and donations, all areas of technical concentration remain viable

and pertinent to contemporary industrial affairs.

Equipment donated and acquired in the last six years. Review of each laboratory

shows the equipment the department has brought in through donations or purchases

during the review period. These items include conventional and CNC machine tools,

3-D Printer, computer systems and peripherals, and electronics and communications

test and signal generation equipment. They have a composite donated/purchased

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value of upwards of $375,000. Due to the rapid changes in technology and in our

own laboratories, some items have been removed and replaced during the review

period. During consolidation of lab IS 124 into labs IS 119 and IS 122, the

department selected the best equipment available from our inventory, received

targeted donations of some items, and is selling or donating the less valuable or

obsolete items. Whenever possible, the Department tries to find homes for its

surplused equipment with local K-12 schools, particularly in Technology Education

programs. It is worth noting, though, that most California high schools have closed or

are currently closing their Technology laboratories.

6.8.2 Support for Facilities and Equipment: Facility and equipment needs shall be reflected in the long range goals and objectives for the program(s) and option(s), and sources of potential funding shall be identified.

Each Fall, the Chair asks all faculty members to submit written requests for both new

and replacement equipment. He reviews these proposals and works with the faculty

and administration to assess priorities and lab optimization. He further evaluates

these requests to ensure that they are in alignment with curricular goals and

objectives. Potential sources of funding to permit the purchase of new equipment

include: the Operating and Equipment (O&E) Budget allocated through the Dean’s

Office; Lottery moneys that are distributed (awarded) in response to formal

equipment proposals; soft funds available from Department trust funds including he

new Gerrish Trust, and direct donations of funds or equipment from external parties.

During years 2001-2004, the department received equipment donations from

Tektronix of $54,555 to supplement our purchase of $39,815 of Tektronix products.

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More recently, we also received several machine tools and a Coordinate

Measurement Machine (CMM) from Lockheed Corporation, as well as an industry

grade smaller capacity Arburg injection molder. The greatest needs at this time

include refreshing our machine tool base and updating our electronics analytical

tools.

IS 117—Instrumentation & Automation Lab. This lab was used previously to

teach only one course, Tech 115. The electronics faculty developed and executed a

plan in 2003-2004 to revamp this lab so that it could be used for other electronics and

related courses (such as Avia 068). The conversion of this lab allowed the

department to offer additional sections of electronics classes. Currently this lab is

scheduled from 8:00 am to 9:00 pm most days. The revamp of IS 117 has allowed

this lab to be used by more classes and also allowed the department to offer more

electronics lab classes. Two laboratory refresh proposals have been submitted in

February to allow replacing the base of electronics and telecommunications

equipment in this lab and augmentation of equipment for signal generation and

processing to support the existing curricula as well as the emerging areas of wireless

and aerospace communications.

IS 122-119 – Manufacturing Processes Laboratories. These laboratories,

including the Planning Center IS 121 and the Product Ideation and Realization lab (IS

120) comprise our joint manufacturing processes facilities and are shared by both the

Manufacturing Systems program and the Mechanical Engineering program, under the

direction of the Department of Aviation and Technology faculty and chair.

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Eng 103 – Design and Simulation Computer Laboratory. This lab serves

both Manufacturing and CENT students for instruction in product design and

manufacturing, process and manufacturing simulation, network instruction and

simulation, and other similar computer driven curricula. After Aviation and

Technology department scheduling, this space is made available for other similar

courses in the College of Engineering.

Eng 101 – Advanced Manufacturing Systems Laboratory. This room

supports advanced study in material processing and product realization. It contains

both our CNC equipment and our CMM.

6.8.3 Appropriateness of Equipment: Equipment shall be appropriate to reflect contemporary industry. Student use of equipment reflecting current technology practices shall be evident.

The Department Chair and the Computer, Equipment, and Facilities committee are

diligent in their efforts to insure that we do not acquire equipment just for the sake of

acquisition. An absence of planning often results in the purchase or receipt of “White

Elephants” that are often more trouble than they are worth. We believe that the

aforementioned acquisitions are appropriate and reflect practices in contemporary

industry. In AY 2001-2002 and again in 2005-2006, the department developed a

detailed facilities plan that outlined the significant changes for the next five years. In

2008, the manufacturing processes laboratories were redesigned and renovated (see

Section 6.2.4 above). Last year, we invested in acquiring and configuring instructional

workstations for each of our teaching spaces, comprising mobile carts with computer,

display, LCD projector, connections for internet, and DVD playback. This year, we

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have already completed refurbishing of the Design and Simulation laboratory with

new memory, drives, and software, and are now beginning a program to renovate the

Instrumentation and Automation laboratory. This work is ongoing and the needs

always outstrip our resources.

The figures on the page below show the first and second floor building plans of the

I.S. Building.

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Figure: Industrial Studies Building, First Floor

Figure: Industrial Studies Building, Second Floor

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6.9 Computer Systems 6.9.1 Availability of Computer Systems: Appropriate and current computer systems and software shall be available to both students and faculty. These systems must cover appropriate functions and applications in each program area. These systems may be on or off-site, as long as the systems are accessible to students and faculty. Since the last accreditation visit in 2003, the Department of Aviation and Technology

has either installed or upgraded more than 90 individual computers at various office

and laboratory locations throughout the I.S. building and in Eng 101 and 103. The

department created a computer replacement policy for faculty in Fall 2001 which

remains in effect. Every three years, a full-time faculty may request a new office

computer; either a laptop or a desktop. In addition, the department supplies a

desktop, networked computer to each part-time faculty member in his/her office And

universal access to printing either through a local printer or through the department

office network computer. The availability of discretionary funds from the various

department trust funds has eased implementation of this policy. The department

uses PC-compatible computer systems for all classroom and laboratory computing,

and most of the faculty use PC-compatible desktop or laptop computers.

The department has two instructional computer laboratories: Eng 103 (with 30

student stations) and IS 117 (with 24 student stations). These are not “open labs”

but are intended for use to support class instruction (the campus and the College of

Engineering provide a number of open computer labs for student convenience). In

addition, a five-workstation laboratory in Eng 101 supports networked CNC

machining and related activities, and that lab is served by a dedicated file server that

supports lab software installations and licensing. A small rapid prototyping laboratory

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in IS 120 connects several workstations to a 3-D printer so that advanced design

students can produce solid models of their product concepts. Each of these labs is

used by a wide range of classes and also sometimes by students from other related

disciplines, notably mechanical engineering and industrial design. These

workstations are primarily available to students who are enrolled in technical courses

in the IT or Aviation programs.

The student projects/clubroom (IS 216B) is a large room that is shared by all student

organizations in the department including SME and several Aviation clubs. This

room provides 5 or 6 computer workstations for student use when the room is open

for use. They are connected to the Department Ethernet LAN and have direct

access to the internet, as do any computers that are hard wired to the Ethernet

system.

These labs, the faculty offices, and the student projects/clubroom are nodes on a

department local area network (LAN) which is a subnet within the larger College of

Engineering wide area network (WAN). Our department was among the first in the

University to achieve a fully functioning local area network with shared servers and

printers. The network was first operational in the Fall of 1987. It was established by

Dr. Seth P. Bates using Token Ring technology and other equipment from a CIM in

Higher Education grant, and was subsequently replaced with Ethernet technology

and connected to the campus fiber optic network backbone. The campus network is

augmented by hundreds of wireless access points distributed around the campus.

Application software is demonstrated and presented for student use by faculty

members who are responsible for the labs where these computers are located (see

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section 6.3.8 for more information on software used). Students may make

arrangements with faculty members to gain access to the computer terminals at

times other than formal class periods but are required to carry evidence of such

permission to remain in the labs. Open computer labs distributed around the SJSU

campus support student assignments and laboratory work throughout the week. The

SJSU open computing labs support student access to common software programs,

the Internet, and the online library catalog over 60 hours per week.

During the last five years and continuing at this time, through grants and from regular

equipment purchases, the Department has made major investments in computer

upgrades, computer tools, and networking resources. As was indicated above, all

the laboratories and faculty offices are linked by an Ethernet network to departmental

lab servers and to the College of Engineering WAN and SJSU’s main network. San

Jose State University has made available to faculty and students a centralized e-mail

and computing environment. Users can use e-mail and the Internet with a

microcomputer that is linked either through a network directly, or through a wireless

connection. Campus email accounts may be accessed using local clients such as

Outlook, Eurora, Lotus Notes, and Outlook Express, or via a web-mail interface.

The University is engaged in several large projects that will impact both faculty and

instruction, including replacement of the Blackboard online instruction system with

Desire2Learn, and adoption of Google services for email, calendaring, and

collaborative work. Wireless access to the internet and campus intranet is available

from nearly every location on campus and is controlled by login keyed to the

students’ campus I.D..

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6.9.2 Utilization of Computer Systems: Evidence shall be available which indicates that students and faculty are making significant use of computer systems related to program curricula.

All of the faculty and staff of the Department make appropriate, regular use of the

Internet, e-mail, and computer programs in their areas of expertise and to support the

classes they teach. Students, in turn, must use these tools – sometimes to complete

specific assignments, and at other times the software IS the assignment. Most of our

full and part time faculty provide web pages that students use to augment instruction

and to stay in touch with class activities in many ways. These web pages (except for

those in the Blackboard web delivery system) may be accessed directly or through

the department faculty directory. Regular faculty who use personal web pages

include Dr. Backer, Dr. Bates, Dr. Garcia, Dr. Obi, and adjunct faculty include Dr.

Youssefi, Susana Gallardo, and Dianne Hall.

One needs to simply tour our Industrial Studies laboratory facilities to witness the

students and faculty members alike using a diverse range of computer workstations

and software. They use tools for Computer Aided Design, Numerical Control

Program generation, Process, Workcell, and Factory Floor Simulation, Robotic

Programming and modeling, Electronic Circuit Development and Simulation, Quality

Assurance tools for SPC and general statistics, and word processing and

spreadsheet development. Visiting team members are encouraged to interact with

students and faculty to obtain further evidence of our compliance with this ATMAE

standard.

6.10 Financial Resources

6.10.1 Financial Support: The budget for the Industrial Technology program(s) shall be adequate to support program objectives. When judging sufficiency, the visiting team shall make comparisons with the support levels given to other professional programs at the institution.

The major instructional and support functions of San Jose State University are

primarily State-supported. Student fees and federal reimbursements augment State

sources of support, and self-supporting activities such as dormitory and parking

funds, and continuing education programs, are planned as part of the budgeting

process. In addition to these sources of financial support, increased emphasis has

been placed on development efforts over the past few years. Tangible results have

been most evident in industry support for instructional equipment, and the cost-

sharing economies of department cooperation in use of the Engineering building.

Even though SJSU is a State-supported institution, campus officials recognize that

the margin of educational excellence is often dependent upon divisional and

departmental initiatives to raise external funds in the form of donations and grants.

The Industrial Technology programs’ Operational Budget is allocated through the

Dean’s Office along with moneys released to all other academic units in the College

of Engineering. The allocations are based primarily on FTES generation but are also

influenced by other factors and needs (for example, in AY 2007-8 and AY 2008-9 the

Dean provided investment funds to the Department of Aviation and Technology in the

amount of roughly $24,000). In addition the Technology program is more costly than

is average in the College of Engineering due to the fact that we have several faculty

who are close to retirement and at the top of their earning scale. This will change

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dramatically during the next four years as several faculty enter retirement. The

tables below show a comparison of the Technology program budgets for 2008-2009

and 2009-2010. The college-wide distributions are shown on the following page.

Technology Program Budget Overview

Annual Department State Budget, AY 2008-2009 Faculty / Staff * $ 631,377 Operating Expenses $ 25,029 Work Study $ 3,400 Student Assistants $ 2,300 Program Investment $ 22,700

Annual Department State Budget, AY 2009-2010 Faculty / Staff * $ 611,621 Operating Expenses ** $ 12,513 Work Study $ 3,400 Student Assistants $ 2,300

* Faculty and Staff Budget includes salaries and all benefits ** In 2009-2010, O&E budget was significantly reduced for all departments due to statewide budget cutting.

Thus, if anything, the IT program is better funded than most within the College of

Engineering. The two tables below show the allocations to departments in the

College of Engineering over the past two academic years (2008-2009 and 2009-

2010). Salaries are distributed based on faculty load and position/rank. Non-salary

dollars are allocated to each department in the College of Engineering based upon

the FTEF allocation. It is important to note that all CSU faculty agreed to a 9.3%

one-time salary reduction (does not affect base pay or retirement) for the 2009-2010

academic year. This has reduced the “Salaries” columns in the tables below. The

reductions in the Technology Operating Expense allocations are based partly on a

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slight decline in FTES and also on a reduction in the Dean’s special investment

contributions during the previous two years. An investment in part time faculty has

allowed us to offer classes that generate significant FTES to benefit the program and

the College.

2008-2009 Budget Distributions, College of Engineering

2009-2010 Budget Distributions, College of Engineering

The IT program budget for operating expenses declined gradually from 2001 to 2008,

but will stabilize this year due to improved FTES generation by the department.

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Because of state budget cuts, all the departments in the College of Engineering have

had to go through extensive budget and enrollment planning over the past eighteen

months. Our program has done an exceptional job of responding to the budget

pressures by improving efficiencies. The operating budget will remain fairly tight over

the next few years until the state and the nation recover from the current economic

downturn.

6.10.2 External Financial Support: There shall be evidence of external support for the program(s) in Industrial Technology. However, this external support shall be treated as supplementary support, and is to be used to achieve and maintain a high level of program excellence. This external support shall not be used to displace funding support normally provided by the institution.

The Department of Aviation and Technology developed a strong group of external

supporters during Dr. Bates’ initial tenure as chair in 1997-1999, and he has been

setting the stage to renew that effort in coming months. Individuals, foundations, and

industries continue to validate the importance of our program and its relevance to

contemporary academic preparation through their support, documented in several

sections of this report.

Examples of external support include, but are not limited to: Foundation Grants

earmarked for such things as curriculum expansion, project development, and

student scholarships; Industry Gifts (both cash and equipment donations); Student

Scholarships - restricted and nonrestricted; and estate trust donations. These types

of external funds have not in any way displaced any of the moneys normally

disbursed to the Department.

In 2000 through 2004, the department developed an external contract with NASA for

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which the Department delivers an accelerated on-site academic program to selected

NASA employees so that they could complete a BSIT in Manufacturing Systems.

This program generated significant discretionary income for the program and we plan

to initiate several off-campus professional courses in the next 2 years to enhance our

service to the community and to generate discretionary funds. The following table

displays the revenue from the NASA contract.

Revenues from NASA Cohort Contract

Year of operation

2000 2001 2002 2003 2004 (Fall)

Aviation and Technology net revenue

$ 31,000$

22,000$

21,000$

19,500$ 9,500

The faculty continue to successfully generate support for our activities with local companies and individuals. Some examples include: Lockheed Martin donated machine tools and a CMM valued at over $70,000 to support the manufacturing systems laboratories. HP has provided $20,000 to support the planning stage of the minicurriculum Product Design and Manufacturing project. Funding resulted in the support of the minicurriculum project for over eight years. EDS has supplied a campus-wide site license for the Unigraphics computer-aided engineering & manufacturing (CAE/CAM) software and promised to donate the training for this project. Tektronix Donated $54,555 in equipment to supplement our purchase of $39,815 of Tektronix products. Crown Manufacturing donated an Arburg Injection Molding machine valued at $49,000 to the Composite and Polymer processing lab. Society of Manufacturing Engineers - sponsors annual student project competition in manufacturing at WESTEC/Los Angeles. Value per year: $2,500 - $3,000.

This donation provides transportation, lodging, and some food costs to about 10 students to attend the WESTEC conference. The strong sponsorship from the

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local senior chapter of SME (Silicon Valley Chapter 98) encourages students in the SME student chapter to participate at the regional SME-sponsored WESTEC trade show in Los Angeles each year.

Friends of Technology – this is a fund focused on alumni donations. When initiated in 1997-98 the fund generated over $10,000 in support. We will restart this fund, possibly under a new name, beginning in the summer of 2010. Our goal is to generate $10,000 per year under the fund, to support program improvement. Department Scholarship Funds – the department controls five different scholarship funds that are awarded through the department scholarship committee to deserving Industrial Technology students. At this time the collective scholarships have a total value of approximately $34,000. Howard Gerrish Trust – In 2008, Howard Gerrish, emeritus CSU faculty, left an estate gift valued at roughly $395,000 to establish the Gerrish Trust to support the Technology programs. This gift provides roughly $16,000 per year in discretionary spending funds that may be used for a wide variety of program and faculty improvement projects including scholarships, equipment, faculty training, and professional travel.

6.11 Library Services

6.11.1 Library and Internet Resources: The administrative unit containing the Industrial Technology program(s) and/or the institutional library shall have access to technology resources, literature, and reference materials adequate to meet the curriculum and research needs of students and faculty.

Technical reference materials are generally kept on file by individual faculty members

in both their laboratories and their offices. Periodicals, journals, videotapes, and

textbooks held in this manner are available to students on an individualized check-out

basis. Collectively, the Industrial Technology faculty members receive several dozen

different periodicals; these are often circulated among the faculty and then made

available to students (e.g., Technology Review, Futurist, Journal of Industrial

Technology, The Technology Teacher, Architectural Digest, Cadalyst, Cadence,

etc.).

Our in-house materials are greatly augmented by the support we receive from the

Campus Library. The San Jose State University Library presently is located in the

newly completed Martin Luther King, Jr. Joint city/university library. This is a unique

partnership between the university and the city that provides extraordinary hard copy

and electronic collections and services for the students and faculty of SJSU. The

MLK library project cost was $177.5 million and was shared by the State of California,

the City of San José Redevelopment Authority, San José State University, and by

private fundraising. The MLK Library houses:

• Reference/Government Publications and library instruction services

• Circulation and Reserves

• audiovisual materials (CDs, art reproductions, microforms, maps, etc.)

• children's books and curriculum materials

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• Interlibrary Loan

• all current books

• older books which are heavily used

• periodical issues (print) from 1981 to the present

• all reference books and periodical indexes

As of its opening in August 2003, the SJSU/SJC Library holdings included more than

1,500,000 books and approximately 3,500 periodical titles. There are an additional

1.5 million other publications including non-print items such as records and tapes,

microfiche, and theses.

The new Dr. Martin Luther King, Jr. Library integrates the collections, services and

staffs of two distinct, but major institutions: a major metropolitan university and a

significant public library, creating one expansive resource center where everyone has

access to a world of information. The new Dr. Martin Luther King, Jr. Library is the

first of its kind in the United States and a model of innovation for library services for

the future.

The MLK Library subscribes to an impressive list of journals that are paid for with

library funds allotted to building the Industrial Technology resource collection. The

library provides a departmental liaison and the department is represented to the

library by Dr. James H. Yu. Dr. Yu has entered the FERP program (see Section 6.5:

Faculty) and we will elect a new library representative in August. Departmental

faculty input is requested on a regular basis to insure that newer journal titles are

considered. This list of titles further assists our students who need access to

contemporary technological literature. A complete list of the periodicals that support

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our programs subscribed to by the Library is available through the Department office.

Besides those on this list, there are numerous other titles paid for with Art, Business,

Engineering, Science and Social Science funds that are of great value to Industrial

Technology majors.

The librarians have compiled online subject guides to help students in each major on

campus. Our library liaison is Dr. Mengxiong Liu. The subject guide for Industrial

Technology students is available at http://libguides.sjsu.edu/aviation_technology.

Additional library articles are obtainable through an on-line reference service which

has access to hundreds of databases, covering a wide spectrum of subject areas.

These subscription databases require an individual password just for that database.

Only the students, faculty, and staff of San José State University can get the

password. Most of the subscription databases can be accessed off-campus using

EZProxy. One password can be used to access many different databases. Anyone

can use these databases in the Library, but off-campus access is limited to students,

faculty, and staff of San José State University. The SJSU library has over 50 online

or CD databases that are accessible to students and faculty.

The library also participates in two cooperative borrowing program, Interlibrary Loan

(ILL) and Link+. The students can use ILL to get books from other libraries if they are

not owned by the SJSU Library. The student can fill out the appropriate request form

at the Circulation & Reserves Desk on the 1st floor of Clark Library, or fill the form

online. Generally, it takes 2 weeks for the request to be filled. Link+ is a program

among various California libraries enabling SJSU students, faculty and staff access

to materials that they cannot obtain in their own library. Reference Department

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librarians are available for in-depth consultation in support of SJSU student and

faculty projects and research. Librarians will advise on research methodologies, the

identification of resources in print and electronic format, and the location of research

tools and collections. The Library also provides reference help for walk-ins or by

email or telephone. The Email Reference Service is for members of the University

community (students, faculty and staff). It is provided to help University users

become self-sufficient researchers.

6.11.2 Utilization of Library and Internet Resources: Evidence shall be available which indicates that students and faculty are making adequate and appropriate use of library and reference resources.

A significant number of our courses in the Industrial Technology program include

some form of term paper/project requirement that involves library utilization. As an

advanced General Education course, library research is required in Tech 198,

Technology and Civilization, and students are formally introduced to library services

and resources. It goes without saying that our faculty and students are making

adequate and appropriate use of the excellent library resources we have on this

campus. The best evidence to verify this practice is found by interviews with

students and faculty coupled with a review of Department Course Outlines.

Examples of student research work using library resources are available for review in

the Department office in the Technology course portfolios.

6.12 Support Personnel

Support Personnel: Personnel such as teaching assistants, student workers, office professionals, and laboratory technicians shall be adequate to support program objectives.

The Department of Aviation and Technology is allocated three (3.0) full time Support

Staff positions. Two (2.0) of these positions are used in our Central Services area for

technical support to the laboratories housed in the Industrial Studies and Aviation

buildings. Technicians are responsible for a variety of assignments: (1) machine

installation, maintenance and repair; (2) material handling; (3) manufacturing; (4)

personal computers repair and software installation; (5) small construction projects;

and (6) chemical distribution; etc. One (1.0) position is used in the Main Office for

secretarial support to the Chair and faculty members. An additional four to seven

part-time students work as faculty and front office assistants each semester.

These support personnel are sufficient to meet program needs. It is worth noting that

one of our technicians is expected to retire within three years. It will be critical to be

able to replace this individual when this happens, in order to continue to provide

appropriate support to all our programs.

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6.13 Placement Services

6.13.1 Placement Services: Appropriate services shall be available to assist with the placement of program graduates. Placement of graduates shall be tracked and the effectiveness of placement services shall be evaluated by the administrative unit containing the Industrial Technology program(s).

San Jose State University’s Career Center provides a great number of services to our

students. It is available on the internet at http://www.careercenter.sjsu.edu.

Regardless of the time of year, its facility is usually teeming with students, alumni,

and company representatives who are interested in hiring SJSU graduates. Nearly

half of SJSU's students and many of SJSU's alumni connect annually with the Career

Center. The Career Center has a proven track record for providing quality customer

service. The Career Center strives to continually build relationships with the

employing community, especially those located in the Silicon Valley, and to offer the

highest quality services to their clients.

The Career Center is one of the most comprehensive college career services in the

nation. Several features include: Career goals and expectations assessment;

Extensive on-campus employer interviews; Resume writing workshops and interview

techniques; Cooperative Education program; Job research assistance; An in-depth

employment survey of SJSU graduates and their career achievements; and Part-time

and full-time job listing for enrolled students or graduates.

The College of Engineering representative to the Career Center is Moira Srago.

Moira and the Center Director Cheryl Almen-Vinnedge are both very familiar with our

programs and students. Moira works closely with the college and the departments to

meet the needs of our students. Industrial Technology students are required to

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register with and become familiar with the Career Center during their Senior Seminar

class, Tech 190.

Career Planning office representatives respond favorably to IT students who are in

pursuit of employment. They understand our curricular requirements and have an

excellent insight into the types of skills inventories our graduates can live up to.

Typical job titles our students have accepted over the past few years include:

Production Technologist, Manufacturing Engineer, Process Planner, Electronics Test

Engineer, Technical Supervisor, Technical Support Engineer, Electronics Production

Manager, Industrial Engineer, Manufacturing Manager, Production Control Manager,

Product Manager, Production Controller, and Process Engineer. The Center staff

who work in this campus facility are there for the students; they provide assistance in

numerous ways and we commend them for their enthusiasm and willingness to

represent and support our students and to distribute promotional materials regarding

the Industrial Technology curriculum to prospective employers.

6.13.2 Cooperative Education/Internship: If cooperative education or internship is either a required or an elective part of the program, then appropriate services shall be provided to assist with the placement and supervision of students.

Cooperative internships have elective status in the Industrial Technology degree

program but are encouraged by all faculty. Some students who already work in a

program-related work site are able to use those experiences for their internship

experience and/or requirements through a developed independent study course

proposal developed under the supervision of one of our regular faculty (Tech 180 or

Tech 195). In the case of Internships, a job site supervisor is also engaged.

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The Career Center personnel assist our majors in finding internships and in

identifying program-related employment opportunities. When students are placed or

find job sites, they are carefully supervised and evaluated by their faculty advisor and

the job site supervisor. Students are required to meet on a regular schedule with the

supervising faculty advisor to discuss their experiences in industry. Three units of

credit are earned for work completed during one full semester. Supervisory visits are

conducted by the faculty member who is assigned to the internship course.

6.14 Industrial Advisory Committee(s)

6.14.1 Program Advisory Committee(s): An industrial advisory committee shall assist in the validation of program content. If more than one program of study or program option is available, then appropriately qualified industrial representatives shall be added to the committee or more than one committee shall be maintained. Policies shall be presented to indicate the: (a) procedures used in selecting members, (b) length of appointment, (c) organization of the committee, (d) committee responsibilities, (e) frequency of meetings, and (f ) methods of conducting business.

For many decades, the Industrial Technology program has enjoyed the contributions

of an Industry Advisory Board. The members of the board were nominated by the

faculty, the students, the educational community, or from within the Board itself.

Members of the Board have represented expertise in all areas of concentration

offered by the Department. The Board often elected its own Chair and secretary, and

convened sub-committees as it deems necessary. The Advisory Board met at least

twice each year, in the Fall and Spring semesters.

In January 1998, the Department of Technology was moved into the College of

Engineering. From 2000, advisory review of the Industrial Technology program was

integrated into the responsibilities of the college-wide Engineering Industry Advisory

Council (EIAC) and the EIAC has served as the advisory board for the Department

since that time. The EIAC has members from electronics, networking,

telecommunications, and both primary and electronics sector manufacturing

companies. It continues to serve as one of our advisory boards. It meets each

semester for a day-long meeting with the College of Engineering chairs, dean,

associate deans, and staff. Minutes and agenda for the EIAC for the last two years

are included in the appendices.

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Our ambitious efforts to maintain close contact with industry have remained very

successful. We were able to utilize the expertise of the EIAC during our 2001-2003

curriculum revision efforts when the department organized an ad-hoc curriculum

review group to assist us in redesigning the curriculum for the BSIT (see Figure 8).

In 2006, the department convened a joint industry-community advisory board not

connected with the EIAC to oversee the review of curriculum and our joint articulation

work with our sister college, Mission College. That board meet several times during

2007-2008 and the work of the group resulted in significant guidance to our

curriculum revisions that were implemented last Fall (Fall 2009). The work of this

joint board, and its membership, are described in more detail in Section 6.3.4,

Program Emphasis.

In 2009-2010, we began to reconstitute our traditional program Industry Advisory

Board as we feel that this needs to be a continuing function that is both at the

program level and also not focused on a specific task but on the ongoing work of the

department. The Industrial Technology Advisory Board includes members from a

number of local industries including both manufacturing and electronics sector

companies, as well as from our major community college partners, and student

representatives for both concentrations under the I.T. degree (see ITAB membership

below). We utilize the expertise of the members on these advisory groups to validate

our program content in several ways. Members of these boards assist us in: the

development of future curriculum directions; the modification of existing curricular

offerings; obtaining equipment donations and classroom materials for student use;

the procurement of scholarship funds; faculty nominations; public relations; and

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placement of our majors in either internship sites and/or relevant job placement for

our graduates.

2009-2010 Industrial Technology Advisory Board Industry Members email phone Yeou-Song (Brian) Lee, Ph.D. Anritsu Company [email protected] 408-201-1976

Metrology Manager Doug McNeil A-Optix [email protected] 408-853-3551

Vice President Mark V. Martin, Ph.D. Director, CACT CTE Hub [email protected] 415.550.4458

Owner, Design4x [email protected] 650.248.7728 (cell) John Chocholak Field Representative [email protected] 707 326-5324

Small Manufacturing Institute (SMI), MTTA Kent Beall Industry, Self-employed [email protected] 510-512-0765

Manufacturing and Automation Consultant Barbara Roberts Wright Engineered Plastics (WEP) [email protected] 707 575-1218

Chief Executive Officer Michael Wycisk Optovue Inc. [email protected]

Manufacturing Engineer/ NPI Manager

Education Members

Christopher Martin Mission College Technology Studies Department [email protected] 650 504-7236

Department Chair

Kieron Connolly HVAC Program, San Jose City College [email protected]

Faculty

John Branlund Machine Technology, San Jose City College [email protected]

408 298-2181 ext 3836

Faculty Student Representatives Kevin Rivas Manufacturing Systems [email protected]

Tom Pellicer Computer Electronics and Network Technology [email protected] 408.888.4613

BSIT Representative and Board Liaison Seth Bates Aviation and Technology, SJSU [email protected] 408 924-3227

Department Chair Debbora Creed Aviation and Technology, SJSU [email protected] 408 924-3192

6.14.2 Advisory Committee Meetings: The industrial advisory committee(s) shall meet at least once each year, and minutes shall be kept of these meetings showing agenda items, actions taken, and recommendations made.

During the review period, the Industrial Technology program Advisory Board work

was initially integrated into the activities of the college-wide Engineering Industry

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Advisory Council (EIAC). The EIAC served as the primary advisory board for the

Department from 2000 to 2006, and continues to serve us. It meets twice each

academic year. Later, a program-specific joint board was developed from 2006 to

2008, and currently our primary advisory board is operating as an ongoing Industrial

Technology Advisory Board (ITAB). Minutes and other records from the EIAC, the

Joint I.T. Advisory Board, and the I.T. Advisory Board covering the period from Fall

2004 to the present are included in the Advisory Board section of the appendices,

organized by group and date.

6.15 Educational Innovation

Educational Innovation: There shall be evidence that program objectives are based upon long-range planning related to the industries being served. Program content must be current in both content and delivery of instruction.

There have been many changes, both routine and innovative, in the Industrial

Technology program since the last accreditation visit in 2003. These changes can be

broadly grouped into curriculum revision and improvement, and curriculum delivery,

principally involving on-line delivery and multimode delivery (both in-class and online,

or what is called at SJSU “web-augmented” instruction). Some of these changes can

be seen in the individual areas of concentration while others are related to the

Department as a whole.

Curriculum Development activities include the development of a new lower division

general education course – Tech 098: Technology and Women. Some Technology

students take this course to meet GE requirements but it is not required for the major.

We have continued the evolution of curriculum and delivery for our upper division GE

course – Tech 198: Technology and Society, and this course is described in some

greater detail below. We have also revised the degree program concentrations to

address current trends in industry and technology and to be more efficient and lean in

delivery, reducing the required units from 128 to 122 semester units.

The Manufacturing Systems concentration has been thoroughly informed by the

emerging technologies and techniques of green product design and sustainability in

operations. The Electronics and Computer Technology (ECT) program has been

overhauled to incorporate emerging and maturing technologies in the networking and

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communications sectors including mobile device technologies. This area has been

renamed Computer Electronics and Network Technology, or CENT.

Tech 60, Introduction to Electronics, and Tech 25, Introduction to Materials, have

been redesigned as lecture courses in preparation for gaining approval under the

Physical Sciences portion of lower division general education (Area B2). Laboratory

experiences related to both of these courses are available to BSIT majors in required

major courses further along in the degree program.

Because of the many exciting things happening, several examples will be discussed

separately.

Educational Innovation in Tech 198, Technology and Civilization. Tech 198 is a

required course for all BSIT majors; in addition, it is part of SJSU’s Advanced

General Education curriculum. This course is delivered in a novel way. It has a hybrid

structure and was originally composed of three units that are delivered through self-

paced multimedia CD, one unit that is delivered through WWW instruction, and three

units that are delivered through a traditional classroom model. Over the past five

years, we have developed fully on-line delivery for this course and we offer both

online and “traditional” instruction every semester to a wide range of students across

the university and in the College of Engineering. Several Engineering departments

have adopted this course as required to meet general education requirements for

their majors. This course is evaluated each semester under SJSU’s general

education program and this continuous assessment and improvement is also unique.

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This General Education course is designed to introduce students to the history and

use of technology in society and to increase their awareness of both the uncertainties

as well as the promises of the utilization of technology as a creative human

enterprise. Technology and Civilization; a Science, Technology, and Society (STS)

course, is an example of courses that are becoming more evident on campuses

throughout the USA. The goal of the multimedia and web-based modules is to have

the students actually use technology as they explore its impact on our society over

time.

All the instructors teaching this course use the CD and web-based learning materials

in their classes and several teach online versions every semester. They also share a

common course topic outline and agree on the course reading materials each year.

The course is structured to measure assessment by student achievement of the

learning goals for Area ‘V’ (‘Self and Society’) of SJSU’s GE program. At the end of

each semester, every instructor submits an assessment report to the course

coordinator that describes how the student learning goals were measured and how

many students met each learning goal. To determine student achievement of each

GE Learning Objective, each instructor generally uses various, and usually multiple,

measures of student performance. Since this class has been approved since Fall

2000, these measures have varied. However, the Tech 198 faculty as a whole

continually monitors this class to ensure that it adheres to the Area V Goals.

The multimedia CDs that are used for this course will be available to the visiting

team, and the online portion covering the History of Technology is available at any

time over the internet at http://www.mastep.sjsu.edu/history_of_tech. The multimedia

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http://www.mastep.sjsu.edu/history_of_tech/

and online units of study were developed by Dr. Patricia Backer. Websites for Tech

198 include those of Dr. Seth Bates:

http://www.engr.sjsu.edu/sbates/tech198_home.htm and Dr. Patricia Backer:

http://www.engr.sjsu.edu/pabacker/Tech198WI2003.htm.

Online delivery is currently carried out in the Blackboard web course development

system and will be ported to the Desire2Learn system this coming summer. Our

faculty are engaged in two pilot courses for the transition.

Innovation in the Manufacturing Systems capstone course sequence, Tech

147-149. Students in the Manufacturing Systems concentration who are nearing

completion of courses for the major must enroll in this two-semester sequence of

courses. The purposes of these courses are to expose students to current

techniques for small and large-scale sustainable manufacturing in a global

community, while practicing what they are learning in small groups mimicking model

or virtual factories. Students in the sequence are expected to draw on the full

breadth of their coursework for the major, and thus must certify that they have met all

course prerequisites before enrolling.

In the first course of the Fall semester, students are challenged to work in teams to

plan, design, develop and analyze production systems. Emphasis is placed on

sustainable design of high performance manufacturing including production flow,

scheduling, work flow, layout of manufacturing plants, and material handling using

techniques to promote sustainability and minimize environmental impact.

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http://www.engr.sjsu.edu/sbates/tech198_home.htm

http://www.engr.sjsu.edu/pabacker/Tech198WI2003.htm

In the spring semester, emphasis is on analysis and design of computer-integrated

manufacturing (CIM) systems. CIM-oriented product ideas are brought to the

planning level for larger-scale, automated production including forecasting,

scheduling, CAD/CAM, marketing, database design, flexible manufacturing system

layout, development of jigs and fixtures, application of critical manufacturing

techniques such as group technology and design for manufacturability and assembly.

Students design and deliver short seminars on current practices in industry, calling

on industry personnel and recent research and writings in manufacturing technology.

From these courses have emerged a number of striking, innovative, and useful

product ideas.

Innovation in an interdisciplinary Product Design and Manufacturing

minicurriculum. The Department of Aviation and Technology spearheaded the

development of a three-course minicurriculum in 2002-2003 that prepares students

from three different backgrounds and career goals in the basics of Product Design

and Manufacturing. Our department teamed up with faculty in Mechanical

Engineering and in Industrial Design. The three-course sequence delivers basics of

product design using three-dimensional modeling and the Unigraphics software

system – a powerful industry standard CAD/CAM system (this has more recently

given way primarily to the Solidworks design program). On this CAD foundation, the

courses expose students to materials and manufacturing concepts and techniques

through the vehicle of case studies.

Students from all three programs work together in the courses, building on each

others’ viewpoints and knowledge bases. Three faculty, one from each department,

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work together to develop and deliver course content for each of the courses. In each

course the case studies increase in complexity. In the first course, all case studies

involve products that must be made from metals, and metal processing techniques.

In the second course, students are introduced to polymer and composite materials

and processing techniques. In the final course students will work more in teams, and

may develop independent complex products involving several types of materials. On

completion of the three-course curriculum, successful students receive a Certificate

in Product Design and Manufacturing.

The program has been offered for seven years with some success, and in the 2009

curriculum implementation has incorporated a much stronger emphasis on green

product design. Mechanical Engineering remains a partner in this curriculum.

Industrial Design no longer participates due to issues within their faculty, however

some ID students continue to enroll.

Innovation in the delivery of the electronics coursework. For the past two years,

one of our faculty in electronics has been piloting the use of the Internet as a

resource for instruction in electronics. Dr. Garcia has developed an in-depth web site

for all of his classes that includes the lectures, Powerpoint presentations, laboratory

materials, and resources for the classes. WebCT (now Blackboard) is used to

present supplementary materials to the students in the class and more recently for

comprehensive curriculum delivery. Discussion boards are used for conversations

about class readings and activities. In addition to individual email, the listserv, and

the discussion boards, the students can use the chat function available on

Blackboard. Unlike discussions which are asynchronous (participants can post at

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different times), chat requires that participants are online in the chat room at the

same time. This feature is useful if the students are working with a team on a project

and want to meet online to talk about it. Dr. Garcia’s web site is available at:

http://www.engr.sjsu.edu/jgarcia/.

All the instructional materials for these courses are available at Blackboard

(sjsu6.blackboard.com) in which students need to login with their StudentID and their

passwords.

Depending on the type of course Dr. Garcia also uses CBTs, Ubiquitous Presenter

and Tablet PC. This helps in the delivery of dynamic instruction and instant feedback

to students when they need to submit answers to proposed questions. In addition, Dr.

Garcia has developed workbooks for most of the courses he teaches.

Thanks to a grant funded by the National Science Foundation (NSF) Dr. Garcia has

also developed materials for the Tech 167 course “Control Systems.” These

materials are posted on the National Instruments’ website

(http://zone.ni.com/devzone/cda/tut/p/id/6655). These materials are used by students

taking Tech 167 at SJSU and by faculty from institutions in the U.S. and abroad.

Other examples of innovative teaching strategies and curricular activities are evident

throughout the Department. Faculty members are dedicated to their Industrial

Technology profession. They attend conferences, trade shows and technical

seminars to maintain currency in their content areas. They are active in professional

associations, publish articles and textbooks, and deliver scholarly papers. Improving

the delivery of instruction in industrial technology is a critical issue to our faculty and

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http://www.engr.sjsu.edu/jgarcia/

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they dedicate most of their time to instruction. It is their hard work and drive to be

outstanding academic leaders that make our Industrial Technology degree program

one of the best in the nation!!

6.16 Assessment

Assessment Plan and Integration: An assessment plan shall be comprised of, but not limited to, the following for each program: (1) program mission statement, (2) program outcomes/student competencies, (3) evidence that the program incorporates these outcomes/student competencies, (4) assessment measures used to evaluate student mastery of the student competencies stated, (5) compilation of the results of the assessment measures, and (6) evidence that these results are used to improve the program.

The mission, goals, and objectives of the Industrial Technology programs are

outlined in Section 6.2 of this report. The department assessment plan is provided in

the Assessment Appendices of this Self-Study.

The BSIT program uses several different assessment measures to determine

whether its programs are effective and whether its graduates meet the expected

program goals and competencies. Assessment for the BS Industrial Technology

programs takes place at the course and program level, and also for our program

graduates, using course-level competency assessment (tracking individual student

learning of identified competencies), externally validated examinations for graduating

seniors, graduate surveys, and advisory board input. Past survey data have been

used extensively, with other forms of program evaluation, during the current review

period, and surveys are underway at this time to guide the work of the faculty and the

advisory board in the future. These processes are documented in this section.

Course – Level Assessment

Assessment of Student Mastery of Competencies

The competencies for each area of concentration for the BSIT were presented earlier

in this self-study (Section 6.2); in this section, we will describe the assessment

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measures used to evaluate student mastery of the identified competencies. In each

concentration, several intermediary checkpoints were chosen to assess student

achievement of the competencies. In addition, there is a capstone course in each

concentration that is integral to our assessment of student achievement. In addition

to the capstone courses in each concentration, there is a new course that has been

required of all students since Fall 2003, Tech 190, Senior Seminar in Technology.

Of the skills listed under the core and support courses, the faculty chose four that

were deemed to be critical by the curriculum advisory members:

• Effective written and oral communication skills,

• Effective decision making skills,

• Business and industrial ethics, and

• Leadership skills for a technology professional.

These competencies are assessed in Tech 190.

On-line instruction is increasingly important to our programs as more and more

courses are available either as an option or solely in online format. The quality of

learning in online courses is of real concern to us. Our upper division general

education course, Technology and Civilization (Tech 198) has been identified for

evaluation of online learning as it is available in both online and classroom delivery

and uses a variety of instructional methods as well. Three of our faculty worked

together in 2003 to conduct a thorough study of this course both as online delivery

and also in terms of meeting expected course goals. This study was presented to

NAIT in Fall of 2003 (Backer, Bates, Kim, 2003). A copy of this abstract and

presentation is provided in the Assessment Appendices.

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For students in Electronics and Computer Technology, the concentration’s

competencies were pegged to four required courses that address key competencies:

Tech 65, Tech 115, Tech 163, and Tech 169 (see table below).

Assessment of Competencies in the Electronics & Computer Technology Concentration.

Competency Assessed in what class

E1. Solve electronic circuit and electronic systems problems in analytical and creative ways.

Capstone class, Tech 169

E2. Analyze and troubleshoot analog and digital communication techniques


E3. Apply theories of computer-aided design and manufacturing of electronic systems: printed circuit boards (PCBs) and integrated circuits (ICs).


E4. Use microprocessors and associated circuits in test simulations, system interfacing of processes.


E5. Develop and implement software systems for control of electronic industrial processes.


E6. Analyze the role of instrumentation and automation in the electronics industry.

Tech 115

E7. Demonstrate skills in the control of electronics manufacturing processes, production scheduling and testing.


E8. Apply telecommunications theory to industrial settings and problems

Tech 163

E9. Manage a computer network Tech 065 E10. Design and Analyze electronic circuits and systems

using simulation and hands-on exercises Capstone class, Tech 169

Most of the competencies are assessed in the capstone class, Tech 169. As a

requirement, each student in Tech 169 is required to do a senior project. Depending

on the project the student chooses, various problem-solving techniques are applied

to interface between analog and digital, electronics and fiber optics, frequency and

voltage, combinational logic and microprocessor, speech synthesizer. From drawing

board to final product, the students are applying and demonstrating what they have

learned in electronics and computer technology program to design, build, test, debug,

and troubleshoot their projects.

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For students in Manufacturing Systems, , the concentration’s competencies were

pegged to three required courses that address key competencies: Tech 45, Tech

140, and Tech 149 (see table below). Most of the competencies are assessed in the

capstone class, Tech 149.

Assessment of Competencies in the Manufacturing Systems Concentration:

Competency Assessed in what class




Tech 45

M3. Design and plan industrial facilities Tech 45 M4. Select and operate computer numerical controlled and

other machines Capstone class, Tech 149

M5. Describe the uses, advantages, and disadvantages of current and evolving manufacturing techniques including laser machining, electrical discharge machining, water jet and abrasive water jet machining, and rapid prototyping.


M6. Select, analysis and use polymers, composite materials, and materials in the design of manufactured products.

Tech 140; Capstone class, Tech 149

M7. Apply the theory of computer-integrated manufacturing (CIM), including the computer-aided design/computer-aided manufacturing (CAD/CAM) interface to industrial problems and settings.




M9. Apply a knowledge of statics to manufacturing product design


M10. Demonstrate an understanding of materials management including Just-in-Time (JIT) and Materials Resource Planning (MRP)


M11. Integrate design, manufacturing, and materials into the design and development of new products




Advanced Manufacturing Systems, Tech 149, is the second of a two-semester senior

capstone course sequence where students learn more about manufacturing process

planning, project management, the integration of processes, Lean Manufacturing

tools and techniques, and other topics. In this class, the students design and build a

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complete project on which they work alone or in teams, integrating all the skills and

knowledge learned in past manufacturing courses in the execution of the project.

The department has developed several assessment measurement tools that are

used to assess the BSIT students’ achievement of the competencies. A copy of the

assessment tools used is included in the Assessment Appendices.

The department has used course level assessment, externally validated

examinations, industrial advisory boards, and a graduate survey for many decades to

assess its students and graduates. The competency assessment is a newer

technique that the faculty have been using since 2003. The department uses the

results of this assessment along with graduate survey data and advisory board input

to improve both individual courses and the program as a whole. In addition to these

assessment plans, the department continues to study other external measures of

student assessment. Both NAIT and SME examinations have been used. The SME

exam continues to be used up to this year. A subcommittee of faculty members is

now reviewing recent changes to the ATMAE certification exams to see they could be

used for outcomes assessment for all of our students.

Program – Level Assessment

Assessment Examinations of Senior Students

The faculty have used both the NAIT Certification Exam and the SME Certified

Manufacturing Technologist (CMfgT) Exam over the past five years to assess the

learning of students prior to graduation. The results of these examinations were

analyzed and presented in the form of professional papers to NAIT in 2006 and 2007.

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These papers along with summary data tables are presented in the Assessment

Appendices. They are used by faculty in determining whether the curriculum

effectively addresses the identified competency gaps we feel are critical to our

graduates, and to guide development of both individual courses and the programs as

a whole. For example, the recent strengthening of the Industrial Technology Core

was driven in part by these and other indicators of needs of graduates from both

concentrations in the degree.

The results of some of these assessment examinations are presented in the

Appendices. The next program assessment will be this spring (2010), through the

administration of the SME Certification Examination. As mentioned above, the

faculty are encouraged by the recent expansion and improvement of the ATMAE

outcomes measure examinations and will evaluate both the SME and ATMAE

Certification Examinations over the next two months as effective measures of

learning in our programs. It is our hope that the ATMAE tools will be able to be

adopted and used each year.

Industrial Advisory Boards

The Department of Technology (now Aviation and Technology) became a part of the

College of Engineering in January, 1998. Since 2000, advisory review of the

Industrial Technology program has been integrated into the responsibilities of the

college-wide Engineering Industry Advisory Council (EIAC). The EIAC has served as

the industry advisory board for the Department since that time. The EIAC meets each

semester for a day-long meeting with the College of Engineering chairs, dean,

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associate deans, and staff. The EIAC members include industry representatives of

both large and small companies representing both concentrations under the BSIT

degree program. Minutes of the EIAC are provided in the Appendices of this Report.

Our ambitious efforts to maintain close contact with industry have come to fruition

over the past several years. Looking back to the previous self-study, the Fall 2001

Technology Task Force retained several Advisory Board members including its chair,

James Kreager. The Task Force was to become the principal sounding board not

only for the current programs and their effectiveness but also for the program

reevaluation process. The Charter of the Task Force was:

“. . . to evaluate the Industrial Technology program as to its relevance and quality,

and to make recommendations to us about whether or not it has the proper focus

and if it is headed in the right direction.” The focus was to include the question of

whether the focus should be on [engineering] technology or on industrial

technology (which has reduced depth in technology subjects in exchange for a

management emphasis).

The Technology Task Force continued operations for several years in the period just

before and after the last Accreditation review in 2003.

Joint Industry-Education Advisory Board. In 2006-2008, a separate Industrial

Technology program advisory board was created as a joint board (Joint Industry-

Education Advisory Board) overseeing program review at both SJSU and at our sister

institution, Mission College. This work resulted in the current curriculum design as

well as in a transparent articulation pathway between the Technology programs at

Mission College and the BS Industrial Technology programs at SJSU. The

membership of the joint board and minutes from its work are also provided in the

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Appendices of this report. That group was disbanded in Spring of 2008 when the

curriculum design was completed. The proposals for the new curricula were

submitted for approval in Fall of 2008 and became active in Fall of 2009. The

composition and work of the Joint SJSU/Mission College Industrial Technology

Advisory Board is presented in more detail in Section 6.3 of this report.

During the period Fall 2008 to Fall 2009, industry review remained active through the

EIAC, and more recently the department-level Industrial Technology Advisory Board

(ITAB) has been reactivated and is again providing external review of our programs

since the implementation of the new curricula in Fall of 2009. The membership and

minutes of the ITAB are presented in the Appendices. At its most recent meeting,

the ITAB provided detailed feedback and recommendations to the program as it

moves forward.

Assessment of Program Graduates

Surveys of Graduates and Their Employers

Surveys of graduates have been conducted in 1997-1998, Spring, 2001, Spring

2003, and Spring 2010 with the purpose of determining program success at meeting

our Program Educational Outcomes. Our next survey will take place in the Spring

semester 2012 with, we hope, a greatly expanded graduate database. Copies of the

survey letters and instruments are provided in the Appendices. The survey

instruments for 1998, 2001, and 2003 included a survey form for graduates and a

survey form for their employers or supervisors. The 2010 survey collected data from

program graduates from 2007 and earlier.

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In earlier studies, the methodology of the survey process was to send a mailed

survey instrument sent to all graduates in the University database who graduated

during the last three years, along with a survey letter and form for their supervisors.

An effort was made to locate valid addresses for returned letters. The returned

surveys represented between 13% and 24% of the successfully mailed surveys.

Some of the result of these earlier studies are available through the department

office.

The current graduate survey was administered via email, and data gathered via

internet survey, jointly by the SJSU Alumni Office and the Department of Aviation and

Technology office, using email information for graduates of the program. The survey

was open to all program graduates from 2007 and earlier. The preliminary report

from the current graduate survey is provided in the Appendices. This study is still

accepting input at the time of this writing. The study will be closed at the end of

March, 2010 and the final report will be provided to the ATMAE Visiting Team.

a t d achelor of science in i technology · external reviewer: ... product design and in product...

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