ABET Self-Study Report - Engineering Technology Department Wiki

Transcription

ABET
Self-Study Report
for the
B.S. in Engineering Technology
Program
at the
University of Central Florida
Orlando, Florida, USA
Technology Accreditation Commission
ABET, Inc.
111 Market Place, Suite 1050
Baltimore, Maryland 21202-4012
Phone 410-347-7700
FAX 410-625-2238
E-mail: tac@abet.org
Web Site: http://www.abet.org
July 1, 2008
CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized
agents, and will not be disclosed without authorization of the institution concerned, except for summary
data not identifiable to a specific institution.
Table of Contents
BACKGROUND INFORMATION................................................................................................ 3
CRITERION 1. STUDENTS
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
CRITERION 3. PROGRAM OUTCOMES
CRITERION 4. CONTINUOUS IMPROVEMENT
CRITERION 5. CURRICULUM
CRITERION 6. FACULTY
CRITERION 7. FACILITIES
CRITERION 8. SUPPORT
CRITERION 9. PROGRAM CRITERIA
APPENDIX A – COURSE SYLLABI
APPENDIX B – FACULTY RESUMES
APPENDIX C – LABORATORY EQUIPMENT
APPENDIX D – INSTITUTIONAL SUMMARY
BSET ABET Self Study – Background – Page 2
Self-Study Report
Engineering Technology Program
Bachelor of Science in Engineering Technology
BACKGROUND INFORMATION
•
Contact information
Program Coordinator
Eduardo Divo, Ph.D.
Department of Engineering Technology
College of Engineering and Computer Science
4000 Central Florida Blvd.
Orlando, FL 32816
407-823-4753
407-823-4746 (Fax)
Department Chair
Ron Eaglin, Ph.D.
Department of Engineering Technology
College of Engineering and Computer Science
4000 Central Florida Blvd.
Orlando, FL 32816
407-823-5937
407-823-4746 (Fax)
•
Program History
The Engineering Technology program evolved from a consolidation of what were formally
two separately accredited programs in Engineering Technology, i.e., Design Engineering
Technology and Operations Engineering Technology.
Engineering Technology was introduced at UCF in the fall of 1972 as an upper division
program to provide the opportunity to A.S. degree graduates from the Florida Community
Colleges. This was at a time that students, nationwide, were conspicuously avoiding
enrollment in engineering programs. The College of Engineering perceived that an
Electronics option in Engineering technology and its acceptance of A.S. graduates could be
effective in recruiting additional students into the College. Regular engineering faculty
would do teaching or adjuncts until such time as need might indicate otherwise. Curriculum
design provided additional mathematics, science, technical science, general education and
several upper level electronics courses. No lab work was provided since it was assumed that
the A.S. program provided necessary hands-on experience and that upper division technical
courses should be theory oriented. Additionally, general education requirements not
included in the A.S. program would be completed during the Junior and Senior years at the
University.
The program proved popular, but it was not until 1975 that a full time Electronics faculty
was appointed. A second faculty member was hired in 1977. Arrival of a full time faculty
marked the beginning of real growth and program development as well as the curriculum
evolution that has continued. Laboratory work was added and curriculum brought into
conformance with accreditation criteria. The electronics option in engineering technology
was first accredited effective 1979.
The most significant change in curriculum resulted with the academic calendar change from
a quarter to semester system in 1981. A number of courses were combined and the number
of courses was reduced, but the material covered and the total effort remained substantially
the same. A change in the University General Education program initiated in 1986 required
that all students demonstrate foreign language competency as a graduation requirement.
This requirement became a College option effective with the 1992-93 catalog year and is no
longer required in the College of Engineering.
A third significant change for all options offered by the Engineering technology department
occurred in December of 1987 when the degree designation was changed from the Bachelor
of Engineering Technology (BET) to the Bachelor of Science in Engineering Technology
(BSET). The degree change was not coupled with any curriculum revision but was granted
to better reflect the existing curriculum, which more than satisfied the University
requirements for the Bachelor of Science degree.
A number of changes and improvements have been implemented since its inception and the
first accreditation. They have been of an evolutionary nature and have been documented for
the subsequent accreditation inspections that occurred during the periods of 1982 and 2002.
The Engineering Technology Program curriculum was originally planned and implemented
as an upper division program so as to accept two-year Associate in Science graduates and to
credit the student with having completed approximately one-half of the total four year
requirements.
The two-year degree programs at Florida public Community Colleges are primarily of two
types: the Associate in Arts (A.A.) and the Associate in Science (A.S.). The A.A. is
intended for students who believe that they will later transfer to a University and finish a
Bachelor degree. As such, it includes a major component of “general education” courses
mandated by the State to be present in the background of all students who graduate from
any University in the Florida State University System. The A.S. degree, however, has
objectives of employability for its graduate in the shortest time possible. As a result, it
includes a maximum of “technical” courses and very little of “general education”. As the
Bachelor’s program at UCF evolved it became evident that what was originally thought of,
as a 2 + 2 program was really 2 + 3. The A.S. graduate had been required to complete more
lower-level technical courses that could be made applicable to UCF’s Baccalaureate
program, but far fewer “general education” courses that would be necessary.
Beginning in approximately 1986 advisement information to prospective transfer students
and to community college counselors began stressing the A.S. degree was not an optimum
path for any one intending to continue to the Bachelor’s degree. Only by very early
planning could a student expect to take only those courses that would be applicable. A pretechnology Associate in Arts degree with approximately 24 semester hours of lower level
technical courses as electives and a proper choice of mathematics-science component could
allow for four year degree completion without excess credits. Fewer A.S. degree students
are now entering UCF’s Engineering Technology program, while a larger number of
students will have or expect to have an A.A. degree.
A major curricular revision was effective with the 1993-1994 Catalog with the
consolidation of Design and Operations Programs into two concentrations or options under
the Engineering Technology (BSET) Degree Program. This consolidation was viewed as a
“repackaging” of the two curricula rather than the development of a new program and
incorporated the best features of the previous two programs along with other curriculum
improvements. The new program designation better reflected the closely related nature of
the Design and Operations Concentrations.
The Design concentration of the BSET program was later offered to students in two
different tracks: Mechanical Design and Construction Design. Two new concentrations:
Space Science Technology and Geomatics Technology have been introduced and
implemented within the BSET program since the last accreditation in 2002 in response to
student demand and recommendations from the Industrial Advisory Board.
•
Options
-
Bachelor of Science in Engineering Technology – Operations Concentration
-
Bachelor of Science in Engineering Technology – Design Concentration – Mechanical
Technology Track
-
Bachelor of Science in Engineering Technology – Design Concentration – Construction
Technology Track
-
Bachelor of Science in Engineering Technology – Space Science Concentration
-
Bachelor of Science in Engineering Technology – Geomatics Concentration
•
Organizational Structure
The department has three program coordinators which correspond to the three programs run
by the department; BS Engineering Technology (Eduardo Divo), BS Electrical Engineering
Technology (Ali Rahrooh), and BS Information Systems Technology (Bahman Motlagh).
The program coordinators are responsible for scheduling and the academic aspects of each
program. The program coordinators report to the Department Chair (Ron Eaglin).
The College structure is shown in the following chart:
The University structure is shown in the following chart:
•
Program Delivery Modes
The program delivery modes utilized by the department are;
Live face to face classroom instruction – This is the traditional classroom method of
delivery.
Laboratory instruction – Laboratory instruction accompanies a number of courses and is
performed in a laboratory utilizing hands-on laboratory exercises.
Media Enhanced instruction – Media enhanced instruction denotes that the course has a
required online component that requires students to complete activities that are presented on
the internet, typically via our class management software (WebCT or WebCourses). Media
enhanced courses typically have a reduced number of live classroom hours.
Video Based (FEEDS/iCLS/Tegrity) – Courses may be taught both live and have a video
recording of the live classroom sessions. These video recordings are available to students
who are not able to attend class and also students who do attend live classroom sessions.
Online instruction – Online instruction designates that the course does not have any live
classroom sessions. The course may employ course management and video segments,
which can be recorded from a classroom, a studio, or from the faculty computer. An online
course will typically also have other online components.
All faculty members can select combinations of various delivery modes. Training for each
type of delivery is available and faculty can deliver in whichever mode they feel is
appropriate for the course and the students’ needs.
•
Deficiencies, Weaknesses or Concerns Documented in the Final Report from the
Previous Evaluation and the Actions taken to Address them
The final report for the 2002 ABET visit is attached below.
CRITERION 1. STUDENTS
A. Student Admissions...................................................................................................... 2
B. Evaluating Student Performance................................................................................ 5
C. Transfer Students and Transfer Courses ................................................................ 10
D. Advising Students....................................................................................................... 17
E. Process to Certify Graduation Requirements ......................................................... 22
BSET Self Study – Criterion 1 – Page 1
A. Student Admissions
Freshman Applicants: eligibility is subject to satisfactory receipt and review of all items
requested in the admissions process. An applicant’s total high school record including
grades, test scores, educational objective, pattern of courses completed, counselor
recommendations, essay, and personal achievements and honors will be considered in the
selection process.
•
High School Diploma. Freshmen who are applying to the University are
required to have a high school diploma or a General Equivalency Diploma
(GED) earned prior to the semester of admission.
•
Entrance Examination Scores. All applicants for admission must submit test
scores from the Scholastic Aptitude Test (SAT) or from the American College
Test (ACT). In addition, any student whose native language is not English
may be required to submit a Test of English as a Foreign Language (TOEFL)
score
•
High School Academic Units. All applicants must have earned a minimum
number of high school academic units (year-long courses which are not
remedial in nature) to be considered for admission. A grade point average will
be computed only on academic courses. Grades in honors, International
Baccalaureate, and Advanced Placement, Dual Enrollment, and AICE courses
will be given additional weight in the computation of the academic GPA. The
high school academic unit requirements are as follows:
Units Required
Academic
Subject
English
41
Mathematics
32
Natural Science3
3
4
Social Science
3
Foreign
25
Language
Electives6
3
Total Units
18
Data Source: 2007-08 UCF Undergraduate Catalog
1
Three units in English must include substantial writing requirements.
At or above the Algebra I level.
3
Two units in Natural Science must include substantial laboratory requirements.
4
Courses to be selected from History, Civics, Political Science, Economics, Sociology,
Psychology, and Geography.
5
Both credits must be in the same language.
6
Additional academic electives from the above five subject areas and courses
recommended by the Florida Association of School Administrators, or other groups, and
recommended by the Articulation Committee, and approved by the Department of
Education.
2
Applicant Eligibility: all applicants must meet the following Department of Education
(DOE) minimum eligibility index standards. The University reserves the right to limit
freshman enrollment by selecting those students who are judged to have the greatest
chance of academic success.
Academic
Minimum Test Scores
High
School GPA
SAT
ACT
2.0
1140
25
2.1
1110
24
2.2
1090
23
2.3
1060
22
2.4
1030
22
2.5
1010
21
2.6
1000
21
2.7
990
21
2.8
980
20
2.9
970
20
3.0
*
*
Data Source: 2007-08 UCF Undergraduate Catalog
* No minimum score required.
Dual Enrollment Applicants: High school students who have demonstrated exceptional
academic ability may be permitted to enroll as University students while completing their
high school programs. There are three types of dual enrollment programs:
•
Early Admission:
This program is for students who have completed their junior year in high
school and would like to enroll at the University as full-time students for their
senior year of high school. Students must submit an application for admission
by the published deadline. In addition the following information is required:
- official copy of high school transcript(s)
•
-
official copy of Scholastic Aptitude Test (SAT) or American College Test
(ACT)
-
written letter or recommendation from high school counselor
-
written permission from parents or legal guardian
Dual Enrollment On-Campus:
This program is for students who desire to dual-enroll on a part-time basis,
taking one or two courses on campus, while completing their high school
course work. Students must submit an application for admission by the
published application deadline, as well as items listed above.
•
Dual Enrollment Off-Campus:
This program is for students whose high schools sponsor on-site courses at
specific high schools. Students earn both high school and college credit for
successful completion of course work. Each respective high school selects
students who are eligible to participate in these programs.
History of Freshman Admission Standards: the history of admission standards for
freshmen for the current and last five academic years is shown in Table 1-1.
Advanced Placement Requirements: students who have participated in the Advanced
Placement Program in high school and have received a score of three, four, or five on the
national examinations will receive college credit in the appropriate subject areas.
Advanced Placement credits are applied in basic sciences, mathematics, humanities, and
social sciences, and other non-professional courses from colleges and universities.
Advanced placement in professional engineering courses at the sophomore level are
applied provided previous approval has been given by the College of Engineering and
Computer Science.
Special Admission Requirements for Upper-Division: in order to be classified as an
upper-division student at The University of Central Florida (UCF), a minimum of 60
semester hours of academic work must be completed.
History of Admissions Standards for Freshmen Admissions
for Past Five Years
COLLEGE OF ENGINEERING & COMPUTER SCIENCE
Table 1-1a.
(with engineering pending)
Academic Year
2007-2008
2006-2007
2005-2006
2004-2005
2003-2004
1
Composite ACT
MIN.
AVG.
21
26.9
20
26.5
18
25.9
15
25.1
18
26.4
Composite SAT
MIN.
AVG.
960
1244.5
940
1233.3
860
1209.9
830
1203.8
810
1214.6
1
Percentile Rank in
2
High School
MIN.
AVG.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Based on fall semester admission
numbers
Data not available for percentile rank in
high school
3
New students with declared majors at time of application; admissions data do not capture new students who
declare/change major later in semester
2
Number
of New
Students
3
Enrolled
725
730
708
672
787
History of Admissions Standards for Freshmen Admissions
for Past Five Years
ENGINEERING TECHNOLOGY BSET
Table 1-1b.
Academic Year
2007-2008
2006-2007
2005-2006
2004-2005
2003-2004
1
Composite ACT
MIN.
AVG.
24
25.5
26
27
19
25.9
22
24.1
25
26.5
Composite SAT
MIN.
AVG.
1090
1177.5
970
1148.8
910
1168.4
970
1113.1
Percentile Rank in
2
High School
MIN.
AVG.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Number
of New
Students
3
Enrolled
2
6
38
19
13
1
Based on fall semester admission
numbers
2
Data not available for percentile rank in high school
New students with declared majors at time of application; admissions data do not capture new students who
declare/change major later in semester
3
B. Evaluating Student Performance
Out-of-class evaluation of academic progress: The CECS Academic Affairs Office
(AAO) works as the college liaison with the UCF administration. It is the responsibility
of this office to know and to enforce university policies and procedures, to represent the
college at policy meetings with regard to admission, advising, orientation, registration,
graduation, etc., to advise students on general education requirements, university
graduation requirements, and to act as the college custodian of the SASS audit system
(the online advisement tool used by students and advisors to determine a students
requirements for graduation), as well as the PeopleSoft registration and prerequisite
programs. Within the Academic Affairs Office there is an Associate Dean handling both
undergraduate and graduate affairs. There is a Director of Academic Affairs, three
undergraduate Coordinators of Academic Support Services, and one graduate
Coordinator of Academic Support Services.
Since 2003 the AAO has diligently worked to increase the retention and graduation rates
within the college. One of the strategies implemented was the Student Success Series.
This series of events works with students from good to poor academic standing within the
college. The components consist of targeted advising sessions, an academic alert
program, and probation monitoring.
Targeted Advising Sessions: the AAO, in coordination with the academic departments,
offer advising sessions for targeted groups throughout the year. In the fall term, the AAO
sponsors transition advising sessions for all first-semester freshmen and transfer students.
The programs are geared to provide new students to campus with the tools they need to
be successful in their first semester. In 2007, the sessions were expanded to provide a
Sophomore transition session to assist students in transitioning to the college from their
First Year Advising experience. Attendance at these sessions is voluntary. The sessions
are publicized to all students falling within the targeted populations. In the spring term,
the focus shifts to specific disciplines and all students within the college are targeted
based upon their major. As spring is the beginning of the multiple-term registration
process, it is important to focus on a long term (full year) plan rather than one term at a
time. Multiple-term registration refers to the enrollment process where students are
allowed to register for summer, fall, and in some instances, spring terms all at the same
time. Major specific group advising sessions are offered to address specific issues for a
large group of students. Basics on advising, which can be slightly different for each
major, are covered and students who sign up for the event in advance receive a suggested
schedule plan for the upcoming terms.
Academic Alert: started in 2004, the Academic Alert system has become a valuable tool
for identifying students who are becoming at-risk within the engineering and computer
science programs. Students’ records are monitored at the end of each term to determine
anyone who has a “sliding” GPA. Based on a student’s cumulative GPA and the number
of terms they have been “sliding”, contact is made with the student to encourage some
type of action. If the student remains on the list for multiple terms (3 or more) or has a
cumulative GPA below a 2.25, the student is required to complete an online workshop
and assignment identifying past obstacles and solutions for future success. The
submission is then reviewed by an AAO advisor who provides feedback and future
course planning advice. Students who continue to appear on the list in a future term after
completing the mandatory assignment are required to schedule an appointment with an
AAO advisor before registering for any future term.
Probation: probation occurs when a student drops from good academic standing, less
than a 2.0 UCF cumulative GPA. The first term students are placed on probation by the
University they are then required to participate in the probation workshop sponsored by
the college. Students must review the online presentation, complete the associated quiz,
and submit a course plan for the upcoming eligible registration terms. AAO advisors then
verify completion of the requirements and provide feedback on the student’s course plan.
Notes are entered into the student’s record, via the database management system, for
future reference.
Technology: PeopleSoft is the database software used by the University in the area of
student records, student advising and student course registration. The College of
Engineering and Computer Science has changed many of its practices and procedures to
benefit from the capabilities of the PS system.
One of the main advantages to the PeopleSoft system is the ability to allow students to
enroll themselves into courses after they have received advisement. There are special
tools available through the system that allow the colleges to restrict courses to certain
students, and even to check to make sure they have completed the course pre-requisites
listed in the University Catalogs. To distinguish between the tools available, here is a
breakdown of each tool, and how it has been used in our College thus far:
Pre-Requisite Verification:
One of the steps established into PS was to verify all pre-requisites assigned to
CECS courses. Pre-requisites can come in the form of other courses having been
passed, to belonging to a specific student group, such as honor’s courses only
being available to honor’s students. This tool through PS allows department
advisors to know the students enrolling in the department’s courses have met all
requirements to be enrolled. These pre-requisites are monitored and updated by
the Academic Affairs Office throughout the year as changes are made to programs
and courses.
Pre-Requisite Checking – End of term:
Once grades have been posted for the completed term, each student’s enrollment
record is run against the pre-requisite checking system to determine if they still
meet pre-requisites for the courses for which they are enrolled. This is a critical
component to the registration process as students register for courses before the
term has ended and grades are posted. Without this process students may continue
into courses for which they are not prepared. In the early stages of PS
implementation, this process was required to be hand checked for each student.
Now, due primarily to the perseverance of the Colleges of Engineering and
Computer Sciences and Business Administration, the pre-requisite check is an
automated process run through the PS system.
Service Indicators (Hold System):
The University has incorporated with PS, a system to place students’ records on
hold for a variety of reasons. There are different types of holds that can be placed
on students’ records, depending on the unit placing the hold, such as withholding
the release of transcripts, course registration, or access to view grades. Students
can be placed on hold for reasons such as probation students receiving mandatory
advisement or monetary fees owed to a unit of the University. All students are
immediately placed on hold when admitted, to ensure that they attend the
mandatory Universities Orientation program, which includes advisement from the
College and other organizations on campus. The hold system is very useful to
advisors, as they are date sensitive. An advisor could set a hold to be removed
from the student for 2 days, and the hold would become activated after the two
days automatically. Holds are used within the college for students on probation,
academic alert, readmitted, or in a pending major status.
Restricted Course Agreements and Student Specific Permissions:
In the past, all students who needed to be enrolled in a restricted course such as
thesis, dissertation, or independent study, used to have to rely on the college
advising office to register them by submitting a request. New capabilities in PS
have allowed us to reverse this process, and have the students register themselves
using the student specific permission assignments. At the students’ request, he or
she will be given permission to enroll into a specific course using their student
identification number. As mentioned above in the area of pre-requisite
verification, there is a process in which an academic advisor can determine that a
student has met the pre-requisites in a different manner than what is listed in the
catalog. The advisor is then able to give the student a permission number that
allows the student to enroll themselves into the course themselves.
Each department has incorporated the various advising tools and programs above to
develop their own strategies to encourage or require students to seek advisement. They
each work with the Academic Affairs Office to maintain and enforce these strategies.
Some departments require advisement in order to get permission to enroll in key courses.
Each department has diligently worked to update and revise prerequisites so that the new
registration software may enforce them. The College of Engineering and Computer
Science will continue to evaluate and update its programs and procedures to meet the
changing needs of its undergraduate students in the 21st century.
Enrollment and Graduation Trends: the Institutional Research (IR) Office at UCF
calculates student credit hours (SCHs) generated by each course as the number of
students enrolled in a course regardless of the student’s major times the credit hours
associated with each course. Each course is mapped to a department. It is therefore not
possible to capture the number of SCHs that each student generates for his or her
program based on all classes that he or she takes within and outside of the College of
Engineering & Computer Science (CECS).
For the each program’s enrollment trend table for the past five academic years for CECS,
full-time equivalents (FTEs) are calculated by dividing the number of SCHs generated by
the courses “mapped” to the program for the fall 2007 semester divided by 12 (the
number of semester enrollment hours considered as full-time by CECS for undergraduate
students). Therefore, the number of FTEs reported in the program tables do not
necessarily match up with the enrollment numbers. In addition, program FTEs in the
tables were calculated by breaking down the department SCH data to the program level
as best as possible and assigning specific course prefixes and common courses in the
engineering program to a particular program regardless of the students’ major. For
example, departments with multiple programs will have students of those programs
taking the same course, yet the SCHs will be mapped to the program that receives the
credit for that course. Nevertheless, the FTE numbers in the enrollment trends tables
below will provide a view of the FTEs associated with student-to-faculty ratios.
Tables 1-2 (a,b,c) show the enrollment trends and FTEs for undergraduate students for
the college and BSET program. The FTE calculations in the table do not include SCHs
generated by service courses offered by the Computer Science program and taken by
majors outside the college (not open to Computer Science majors), and geography
courses offered by the Civil Engineering programs and open to majors outside the
college. Over 11% increase in undergraduate full-time plus part-time enrollment for the
past five years (from 4,430 in fall 2003 to 4,936 in fall 2007). Over 14% decrease in
graduate enrollment (primarily at the Master’s level) for the past five years (1,138 in fall
2003 to 977 in fall 2007). The college is in the process of implementing an online
Master’s program for the working professional to increase SCHs at the Master’s level.
The master’s online programs are designed to be budget neutral (requiring no addition
resources) and potentially a new source of revenue generation.
Table 1-2a. Enrollment Trends for Past Five
Academic Years1
COLLEGE OF ENGINEERING & COMPUTER SCIENCE (with service courses)
Full-time Students (UG)
Part-time Students (UG)
3
Student FTE (UG)
Undergraduate student
enrollment for CGS service
4
courses
Undergraduate student FTE
4
for CGS service courses
Undergraduate student
enrollment for GEO service
5
courses
Undergraduate student FTE
5
for GEO service courses
6
Graduates (MS + PhD)
Year
2003-2004
3,165
1,265
3,436
Year
2004-2005
3,225
1150
3,452
Year
2005-2006
3,241
1,262
3,510
Year
2006-2007
3,408
1,292
3,687
Year
2
2007-2008
3,508
1,375
3,801
2,207
2,191
2,149
2,348
2,390
441
438
430
470
478
462
351
299
283
283
277
211
179
170
170
1,138
1,116
1,060
991
978
1
Based on fall semester enrollment numbers, includes engineering pending for undergraduate headcount and FTE
2
Final Fall 2007 data.
1 FTE = 15 semester credit hours of institutional course work (sum of student loads for
the program divided by 15 and rounded up)
Note: UCF considers 12 semester credit hours as a full-time load for undergraduate students, and 9 hours for graduate
students.
4
CGS 1060C and CGS 2100C are service courses to the university
offered by Computer Science for non-majors.
These courses cover Word, PowerPoint, Excel, and basic computing concepts. Majors in the computer science and
information
technology disciplines take higher-level, alternate introductory computing courses (COP 3323, COT 3100, and COP 3502)
which introduce programming.
5
UCF does not offer a geography program. Two geography courses at
the undergraduate level are offered through the
Civil, Environmental, & Construction Engineering department as service courses offered to all majors on campus both inside
the college and outside the college.
The courses are GEO 1200 Physical Geography and GEO 2370 Resources Geography. The enrollment and FTE reported in
this
row are for majors outside the college only, as majors in the department and within the college taking these courses are
already accounted for in the program tables.
6
Does not include non-degree seeking and professional certification for
graduate enrollment numbers
3
Table 1-2b. Enrollment Trends for Past Five
Academic Years1
COLLEGE OF ENGINEERING & COMPUTER SCIENCE (without service
courses)
3
Student FTE (UG)
4
Graduates (MS + PhD)
Year
2003-2004
3,165
1,265
Year
2004-2005
3,225
1150
3,436
1,138
3,452
1,116
Year
2005-2006
3,241
1,262
3,510
Year
2006-2007
3,408
1,292
3,687
Year
2
2007-2008
3,508
1,375
3,801
1,060
991
978
1
Based on fall semester enrollment numbers, includes engineering pending for undergraduate headcount and FTE
2
1 FTE = 15 semester credit hours of institutional course work (sum of student loads for
the program divided by 15 and rounded up)
students.
4
Does not include non-degree seeking and professional certification for
graduate enrollment numbers
3
Table 1-2c. Enrollment Trends for Past Five Academic Years1
ENGINEERING TECHNOLOGY BSET
Program Student FTE (UG)
3
Year
Year
Year
Year
2003-2004
81
56
94
2004-2005
103
66
122
2005-2006
133
68
148
2006-2007
109
89
133
Year
20072
2008
96
90
124
1
Based on fall semester enrollment numbers
2
1 FTE = 15 semester credit hours of institutional course work (sum of student loads for the program
divided by 15 and rounded up)
students.
3
C. Transfer Students and Transfer Courses
Transfer Students Background: The University of Central Florida (UCF) strengthened
its longstanding partnerships in 2006 with four regional community colleges by forming
the Central Florida Higher Education (CFHE) consortium, a first-of-a-kind regional
strategy. Graduates of these four area community colleges (see Figure 1.1) are guaranteed
admission to UCF through the DirectConnect program that aims to expand student access
to higher education and strengthen partnerships in academic programs, advising, and
financial aid.
Figure 1-1: Central Florida Higher Education Consortium partners.
By 2015, more than 4,000 graduates a year from Brevard, Lake-Sumter, Seminole and
Valencia community colleges could receive bachelor’s degrees from UCF if the CFHE
consortium achieves its goals. UCF awarded 2,290 bachelor’s degrees in 2005 to students
who graduated from the four community colleges.
UCF now offers more than 35 programs at its regional campuses, and that number could
double in the next 10 years if proposed joint-use facilities are built at Seminole and
Valencia community colleges.
The consortium will give community college students more choices of bachelor’s degree
programs in their home counties, allowing them to stay close to families or jobs while
continuing their studies. Many of the new programs added at regional sites will be in
engineering, business, health and nursing, criminology, liberal studies, education, and
digital media. For more details on the consortium, please go to
http://news.ucf.edu/UCFnews//index?page=article&id=002400410774959e30109f44535
99007378 and for more information on UCF Direct Connect, please go to
http://regionalcampuses.ucf.edu/directconnect.asp
On average, 3,000-3,500 students transfer to UCF from area community colleges,
primarily from those within the CFHE consortium and of those, ~9% (300-350) transfer
into engineering, computer science, or engineering/information technology disciplines.
In addition to the traditional 2+2 model, UCF’s College of Engineering & Computer
Science (CECS) has also implemented a pre-engineering 2 +2 model, and a 2 + 1 + 1
model. A more detailed description of the each articulation model available at each
CFHE community college for students interested in transferring to CECS follows.
2+2 (traditional model): General AA degree at Lake Sumter Community
College(LSCC). This agreement is open to any student currently attending a community
college in the state of Florida. Students who complete the requirements for the general
AA degree can transfer to the University of Central Florida. Students may have
completed a few of the prerequisite courses necessary to pursue an engineering BS, but
typically only complete the general education requirements before transfer. A number of
these students do not know they want to pursue engineering when they begin their AA
degree.
2+2 (hybrid model): General AA degree with a few engineering courses at Seminole
Community College (SCC). This agreement provides the same opportunities as the
general AA except it allows students to take a few additional engineering specific courses
over and above the prerequisite courses. Seminole Community College (SCC) offers
EGS 1111 (Graphics), EGS 2310 (Statics), and SUR 2101 (Surveying) in addition to the
engineering prerequisite courses.
2+2 Pre-Engineering (hybrid model): Pre-engineering AA degree at Valencia
Community College (VCC) East campus. This is currently the best model for transfer
into an engineering BS degree. Students complete their general education, engineering
prerequisites, and five to seven articulated engineering courses as part of earning the
degree. Upon transfer to UCF, students following this path will begin as equals or
sometimes ahead of native juniors in the engineering program.
2+1+1 Pre-Engineering (experimental model): Pre-engineering AA degree at Brevard
Community College (BCC) or at Valencia Community College (VCC) West campus with
the third year completed at Regional Campus. The newest initiative for UCF offers a
way to provide access to engineering degrees without the cost of building facilities. This
agreement offers the same advantages as the Pre-Engineering AA degree at Valencia
Community College (VCC) West campus with the addition of the third year of
engineering courses offered at the Regional Campus site. A student will transfer to UCF,
but not have to leave the region for the entire third year of coursework. Students are
guaranteed admission into UCF’s College of Engineering & Computer Science before
they complete their AA at BCC. Beginning the fourth year of coursework, the student
will commute/move to the Orlando campus for completion of the lab-oriented courses.
BCC was chosen to pilot this experimental 2+1+1 model because of its strategic location
on Florida’s Space Coast in proximity to powerhouses in the aerospace, defense, and
telecommunications industries: NASA, United Space Alliance, Lockheed Martin, Harris
Corporation, Northrop Grumman, DRS, and others. CECS’ focus in the 2+1+1 model
will be on producing more engineering students, beginning first with aerospace and
mechanical engineering in fall 2006, and gradually including the other engineering
programs at BCC and expanding the model to other CFHE community college partners.
In fact, shortly after launching the pilot program at BCC, VCC West Campus expressed
interest in this articulation model, which was subsequently established at VCC West with
a focus on electrical engineering majors.
The benefits of the 2+1+1 articulation model include:
•
•
•
•
•
•
Seamless integration of the engineering curricula for transfer students
Access to the engineering curricula for underrepresented and/or financially
needy groups
Much needed classroom space without additional cost
Joint faculty lines
Meeting workforce needs for more engineers
Improved time to degree because of a more structured program offering
(students are engineering-ready earlier on in their degree, and program
minimizes “transfer shock”)
These articulation agreements were implemented with the partnership of UCF’s Regional
Campuses and the support of Dr. David Harrison, Vice Provost and Dr. Bernard Jensen,
Executive Director of Academic Initiatives, UCF Regional Campuses. Ms. Patty O’Neal
is the dedicated, liaison advisor to CECS students at the community colleges and regional
campuses; her office is located at the UCF Cocoa campus (at Brevard Community
College), and she works closely with the professional advising staff in the college’s
Academic Affairs Office on the main UCF campus in Orlando. For more information on
UCF’s regional campuses, please go to:
http://regionalcampuses.ucf.edu/admissions/index.asp
Transfer Students and Transfer Courses: the professional advising staff in the UCF
CECS Academic Affairs Office work closely with the UCF Transfer and Transition
Services Office which is organized to help students make a seamless transition to UCF
for a more successful experience. The Academic Affairs and Transfer and Transition
offices work with students prior to and during the transfer process. Students are advised
as to the general education and common program prerequisite courses they should be
completing prior to transfer to UCF so that they may begin the colleges programs as
juniors. The Academic Affairs Office continues the relationship established prior to
transfer by working with transfer students throughout their tenure in the college. For
more details on the UCF Transfer and Transition Services Office, please go to
http://www.transfer.sdes.ucf.edu/.
Transfer students must complete either the state university system application, the
University of Central Florida Undergraduate Admissions application, or apply on-line at
https://www.secure.sdes.ucf.edu/undergraduate_admissions/undergrad_app_login.asp.
Official transcripts must be sent from all colleges attended. Applicants must have a
current minimum cumulative GPA of 2.0 and be eligible to return as a degree seeking
student to the last institution attended to be considered for admission to the University of
Central Florida. Meeting these minimum requirements does not guarantee admission.
Transfer applicants with less than 60 semester hours of acceptable credit must minimally
meet freshman high school unit entrance requirements, the high school academic GPA,
and minimum SAT or ACT scores as listed in the undergraduate admissions requirements
section; have at least a 2.0 GPA on a 4.0 system for all college-level academic courses
attempted, be in good standing (minimum 2.0 GPA) and eligible to return as a degree-
seeking student to the last institution attended. Meeting these minimum requirements
does not guarantee admission. Admission of Associate in Arts (A.A.) degree graduates
from Florida public community colleges and Florida state universities will be governed
by the Articulation Agreement between the state universities and public community
colleges of Florida, as approved by the State Board of Education. The agreement states
that except for limited access programs, admission as a junior to the upper division of the
University shall be granted to any graduate of a state-approved Florida community
college or State University System institution who transfers directly to UCF, who has
completed the university parallel program; and who has received the Associates in Art
degree, which includes the following: at least 60 semester hours of academic work
exclusive of occupational courses and basic required physical education courses; an
approved general education program of at least 36 semester hours; and a GPA of at least
2.0 on a 4.0 system for all college-level academic courses attempted. Transfer applicants
with more than 60 semester hours of academic work who desire to be admitted as upper
division students, but without an A.A. degree from a Florida Public institution must have
a minimum of 60 semester hours of academic course work; the English and Mathematics
requirement of the Gordon Rule; a minimum of eight semester hours of college
instruction in a single foreign language for those students without the required two units
of a single foreign language.
Preference in admission to the University of Central Florida is given to students earning
an Associate in Arts from a Florida public community college or university, or earning a
state-articulated Associate in Science. There is no separate application process for
students intending to major in the College of Engineering and Computer Science.
However, Computer Science students are required to pass a Foundation Exam prior to
enrolling in upper division Computer Science course work.
UCF has specific A.S. and A.A. articulation agreements with a number of Florida public
institutions involving engineering related majors:
•
•
•
•
•
Brevard Community College:
- Pre-Engineering Articulated Program
Lake Sumter Community College:
- A.S. Computer Information Administrator to Information Systems
Technology
- A.S. Computer Programming to Information Systems Technology
Seminole Community College:
- A.S. Computer Information System Technology to Information Systems
Technology
- A.S. Information Systems Technology to Information Systems Technology
Tallahassee Community College:
- A.S. Engineering Technology at Distance
Valencia Community College:
- Pre -Engineering Articulated Program
- A.S. Computer Information Technology to Information Systems Technology
-
A.S. Computer Programming and Analysis to Information Systems
Technology
Articulated Statewide A.S. to B.S. - Electrical Engineering Technology
Articulated Statewide A.S. to B.S. – Information Systems Technology
Transfer students must complete the UCF General Education Program requirements (or
an A.A. from a Florida public community college or university) and the Common
Program Prerequisites. Students must earn a grade of “D” or better to transfer courses
into UCF for credit. For courses in a major requiring “C” or better, students must meet
the departmental requirements.
At the time of admission to UCF, any credit earned from an acceptable accredited
institution will be entered into the students transfer record in the PeopleSoft system by
undergraduate admissions. These credits usually fall into one of three categories: General
Education Program (GEP) credit, Engineering or Computer Science (CECS) credit, or
elective credit. Initial GEP credit is determined at the University level by the Office of
Undergraduate Admissions or Academic Services, based on past evaluation of the course
work from a specific institution, or a review of course catalog descriptions or other
material supplied by the student. Course work in question will be sent to an appropriate
authority in the field for review. CECS students with questions regarding their GEP
credit will work with the director or coordinator of academic affairs to have their GEP
credit evaluated by the appropriate office. Engineering or computer science course
work earned at a regionally accredited institution or meeting international evaluation
criteria will be evaluated through a series of checks and balances within the college. The
courses are reviewed for ABET compliance in content, quality, and credentials of the
instructor. Students will initiate the process in the department of their major by meeting
with a faculty advisor and presenting course descriptions, syllabi, text books, class notes,
etc. and review their UCF program of study to determine if any of the previous course
work may be suitably applied to their UCF curriculum. Once the advisor and student
have completed this process, the petition for transfer credit approval is completed by the
department and submitted to the Department Chair and/or Assistant Chair for review.
Course work within the students own major will be approved or disapproved at this point,
and then the file will be sent to the Academic Affairs Office, where it is logged and
distributed to any other department that would need to approve petitioned coursework in
their area of expertise; that is, the Principles of Electrical Engineering courses would be
reviewed by the Electrical Engineering Department. Once all course work has been
evaluated by the appropriate authority, the file is returned to Academic Affairs for review
by the Assistant Dean for Undergraduate Affairs. The petition is then either approved and
accepted transfer work is manually entered by Academic Affairs into the students SASS
audit and the file is returned to the students department, or the file is returned to the
department for further information or review. If transfer work is not deemed equivalent,
their department will notify the student. Transfer credit that does not fall into either of
these two categories is considered elective credit. Since most engineering and computer
science programs do not have free electives, these credits usually fall under ”other
courses” and are not used toward the students program of study.
For more details on the UCF CECS Academic Affairs Office site for information on
transferring credits, please go to:
http://www.undergraduate.cecs.ucf.edu/transferring_credits.htm.
Table 1-2a below shows the number of incoming transfer students in CECS over the last
five years. Although, these numbers primarily reflect students who transfer in from a
community college, they also include students who transfer in from other universities.
There is a modest increase college-wide (a little over 4%) in the number of incoming
transfer students over a period of five years (370 in 2003-2004 compared with 386 in
2007-2008). The CFHE consortium, DirectConnect program, and the college’s
experimental 2+1+1 programs are all relatively new initiatives to boost these numbers.
Table 1-3a. Transfer Students for Past Five Academic Years
COLLEGE OF ENGINEERING & COMPUTER SCIENCE
Academic Year
Number of Transfer Students Enrolled
2007-2008
385
2006-2007
389
2005-2006
392
2004-2005
295
2003-2004
370
1
Fall incoming transfer students from community colleges and other
universities;
includes engineering pending
1
Table 1-3b. Transfer Students for Past Five Academic Years
ENGINEERING TECHNOLOGY (BSET)
1
2
Academic Year
2007-2008
17
2006-2007
16
2005-2006
13
2004-2005
10
2003-2004
18
1
BSET degree includes these tracks: Space Sciences Technology (986), Design (991),
Operations (985)
2
Fall incoming transfer students from community colleges and other universities
Table 1-3c. Transfer Students for Past Five Academic Years
BSET--SPACE SCIENCES TECHNOLOGY
1
Academic Year
2007-2008
1
2006-2007
3
2005-2006
1
2004-2005
3
2003-2004
3
1
Table 1-3d. Transfer Students for Past Five Academic Years
BSET--DESIGN
1
Academic Year
2007-2008
10
2006-2007
9
2005-2006
10
2004-2005
7
2003-2004
12
1
Table 1-3e. Transfer Students for Past Five Academic Years
BSET--OPERATIONS
1
Academic Year
2007-2008
6
2006-2007
4
2005-2006
2
2004-2005
0
2003-2004
3
1
D. Advising Students
In addition to implementing retention programs one of the primary responsibilities of the
Academic Affairs Office is to develop and implement advisement programs to meet the
advisement needs of the CECS undergraduate students and the academic departments of
the college. The director and coordinators are usually the first point of contact an
undergraduate engineering or computer science student has with the college through open
house, high school and community outreach programs, and/or during the mandatory new
student orientation program. They also serve as the advisors for the Engineering Pending
majors who have not yet chosen their specific major within the college. The AAO also
includes a dedicated staff and a group of well trained and enthusiastic peer advisors and
student assistants. The Academic Affairs staff advise students on matters concerning
college and university requirements, policies, and procedures and otherwise facilitate the
student experience from recruitment to graduation and on to graduate school. Students,
faculty, and staff access AAO services primarily by walk-in or appointment, but staff are
available via personal e-mail and phone throughout the week, Monday – Friday 8am to
5pm. Times are available outside of the regular work week by appointment only.
Processes, policies, and other services are detailed on our website
http://www.cecs.ucf.edu/acadaffairs/.
The Academic Affairs Office works closely with the Dean and the academic departments
to disseminate important information to the faculty, staff and students of the college in
various ways. The primary point of contact with in each department is typically the
assistant chair or program director. Through e-mail, phone, and personal contact,
academic affairs works with each department with regard to orientation and open house
scheduling, course/facility scheduling, catalog revisions, grades, graduation, and
participation in university and outside recruitment and advising events. List- serves are
used to send out college-wide e-mails to faculty, staff and students as needed. Regular
meetings are held with the support staff of each department individually and through the
staff council to inform department staff of important dates, deadlines, policy changes,
enrollment figures, etc. The AAO also works closely with CECS student organizations to
get important information out to the students and in planning special events. In addition,
the Associate Dean reports to the Dean and the Chairs regularly at the Dean’s Chair
Meeting. Academic Affairs staff have sponsored advisor training sessions for the faculty
and also participated in training sessions given by individual departments. The AAO has
worked diligently to make sure all faculty and staff that need access to student records
and course or facility schedules have been trained in the PeopleSoft system.
Effective summer 2008, in an effort to better connect students and their faculty advisors,
the college has implemented the new CECS Faculty Advisor Selection system, shown in
Figure 4-2. Through this online system students have the option of selecting a faculty
advisor within CECS who can provide information regarding specific course content,
career exploration, and research. Maintained by the CECS Academic Affairs Office, the
service is available to all academic programs except Computer Science who have their
own faculty advisor assignment system.
Students can select a faculty advisor during the first two weeks of classes each semester.
On a student’s first visit to the site, the student is prompted to create a login. The system
authenticates the students’ enrollment as a student in the college. After authentication the
student is assigned a default password for login. Once in the system, the student is given
a drop down menu to select a faculty member within their department. Students who are
pursuing multiple majors or interdisciplinary study can choose faculty from within the
college. In turn, faculty can login to the system and download to excel their advisees
along with contact information, class standing, and specific major. A cap of
approximately 30 students will be placed on each faculty member.
Figure 4-2: CECS Faculty Advisor Selection system
New Student Orientation: once students decide that they want to enroll at UCF, they
must attend the new student orientation. Orientations are multifaceted. The structure of
the overall orientation program is determined at the university level with participation of
the deans, assistant deans and the academic affairs or student support offices of each
college. There are two different types of orientation: one for FTIC and one for transfer
students.
Open House: the College of Engineering and Computer Science decided to make
recruitment of high quality freshman and transfer students a college priority. As a result
faculty from each department of the college have become very active in the university
Open House program that gives faculty and current students an opportunity to bring to
life their programs and instill a true sense of interest in and concern for the prospective
students and their families. Although not an official advising event, open house is often
the very first contact a prospective student has with the college and department and in
some cases it is the beginning of a long and successful academic and professional
relationship between a faculty member and a student. This program has been
instrumental in the increase of freshman enrollment and has been cited as the reason
many students (including some National Merit Scholars) have chosen UCF over some
better known schools of engineering.
College Information Sessions: looking for further ways to increase our admitted to
enrolled yield and continuing with the success experienced with the Open House
program, the college began offering Information Sessions. Information Sessions are
offered every other Friday afternoon during the spring term. The AAO invites admitted
students and their parents to campus to participate in a college information session and
discipline “highlight” session. During the discipline session, one department from the
college highlights a recent activity that would be of interest to the prospective families.
For example, departments have show cased student organization competition winners,
current research, and offered lab tours. This program has also been instrumental in
increasing the freshman enrollment.
Math Placement Algebra-Calculus Exam (PLACE): the Academic Affairs staff are
responsible for making sure each first-time in college (FTIC) student completes the
PLACE prior to attending new student orientation. The Mathematics Department
implemented an online Placement Test, which is taken by all FTIC students whose major
requires College Algebra or above. The content was created to address the needs of our
curriculum. The test presents twenty questions each in Basic Algebra, College Algebra
and College Trigonometry. The student who passes all three parts is advised to enroll in
the Calculus I course appropriate to his or her major. No College of Engineering and
Computer Science student can register for math courses above College Algebra without
completing the PLACE or providing alternatives to meeting the pre-requisite structure
(i.e., Advanced Placement, International Baccalaureate, or Dual Enrollment credit).
FTIC Orientation: the Academic Affairs office works with each department (again
principally the assistant chair, program coordinator, or professional advisor) to develop a
college-wide FTIC orientation program that begins with a large group session with
generic information and handouts for all majors. Students are then directed to a
subsequent smaller presentation given by faculty advisors from their chosen department.
Each department determines the content of their presentation. These sessions give faculty
members an opportunity to give an overview of their program, answer questions, and
make themselves available for future advising thorough e-mail, phone, or individual
appointments. They also will address student success issues and place emphasis on
selecting the appropriate math and science prerequisite courses to ensure a successful and
timely transition into their engineering courses in the future. Students are encouraged to
get involved in student organizations within the college and the department to develop
relationships with faculty and students in their major. All departments also strongly
emphasize the need for engineering and computer science students to see a faculty
advisor for course content and career advisement, even though the CECS Academic
Affairs, First Year Advising, Honors, Lead Scholars, or other offices on campus may also
assign them an advisor. All engineering freshmen are also advised that they are required
to take Introduction to Engineering and Engineering Concepts and Methods in their fall
and spring terms respectively. These courses were developed to address the need to
connect students with engineering faculty earlier in their programs so that they will
understand the challenges and opportunities a career in engineering will offer.
In addition, Academic Affairs office works very closely with the Admissions Office,
Orientation Office, First Year Advising and Information Services to participate in other
sessions of orientation. The College of Engineering and Computer Science has a unique
relationship with each of these offices. The University will assign each freshman a first
year advisor that is not part of the student’s college; thus, CECS Academic Affairs works
with these advisors as a team to develop and participate in each other’s orientation
presentations so that students are not given conflicting information. The AAO also works
with first year advising to help students develop first semester schedules based on
templates provided by the students major. Advisors from both offices are there as the
freshman students are advised and register on-line, to answer any questions or concerns
and to link students to the appropriate faculty advisor if needed. First Year Advising
advisors are asked to go to each CECS department’s presentation to learn more about
each program, and Academic Affairs will set up meetings between faculty advisors and
first year advisors to make sure everyone is giving the students the correct and necessary
information. We continue this relationship throughout the freshman year, offering joint
advising sessions and encouraging students to visit their faculty advisors. The College of
Engineering and Computer Science is the only college at UCF with this level of faculty
and college participation in freshman advising.
Transfer Orientation: although the percentage of engineering students who are transfer
students has declined in recent years, in a large part due to the difficulty of getting into
UCF as a transfer student without an AA from a Florida community college, the college
has put a great amount of effort into meeting the advising needs for this population. A
coordinator position was developed in the Academic Affairs Office to work with our
Regional Campuses to advise transfer students both before they transfer and once they
are enrolled. This advisor informs students of the programs and services available to
them and to gives them the contact information they need to meet with their faculty
advisor. Academic affairs also works with transfer services and CECS faculty to
participate in advising sessions on site at two of our largest feeder community colleges at
least once a year, and to widely distribute our faculty contact information and our major
requirements via the internet and handouts at the community colleges statewide. At
orientation, all transfer students meet with Academic Affairs in a large group, and then
they meet a faculty advisor in a small group setting and are given an overview of their
program, guidance on how to develop a first semester schedule, and an opportunity to ask
questions. The faculty advisor will encourage students to get involved and to seek
advisement from their faculty advisor to go over important career and graduate school
information. Transfer students are also advised of the transfer credit procedures. Once
they have finished with their faculty advisors, they meet with Academic Affairs again to
finish up their schedule plan and register for their courses on-line.
Readmission: all students who apply for readmission are required to meet with the
Academic Affairs staff before enrolling in classes. Students readmitted after
disqualification or exclusion must meet with an advisor to develop a written plan of study
to be approved and signed by their advisor. The advisor will work with the student to
determine the appropriate course work and maximum number of semester credits a
student should take each semester while on academic probation. Once the plan is
complete, it is submitted to the Academic Affairs staff. This major effort has greatly
increased the work load of the academic affairs office, where compliance to these rules is
monitored, but most faculty and students agree that this face-to-face contact has helped
the faculty better understand the students and has helped the students to take a realistic
look at their situation, take responsibility for their actions, and develop positive
relationships with their faculty.
Dedicated Faculty and Staff: students are strongly encouraged from their first contact
with the college to see their faculty or college advisor at least once each semester to
review their plan of study, develop a tentative schedule, and obtain important information
about their department and field of study. CECS faculty are routinely instructors in our
mandatory freshman classes, which enables them to form relationships with the students
early and to serve as advisors and mentors at a critical stage of the students’ academic
development. It should also be noted, that over the last several years, many CECS
faculty, academic advisors, and staff have been acknowledged within their department,
the college and/or the university for their excellence in advising and for their leadership
skills. Developing a monetary reward and recognition system at each of these levels is
just another way UCF and the College of Engineering and Computer Science has
demonstrated its desire to provide the best engineering and computer science education
experience possible.
E. Process to Certify Graduation Requirements
Students must fulfill both the requirements for a major and University requirements to
receive a bachelor's degree from the University of Central Florida. The student must:
•
Fulfill the requirements for the chosen major;
•
Earn a minimum GPA of 2.25 in their major; for computer science, earn a
minimum GPA of 2.0 for all coursework to be applied to the degree—certain
coursework have additional GPA requirements;
•
Earn a minimum of 120 unduplicated semester hours with at least a "C"
average (2.0 GPA) for all UCF course work attempted. Some majors require
more than 120 hours;
•
Earn at least 48 of these 120 semester hours in 3000-level courses or above
(upper-division);
•
Earn 30 of the last 36 semester hours in regular courses at UCF. Credit by
examination may not be used to satisfy this requirement;
•
Earn a minimum of 25% of the total hours required for the degree in residence
at UCF. For programs that require the minimum of 120 total hours, residency
will be 30 hours. For programs that exceed 120 hours, the specific residency
requirement increases proportionally and is listed with the requirements for
the specific degree program;
•
Earn a minimum of 60 semester hours after CLEP credit has been awarded;
•
Apply no more than 45 semester hours in any combination of extension,
correspondence, CLEP, University Credit by Examination and Armed Forces
credits toward an undergraduate degree;
•
Fulfill the General Education Program requirements;
•
Fulfill the Gordon Rule requirements;
•
Fulfill the Foreign Language requirements as defined elsewhere in this
section;
•
Fulfill the CLAST requirement; and
•
Earn a minimum of nine semester hours during Summer terms, if applicable.
Students majoring in Civil Engineering, Environmental Engineering, and Industrial
Engineering, are all required to take the Fundamentals of Engineering Examination prior
to graduation. It is the Policy of the CECS to encourage all engineering students to take
this examination prior to graduation. For those students who pass this examination, the
2.250 minimum GPA requirement in the Engineering major courses is lowered to 2.000.
The student files an online intent to graduate form the semester prior to the graduation
semester. A computerized printout of each student’s program (a SASS audit) is used to
track the requirements for graduation for each candidate. A system of plus and minus by
each course (+ = requirement met, - = not met) indicates the status of coursework
completion. In addition, the SASS audit will indicate whether the student has met all the
requirements for graduation. The Undergraduate Coordinator in the CECS Academic
Affairs office reviews the SASS audit and flags it for any deficiencies. Through the
online intent to graduate process, the student is notified of these deficiencies and
instructed to work with the student’s home academic department to identify solutions.
The Undergraduate Coordinator in the CECS Academic Affairs office provides a
comprehensive list of intended graduates to the Program Undergraduate Coordinator in
each department for review and approval. The Program Undergraduate Coordinator
reviews, resolves any questions, and approves the SASS audits, then returns them to the
CECS Academic Affairs office with the student’s folder. At the end of term after grade
posting, the approved SASS audits are certified for graduation by the department and
Associate Dean, CECS Academic Affairs office, and the records forwarded to the
Registrar’s office. The unapproved SASS audits are returned to the department for
follow-up.
Grade-Point Required for Graduation: a student enrolled in the College as an
undergraduate must fulfill all University degree requirements including the General
Education Program as well as the specialized curriculum requirements for the particular
degree option being pursued in either engineering or engineering technology. To be
certified for graduation, a student must achieve a minimum grade point average of: (1)
2.250 in all courses in the major and, (2) 2.000 in course work completed at the
University and presented for the degree. Engineering Technology students must earn a
2.0 GPA in all course work.
Table 1-4 Program Graduates
Numerical
Identifier
1
Year
Matriculated
Fall 2004
Year
Graduated
Fall 2007
2
Fall 2003
Fall 2007
Certification/
Licensure
Certified
SolidWorks
Associate
None
3
Fall 2004
Fall 2007
None
4
Spring 2005
Fall 2006
5
Spring 2004
Fall 2007
completed BSME
minor in Business
None
6
Summer 2006
Spring 2007
7
Summer 2004
Fall 2007
8
Summer 2006
Spring 2007
9
Fall 2005
Fall 2007
Pursuing Masters
of Eng in Eng
Mgmt at UCF
None
10
Fall 2002
Spring 2007
None
11
Summer 2004
Fall 2006
None
12
Fall 2004
Fall 2007
None
13
Fall 2002
Fall 2007
14
15
Fall 2002
Fall 2002
Fall 2006
Fall 2006
BA Technical
Writing
None
EI
Licensed
Professional Plans
Examiner and
Certified Florida
Department of
Environmental
Protection (FDEP)
Sedimentation and
Erosion Control
Inspector
None
Employment
Job Title
Mechanical Engineer at Pinnacle
Architectural Lighting
ConMed Linvatec Corp., Research
& Development Engineer
Capital Engineering and Surveying
Services in Tallahassee, CADD
Technician
Engineer for General Physics
Corporation
GB Tech - Engineer I - Space
Shuttle Payload Logistics and Data
Analysis
URS Corporation - Civil Engineer
Mitsubishi Power Systems
Americas Gas Turbine Service
Engineer
Lockheed Martin Corporation;
Systems Engineer Associate
AJ Associates Mfg & Eng Co., Inc.
; Engineer
United Space Alliance; Program
Manager
Siemens Power Generation;
Project Manager
Harris Corporation-Government
Communications Systems Division
Manufacturing Engineer
United Space Alliance;
Launch Accessories Engineer
Office Depot; Inventory Planner
Department of Transportation in
Alaska; Quality Assurance
Engineering Assistant
Based on Surveys of graduates and information published by the Career Service Center
(Student Placement center) the following data and information are provided.
Table 1-5: Starting Salaries for Engineering Technology and Engineering
Graduates
Degree
2005-2006
2007-2008
BSET
$50,220
$57,000
BSEET
$54,900
$56,944
BSAE
$55,216
$57,999
BSCE
$57,368
$59,962
BSCpE
$57,880
$59,992
BSEE
$54,752
$56,944
BSEvE
$35,560
$41,661
BSIE
$48,876
$58,252
BSME
$45,852
$57,821
Table 1-6: Job Titles of Engineering Technology Graduates
1. Turbine Field Controls Engineer
2. Mechanical Engineer
3. Aerospace Engineer
4. Chemical/Process Engineer
5. Electrical Engineer
6. Civil and Geotechnical Engineer
7. Civil and Structural Engineer
8. Industrial Engineer
9. Manufacturing Engineer
10. Software Engineer
11. Programmer
12. Project Manager
13. Process Analyst
14. Mechanical Design Engineer
15. System Maintenance Engineer
16. Engineering Technician
17. Entry Level Analyst
18. Entry Level Manufacturing Trainee
19. Firmware Engineer
20. Front-end Design Engineer
21. General Engineer
22. Laser Applications Engineer
23. Engineering Analyst
24. Micro-Processor Validation Engineer
25. Network Engineer
26. Quality Engineer
27. Traffic Engineering Specialist
28. Transportation Engineer
29. Turbine Service Engineer
30. Assurance Engineer
Table 1-7: Employers of Engineering Technology Graduates
Aeronautical Systems Engineering, Inc.
Aerotek Engineering
Belcan Corp.
Black & Veatch Engineering
Bowen Engineering Corporation
Boyle Engineering
Cole Engineering Services, Inc.
Deatrick Engineering Associates, Inc.
Dyer, Riddle, Mills & Precourt, Inc.
Engineering & Environmental Design, Inc.
Engineering and Computer Simulations
Engineering Consulting Services (ECS_
Engineering Software Services
Engineering Support Personnel Inc.
Engineering Technology, Inc.
Environmental Engineering and Consulting
Florida Dept. of Transportation
Florida Engineering and Design, Inc.
Harris Corporation
HSA Golden Environmental and Engineering Consultants
Kennedy Space Center
Lochrane Engineering, Inc.
Lockheed Martin
Mass Electric
McVeigh & Mangum Engineering, Inc.
Mitsubishi
NAVAIR
Nelson Engineering Co.
Professional Engineering Consultants, Inc.
SGM ENGINEERING, INC.
SIEMENS
Super-Chips, Inc.
The Boeing Company
Tomoka Engineering
Trihedral Engineering Limited
True Engineering & Consulting, Corp.
Universal Engineering Sciences, Inc.
Warner Robins Air Logistics
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement ...................................................................................................................2
1. Institutional Mission Statement ..............................................................................................2
2. College Vision.........................................................................................................................2
3. College Mission Statement .....................................................................................................2
4. Department Vision Statement .................................................................................................2
5. Program Mission Statement ....................................................................................................3
B. Program Educational Objectives ...........................................................................................3
C. Consistency of the Program Educational Objectives with the Mission of the Institution 4
D. Program Constituencies ..........................................................................................................4
E. Process for Establishing Program Educational Objectives .................................................5
F. Achievement of Program Educational Objectives ................................................................9
1. Student Exit Surveys ...............................................................................................................9
2. Student Direct Feedback .......................................................................................................10
3. Alumni Surveys.....................................................................................................................10
4. Industrial Advisory Board.....................................................................................................10
5. University Assessment ..........................................................................................................10
6. Program Review....................................................................................................................11
7. SACS Accreditation Review.................................................................................................11
8. ENT Faculty and Administration..........................................................................................11
9. Employer Supplied Information............................................................................................11
10. Additional Feedback - Career Fairs ....................................................................................11
11. Co-op Placement (additional) .............................................................................................13
12. Assessment of Data .............................................................................................................13
BSET ABET Self Study – Criterion 2 – Page 1
A. Mission Statement
1. Institutional Mission Statement
The University of Central Florida is a public, multi-campus, metropolitan research university,
dedicated to serving its surrounding communities with their diverse and expanding
populations, technological corridors and international partners. The mission of the university
is to offer high-quality undergraduate and graduate education, student development and
continuing education; to conduct research and creative activities; and to provide services that
enhance the intellectual, cultural, environmental and economic development of the
metropolitan region, address national and international issues in key areas, establish UCF as a
major presence and contribute to the global community.
2. College Vision
The College of Engineering and Computer Science (CECS) at the University of Central
Florida will be recognized nationally and globally for undergraduate and graduate education,
research and partnership. CECS will strive to become a top 50-ranked college within the next
5 years, and a top 25-ranked college within the next 10 years. CECS will achieve high
standards in all aspects of education, research and technology application. These
accomplishments will take place in a College dedicated to diversity, quality, resource
expansion and partnerships throughout all of its operations and programs.
The CECS primary mission is to further the knowledge and practice of the engineering and
computer science professions nationally and internationally by:
3. College Mission Statement
-
-
Providing the highest quality and innovative learning/teaching environment in
undergraduate and graduate curricula, to prepare a diverse student body to be effective,
contributing members of a technological society and life-long learners.
Expanding the knowledge base of engineering and computer science through dynamic
research and applying new discoveries for problem solving.
Providing collaborative leadership with external partners in advancing technological
breakthroughs for the economic and social well being of humankind.
Extending educational opportunities to technology practitioners locally, nationally and
globally to enhance human performance, and economic and technical development.
4. Department Vision Statement
-
-
The Engineering Technology Program at UCF will become the premier, preferred
technology program of choice for motivated professionals seeking to complete their
Baccalaureate degree and secure a rewarding career in selected fields of technology in
the Central Florida area and beyond.
The Engineering Technology Program at UCF will be recognized nationwide as a
leading provider of motivated, hands-on, technically educated, professional employees
to industry in Central Florida and beyond.
-
The Engineering Technology Program at UCF will seek to grow the Department’s
resources in partnership with industry to match the increase in demand for educated
professionals in support of the Florida High Tech Corridor Initiative and other
opportunities throughout the State of Florida and beyond.
5. Program Mission Statement
To continuously upgrade the Engineering Technology Program to meet industry needs; to
maintain standards of excellence in program content and to remain competitive among
educational institutions providing similar engineering technology programs, while successfully
educating students to become qualified technical professionals in their chosen field.
These mission statements are published in undergraduate catalog as well as the Websites
(www.ent.ucf.edu , and www.ucf.edu)
B. Program Educational Objectives
The Engineering Technology Program prepares graduates for technical positions in the
expanding fields of industrial operations, mechanical design, construction design, space science,
or geomatics; and has a strong commitment to maintain standards of excellence in program
content and to continuously upgrade their program to meet industry needs. The four (4) BSET
Program Educational Objectives are:
1.
Career: Graduates will have a broad understanding of the key principles and
practices of engineering technology, the written and oral communications
skills, and the ability to work with others to apply these skills and knowledge
to the design, implementation, and maintenance of systems within their
concentration: industrial operations, mechanical design, construction design,
space science, or geomatics.
2.
Skills: Graduates will have an understanding of the mathematical and
scientific concepts that underlie engineering technology applications, will
apply this understanding, and acquire new skills and knowledge necessary to
analyze technology problems and develop suitable solutions.
3.
Professionalism and Ethics: Graduates will have an understanding of the
ethical, human, and social issues of their field and will be involved members of
the local and global communities acting as responsible technical professionals.
4.
Life-Long Learning: Graduates will be active contributors to their profession
with a strong commitment to continuous individual and organizational
improvement, effective communication, teamwork, quality, and timeliness.
C. Consistency of the Program Educational Objectives with the Mission of the Institution
These educational objectives are consistent with the mission of the institution. Both the College
Mission Statement and the educational objectives emphasize academic excellence,
responsibility, ethics, life-long learning, communication skills, local as well as global
perspectives, and research and scholarly contributions by faculty.
The University of Central Florida is a public, multi-campus, metropolitan research university,
dedicated to serving its surrounding communities with their diverse and expanding populations,
technological corridors and international partners. The mission of the university is to offer
high-quality undergraduate (all) and graduate education, student development and continuing
education (4); to conduct research and creative activities; and to provide services that enhance
the intellectual (1,2), cultural (3,4), environmental and economic development(1,2) of the
metropolitan region, address national and international issues in key areas (3), establish UCF
as a major presence and contribute to the global community (all).
D. Program Constituencies
The Constituencies of the Program are:
(a) Employers in and out of state
(b) Graduate schools
(c) Alumni
(d) Students
(e) Community
(f) Parents/families
Industrial, commercial, consulting engineering and government agencies are our major
employer constituencies. Because Orlando is located close to NASA, there are several
government agencies and consulting engineering firms in the area. There are dozens of small to
medium-sized firms within a short driving distance in Research Park.
Industrial companies include Harris Corporation, Boeing, Lockheed Martin, Siemens, United
Space Alliance (USA), Chip Supply, Florida Power, Orlando Utilities Commission and etc.
Most of our constituencies are located in and around Florida and surrounding states, and
therefore our mission and educational objectives appropriately reflect this reality.
Because of our long history in offering degrees in the field, there is an Industrial Advisory
Board (IAB). It currently has 10 members, not including ENT faculty. The constituencies
already mentioned employ most of the members.
The IAB plays essential roles in our program assessment. The IAB generally meets with faculty
and administrators twice per year. Communication, curriculum, and program quality are
constant topics of discussion. The role of the Board is to form the nucleus for program
improvement in the Engineering Technology program. The Board advises the program on
strategies to achieve the program objectives to ensure the program’s responsiveness to its
constituencies. A list of the names of the individuals currently serving on the Board is available
upon request.
E. Process for Establishing Program Educational Objectives
There is a process instituted by which the program objectives are periodically evaluated and
updated with input from various constituencies to continually improve the program. The
evaluation process is described below and also illustrated in the flow chart in Figure 2-1. An
important aspect of the process is the feedback loop process where assessment data are
evaluated and improvements made to the program. This process is driven by the input from the
constituents. The steps below illustrate the evaluation process and the related progress. The
progress made with respect to the assessment-related steps is described in more detail in
subsequent sections of this report.
Constituent
Input
Publish
Publish Chair and PC
Educational
Objectives
Chair and PC
Educational
Outcomes
Faculty
PC
Curriculum
Faculty
PC
Develop
Outcome
Measures
Faculty
PC
Collect and
Evaluate
Outcome
Measures
Figure 2-1: Feedback Loop for Evaluation of Program Objectives
Faculty
PC
Step 1: Identification of the program constituencies – these are faculty, students, alumni, and
employers. The major constituencies are outlined in Criterion 2 Section D. In addition
to the program constituencies, input towards the establishment of the program
objectives is received from other sources as shown in Figure 2-2.
Students
Program
Review
ABET
Alumni
IAB
SACS
College
University
Employers
Program
Coordinator
Chair
Faculty
Figure 2-2: Representation of Input from Constituencies in Determination on Program
Educational Objectives.
Step 2: Initial Program Objectives – As described previously, program objectives have been
established consistent with the mission of the university, college and department and
meeting the needs of the constituencies. These objectives have been refined with input
from various constituents, primarily faculty and the industrial advisory board.
Step 3: Curriculum Establishment and Review – A curriculum that addresses the program
educational objectives has been established. A review of the existing curriculum is
conducted by the faculty on on-going basis. The curriculum is also reviewed by the
Subcommittee on Curriculum of the BSET Industrial Advisory Board at meetings held
about once every 6 months
Step 4: Publication and Dissemination of Objectives – the statement of objectives of the
program are published in:
• University of Central Florida Undergraduate Catalog (revised every year).
• Departmental webpage: www.ent.ucf.edu
Step 5: Ongoing Evaluation and Review – We have developed a system for periodic
evaluation that assesses both the objectives and the degree of achievement of the
objectives, and then uses the results to improve the effectiveness of the program. This
system includes the following tasks:
•
•
•
•
•
•
•
•
•
Regular review of the program objectives with the department faculty associated
with the BSET program. This review is done as part of the regular department
faculty meetings.
Regular review of the program objectives with the chair and program coordinators
of all programs in the department. This review is typically done on an annual basis.
The program objectives of all programs within the department are done at this
time.
Review of the program objectives with the College and University administration.
In this review expertise from staff and faculty involved with assessment are
utilized to look at the objectives and the ability to assess these objectives.
Review of the program objectives with the industrial advisory board. This is done
at a minimum of one of the two IAB meetings held each year.
A survey of all graduating seniors is performed when a student files an intent to
graduate. The results of this survey provide data on the effectiveness of meeting
the program objectives.
A large percentage of students within the BSET program are working professionals
in the field. These students are capable of providing direct and useful feedback as
to the value and effectiveness of the program, the courses, and the objectives of
our program.
A survey of graduated students (alumni) is performed approximately every 3 years.
Students that have graduated within the last 3 years are typically included in this
survey.
Information from employer human resources department is requested on a regular
basis as to the status and success of the graduates. This is not a formal survey, but
a direct request to the HR departments of major employers of ENT graduates
(United Space Alliance, Harris Corporation, Siemens)
Conducted interviews and discussions with focus groups which includes
Employers, Industry Advisory Board, and Students. These are typically performed
as a scheduled meeting with representatives of individual employers.
•
•
•
•
Direct input is obtained from external review on a 7 year cycle from an external
reviewer as part of the University Program Review cycle.
An annual review of the program assessment is performed annually by the
University Institutional Effectiveness Committee.
Assessment Data Interpretation – The results of the surveys, interviews and
discussions of the focus groups have been analyzed and interpreted by the BSET
Assessment Committee, consisting of Drs. Divo, Eaglin, Motlagh, and Rahrooh.
Seek input from all constituencies to determine if the proposed changes and
adjustments meet their needs. The entire BSET faculty then examines the need for
modifications to the objectives and make any adjustments.
The associated timeline for the collection of materials leading to feedback in the cycle is shown
in Table 2-1
Table 2-1: Constituent Assessment Methods and Frequency of Assessment
Constituent
Assessment
Frequency
Student
Exit Survey
Intent to Graduate
Students
Direct feedback
Continuous
Alumni
Survey
Every 3 Years
IAB
Direct input
Annual
University Assessment
Direct input
Annual
Program Review
Direct input
7 Years
SACS Review
Direct input
6 Years
Focus Groups
Direct Input
As Needed
ENT Faculty
Direct Input
Annually
Outcome Assessment
ENT Administration
Direct Input
Annually
Step 6: Program Change - Changes have been implemented to continually improve the
program. An example of such changes are described below.
Program Review: In 2006, The BSET program was evaluated by an external
reviewer, Mr. Warren Hill, Dean of the College of Applied Science and
Technology at Weber State University. He recommended that department should
add a graduate program. This recommendation was brought to the faculty and the
IAB (constituents) for their review and input. Action: In Spring 2008 we
established a Master program in Technology which will accept students in fall
2008.
F. Achievement of Program Educational Objectives
The Engineering Technology Program periodically documents and demonstrates the degree to
which the Program Educational Objectives (PEOs) through several activities such as department
faculty meeting, IAB meetings, employer surveys, etc. Table 2-1 contains the constituencies
that have input into the achievement of program educational objectives. A discussion of these
measures is included here.
1. Student Exit Surveys
The results of the student exit surveys provide information about the perception of the program
by graduating students. The results of these surveys are used by the faculty, the program
coordinator, and by the department chair as direct input to the effectiveness of meeting the
program objectives. The results of these surveys will be available to the reviewers at the time of
the visit. The results of the surveys show that the students were satisfied with the overall
experience (100%). A majority felt the program provided adequate technical knowledge and
skills including those necessary for their job. Students felt that they had obtained the necessary
analytical and problem solving skills, respect for ethical practices and professionalism. A
shortcoming identified by the surveys was participation in professional societies (less than 5%
in all cases).
Table 2-2: Senior Student Exit Survey AY 2005-2006
Good, Very, Good,
Neutral
Excellent
1. In general, how would you rate
20
0
Question
your overall experience in the
UCF Engineering Technology
program?
2. The program provided me with
adequate knowledge and skills to
succeed in my chosen
profession
3. The program developed my
technical engineering skills.
ability to locate information I
would need to do my job
ability to think logically/solve
analytical problems.
respect for ethical practice and
professionalism.
Disagree
0
17
3
0
18
1
0
15
3
2
17
3
0
17
2
0
Table 2-3: Senior Student Exit Survey AY 2006-2007
Question
Good, Very, Good,
Neutral
Excellent
1. In general, how would you rate
19
0
your overall experience in the UCF
Engineering Technology program?
2. The program provided me with
adequate knowledge and skills to
succeed in my chosen profession
technical engineering skills.
ability to locate information I would
need to do my job
ability to think logically/solve
analytical problems.
respect for ethical practice and
professionalism.
Disagree
0
12
4
1
16
3
0
18
0
1
19
0
0
15
3
0
2. Student Direct Feedback
Students within all programs in the ENT department provide useful feedback as to the value of
the courses they are taking and the effectiveness of the program. Samples of student feedback
both positive negative, and concerns will be provided to reviewers at the time of the visit. The
overall impression of this feedback is that students have a level of concern for programs and
their profession and wish to provide feedback that will strengthen these.
3. Alumni Surveys
Regular formal and ad-hoc surveys of alumni provide valuable information on the success of
our students. These results are provided in Tables 2-2 and 2-3. Full results of these surveys will
be available to the reviewers at the time of the visit. Analysis of the results shows that a large
number of graduates have pursued additional degrees and also professional licensure,
demonstrating that students are actively engaged in continuous learning.
4. Industrial Advisory Board
The IAB for the BSET program represents major employer constituents of the program. The
feedback provided by the IAB is documented in the IAB meeting minutes and has resulted in
direct changes to the BSET program. These minutes will be available to the reviewers at the
time of the visit. The IAB has an overall high level of satisfaction with the program and the
direction of the program.
5. University Assessment
The results of the regular program assessment of the University Assessment Committee are
included in the Criterion 3 section of this document. Direct impact on the program objectives is
achieved through the relationship of the program outcomes and educational objectives. The
results of this assessment are included in this document in Criterion 4
6. Program Review
The results of the program review are included under Criterion 4 of this document. The program
review provided valuable information leading directly to the improvement of the program and
validation of the program educational objectives. The program review identified resource
deficiencies, but did state that the program was performing adequately under conditions.
7. SACS Accreditation Review
The University accrediting body (SACS), even though it provides overall accreditation at the
University level, still provides valuable input as to the criteria ensuring quality programs. All
faculty members must meet rigid requirements for teaching based on SACS criteria and SACS
provides the guidelines that must be followed for assessment of every program within the
University. The full analysis of the SACS review is included under Criterion 4. The program
meets or exceeds all SACS requirements.
8. ENT Faculty and Administration
The value of regular review by the faculty and administration cannot be overlooked. The ENT
faculty members are engaged at a high level with the quality standards of the department along
with the educational objectives and outcomes. These are regular topics of faculty meetings and
are reviewed by all faculty on a minimum of at least annually. The minutes of all faculty
meetings will be available to the reviewers at the time of the visit.
9. Employer Supplied Information
Regular requests for employee information are placed with the HR departments of major
employers. Though this data is traditionally extremely difficult to obtain, employers have
agreed to supply it on occasion. When supplied the data does provide input as to the true
employability and effectiveness of ENT graduates as employees. All materials obtained from
employers will be available to the reviewers at the time of the visit. Direct feedback from
employers demonstrates that graduates are of high value to the organizations and that employers
see specific skills needs for graduating students that they wish to establish programs to meet. An
example of this is the proposed energy programs to meet the needs of the local
Siemens/Westinghouse – a major local employer.
10. Additional Feedback - Career Fairs
The University of Central Florida (UCF) Career Services helps UCF students plan their careers
and obtain full-time professional employment upon graduation. Additionally, Career Services
helps employers and community partners access talented people to meet their part-time and fulltime professional workforce needs by sponsoring various career events held throughout the
year. These events attract thousands of students of various majors and classifications and
employers from around the country. Some career events provide the opportunity for employers
to discuss part-time on-campus and off-campus job opportunities with UCF students. Events
like these can also benefit students who desire to obtain experience while in school and defray
part of their college expenses. Other events offer students an excellent opportunity to meet
employers recruiting students and recent, or soon to be graduates, and full time professional
opportunities. The individuals and their offices collaborate on a number of the college career
events. Additionally, the Academic Affairs Office refers both individual students and potential
employers to the liaison for job placement or recruitment.
On-campus interviews, held in conjunction with career fairs, are held annually in fall and spring
for students of all majors across the university. During these career fairs, employers are given a
survey to rate the student’s job interview performance on areas such as Job Fit / Knowledge,
Company /Employer Knowledge, Professional Appearance, Communication Skills, and
Qualifications and to indicate whether or not they made an offer to hire, recommended them to
advance to the next round of interviews, marked them for consideration, or did not consider.
Recruiters represented powerhouse companies such as Microsoft, DRS, Harris, Boeing,
Northrop Grumman, Lockheed Martin, Pepsi, Nelson Engineering, Florida Power and Light,
Progress Energy, Disney, etc. Table 2-4 shows employer ratings for College of Engineering &
Computer Science students who interviewed with recruiters at, or after, career fairs during the
2006-2007 academic year. While the data reflect both undergraduate and graduate students who
were interviewed, it is primarily graduate students whom employers in the technical areas are
interested in employing. The following scale was used to rate candidates’ performance in the
interview: 1: unsatisfactory, 2: below average, 3: average, 4: above average, 5: excellent. The
averages across all programs in the college are consistently above the average score of 3 on the
rating scale.
Table 2-4: 2006-2007 Employer Ratings at UCF On-campus Interviews for CECS Students
Major
Aerospace Eng.
Civil Eng.
Computer Eng.
Computer
Science
Electrical Eng.
Engineering
Technology
Environmental
Eng.
Industrial Eng.
Information
Technology
Mechanical Eng.
COLLEGE
Company/
Employer
Knowledge
3.84
3.19
3.1
Professional
Appearance
4.15
3.96
2.8
Communication Skills
3.88
3.83
3.9
Qualifications
3.64
3.62
3.8
3.4
3.58
3.09
3.3
3.8
3.86
3.5
3.67
3.48
3.65
12
38
32
97
4
4
4.5
4.25
3.75
6
8
2
4
2
4
3
4.5
2
4.17
1
3.83
0
6
1
6
3.2
3.86
3.64
3
3.65
3.37
4.4
4.16
3.94
4.4
3.95
3.78
3.6
3.84
3.65
3
14
109
5
37
275
Job Fit/
Knowledge
3.88
3.53
3.9
Hire Status
14
15
1
N=
27
52
10
The following scale was used to rate candidates’ performance in the interview: 1: unsatisfactory, 2: below average, 3: average, 4: above average, 5: excellent.
Average recruiter ratings are for undergraduate and primarily graduate students who were interviewed and who had a score entered
Hire Status: (H)ire offer extended or (A)dvance to next interview
11. Co-op Placement (additional)
Even though a large number of the BSET students are full time working professionals, there are
also a number of these that are part of the Co-op and internship programs as shown in Table 25.
Table 2-5: BSET Students Participating in Co-op Program
Semester
BSET Students Participating in Co-op
Summer 2007
5
Fall 2007
6
Spring 2008
4
Students placed in a Co-op position are evaluated through an evaluation form (Table 2-6). This
evaluation is of all ENT students (not just BSET). The information provided is consistent with
the analysis of other data sources as to the strengths and weaknesses of the students.
12. Assessment of Data
All of the various inputs are used to assess the performance of the program at meeting the
educational objectives. This assessment and the actions taken are summarized in Criterion 4
Section B – Evaluation of Program Educational Objectives.
Table 2-6: Evaluation of Engineering Technology Student in Co-op Program
Course Numbers
Faculty Course Evaluation Form – Engineering Technology
Course Instructors
Dr. Sheri Dressler / Ms. Jacqueline Herold / Mr. Robert Williams
EGN
2949/3949/4949/
5949/6949
Course Name
Cooperative Education
Semester/Yr
Summer 07; Fall
07
First Time Instructor?
Course Coordinator
Course Outcomes
CO1
CO2
Ability to apply core knowledge within field of study
Ability to function on multi-disciplinary teams
No
Dr. Sheri Dressler
Program
Outcomes*
a
d
Assessment Process
Measures
Student self-evaluation, Employer
evaluation of student’s performance
Self-evaluation:
90% will report a
positive outcome
on this item as
compared to the
prior term
Employer
evaluation: 90%
will rate student
“Very Good” or
“Outstanding” on
this item
Self-evaluation:
90% will report a
positive outcome
on this item as
compared to the
prior term
Employer
evaluation: 90%
will rate student
Assessment
Results
Self-evaluation:
100%
Employer
evaluation:
77.7%
Self-evaluation:
100%
Employer
evaluation:
77.7%
“Very Good” or
this item
CO3
CO4
CO5
Ability to creatively identify, formulate, and solve
problems
Interpersonal communications
Desire to pursue life-long learning
e
g
i
Self-evaluation:
90% will report a
positive outcome
on this item as
compared to the
prior term
Employer
evaluation: 90%
will rate student
“Very Good” or
this item
Self-evaluation:
100%
Self-evaluation:
90% will report a
positive outcome
on this item as
compared to the
prior term
Employer
evaluation: 90%
will rate student
“Very Good” or
this item
Self-evaluation:
100%
Self-evaluation:
90% will report a
positive outcome
on this item as
compared to the
prior term
Employer
Self-evaluation:
100%
Employer
evaluation:
44.4%
Employer
evaluation:
44.4%
Employer
evaluation:
88.8%
evaluation: 90%
will rate student
“Very Good” or
this item
Lessons Learned and
Successes
Issues, Concerns and
Deficiencies
Proposed Improvements
Comment Section
The high numbers from both the students and employers signify that the students are performing well, and that applied learning
experiences have a strong impact on learning outcomes.
Interpersonal communication skills and problem solving skills seem to be areas in which our engineering technology students are the
weakest. However, it should be noted that although the employers did not rate many students “very good” or “outstanding” in these
areas, they did often rate them “average.” Regardless, we would like to improve these ratings.
We plan to work with our employers to build in components of their co-op and internship experiences to strengthen students’
communication and problem solving skills. Additionally we plan to add questions about ethical behavior to both the student and
employer evaluations.
CRITERION 3. PROGRAM OUTCOMES
A. Process for Establishing and Revising Program Outcomes............................................... 2
1. The Institutional Effectiveness (IE) Process at UCF ............................................................ 2
2. The Institutional Effectiveness Process in CECS ................................................................. 2
3. Department Participation in Establishing Program Objectives............................................. 4
B. Program Outcomes ................................................................................................................ 5
C. Relationship of Program Outcomes to Program Educational Objectives........................ 5
D. Relationship of Courses in the Curriculum to the Program Outcomes ........................... 8
1. Faculty Course Evaluation Forms ....................................................................................... 11
2. Outcome Measures.............................................................................................................. 23
3. Assessment Results to Date and Planned Use of Results ................................................... 27
4. Program Outcomes Assessment Cycle................................................................................ 36
E. Documentation ..................................................................................................................... 37
F. Achievement of Program Outcomes................................................................................... 38
A. Process for Establishing and Revising Program Outcomes
1. The Institutional Effectiveness (IE) Process at UCF
The University Assessment Committee (UAC) was established by President Hitt in 1996 to
support a process of continual self-evaluation and improvement at the University of Central
Florida (UCF). The primary purpose of the UAC is to oversee and assist academic and
administrative units in conducting ongoing assessment to improve student-learning, student
development, and university services and operations. More than 210 academic programs and
120 administrative units are involved in conducting assessment at the UCF. Each year, faculty
and staff collect data, report results of the previous year’s assessment, and develop assessment
plans for the upcoming year. This process includes the annual submission of an assessment
report made up of the following components: 1) results of the previous year's assessment, 2)
proposed or actual changes based on these results, and 3) a new assessment plan to measure the
impact of these changes (which includes measurement of the effect of change made).
Undergraduate programs incorporate Academic Learning Compact student learning outcomes
assessment (as specified by the Florida Board of Governors) into their assessment results
reporting.
Results and plans are submitted to Divisional Review Committees (DRCs) for reviews that are
designed to promote excellence in assessment of processes, operations, and student learning
outcomes. DRC members are typically experienced assessment coordinators from the review
group. Each major academic or administrative division determines the composition and length
of service for its DRC members. As of Fall 2007, there were a total of 16 Divisional Review
Committees (Academic and Administrative) at UCF. DRC Chairs present a report of the
assessment results for their academic or administrative unit to the UAC at the completion of
each annual assessment cycle. The UAC provides an annual report meeting to the president
documenting strengths and weaknesses of the university's overall effort in assessment and
institutional effectiveness. The UAC, DRC, and program assessment coordinators are invited
to attend and present posters of successful assessment stories.
The UCF Assessment Web site is the primary medium that is used to submit assessment plans
and results. This Web site is also used by DRC members and UAC members in the review
process. The Web site is password protected; people involved in the assessment process must
login to use it.
The University Assessment Committee (UAC), the DRCs, and the office of Operational
Excellence and Assessment Support (OEAS) work together to provide training and support for
faculty and staff, to promote timely submission of results and plans, and to ensure that an
effective review process is implemented. After DRC members have reviewed plans, the chair
of the DRC releases the reviews of results and plans to assessment coordinators to inform their
IE assessment process. At the end of each cycle, assessment plans are made available for online
viewing.
The IE process at UCF is discussed in further detail in Appendix D, the Institutional Summary.
2. The Institutional Effectiveness Process in CECS
In accordance with the University’s commitment to the process of continuous evaluation of
student performance and satisfaction, the College of Engineering and Computer Science
(CECS) established two Divisional Review Committees (DRC): one for undergraduate
education, and the other for graduate education. These two committees form the CECS DRCs:
(a) the Undergraduate Performance Assessment Committee (UPAC), and (b) the Graduate
Performance Assessment Committee (GPAC). UPAC and GPAC members are appointed by
the department chair as the program assessment coordinators. The CECS DRCs are chaired by
Dr. Jamal Nayfeh, the Associate Dean for Academic Affairs, Outreach, and Marketing, and cochaired by Dr. Lisa Massi, Director of Operations Analysis. They also represent the college at
the University Assessment Committee (UAC) meetings. Members of UPAC and GPAC can
also be the program representatives on the CECS Undergraduate Policy and Curriculum
Committee (UPCC) and Graduate Policy and Curriculum Committee (GPCC) respectively.
The UPCC and GPCC are responsible for oversight of the undergraduate and graduate curricula
in the college. UPCC and GPCC are chaired by Dr. Jamal Nayfeh, Associate Dean for
Academic Affairs, Outreach, and Marketing and co-chaired by Melissa Falls, Director of the
Academic Affairs Office.
The roles and responsibilities of the DRCs are: (a) communicate assessment expectations of the
UAC to the faculty, (b) assist faculty and staff in adhering to specific review criteria, (c) review
and evaluate the quality of program or unit results reports and plans, and (d) compare the
results reports and plans to those of the previous year. The DRC Chair also reviews the
assessment plans after review by the DRC. The plans are made available with review
comments from the DRC and DRC Chair to the assessment program coordinators prior to
presentation to the UAC. At this time, coordinators have the opportunity to respond to the
comments and make revisions. At the end of each institutional effectiveness (IE) phase, the
college DRC Chair presents a status report of plans or results before the UAC. Upon review by
the UAC, the plans are made available for public viewing on the IE website.
CECS program educational objectives and program outcomes are published in the
undergraduate catalog and on the college’s website. A binder with the minutes from the UAC,
UPCC, and UPAC meetings will be available for review at the on-campus visit, as well as
sample posters of success stories presented at the UAC annual assessment report meeting to the
President.
Assessment plans and results for programs within the college are available for viewing this
password protected site: http://iaaweb.ucf.edu/assessment/archive/sacs_login.asp (select ABET,
enter password ucfcqi6).
The Institutional Effectiveness Process in the Engineering Technology Program:
To begin the process of redeveloping the educational objectives and program outcomes, an
initial committee was created to collect information on best practices. This committee was
made up of the ABET coordinator, the two program coordinators, and the department head. To
gather the necessary information, the program coordinators were sent to the TEl Regional
Faculty Workshop on ABET in the Spring of 2004 and members of the team also attended the
National ASEE Conference in June 2004. In the Fall of 2004, two departmental meetings were
held to disseminate information on the process of developing educational objectives and
program outcomes. Then, through a process of faculty meetings, the BSET program developed
eleven program outcomes.
Because the ABET Criterion 2 elements were considered critical to the mission of the program,
it was decided that they would serve as a starting point for the BSET Program Outcomes. In
addition, two outcomes were created to address program specific criteria. Then, after an initial
period of assessment, these outcomes would be customized to meet the program’s needs. The
initial outcomes were presented to the Industrial Advisory Board (IAB) for feedback in the Fall
of 2005. The IAC agreed with the program’s strategy and the outcomes were then formalized
and submitted to the University catalog for publication.
3. Department Participation in Establishing Program Objectives
During the spring 2005 semester, ENT faculty members were tasked to develop and begin to
assess course objectives to ensure that the curriculum was meeting the sixteen program
outcomes. Through this process, every course was mapped to the program outcomes. In the
Summer of 2005, the coordinators attended a three day Faculty Summer workshop to collate
the data on course objectives versus program outcomes. The faculty also developed a formal
mechanism for assessing course objectives as one method for ensuring that program outcomes
were being achieved. As per the program’s assessment plan, the program outcomes will be
periodically revisited and revised based on assessment data that takes into account feedback
from the program’s constituents including current students, former students, and student
employers (industry).
B. Program Outcomes
The expected outcomes for graduates of our program are listed as follows as (1) through (11).
These outcomes embrace the required outcomes as listed in Criterion 3 of TAC/ABET Criteria
2000. Graduates will be able to:
1. Demonstrate an appropriate mastery of the knowledge, techniques, skills, and
modern tools of industrial operations, design, space science, or geomatics.
2. Demonstrate an ability to apply current knowledge and adapt to emerging
applications of engineering and technology within industrial operations, design,
3. Demonstrate an ability to conduct, analyze, and interpret experiments within
industrial operations, design, space science, or geomatics.
4. Apply creativity in the design of projects within industrial operations, design,
5. Demonstrate an ability to function effectively on teams.
6. Demonstrate technical problem solving competencies.
7. Demonstrate written and oral communication competencies in Engineering
Technology.
8. Recognize the need to engage in lifelong learning through formal and informal
study.
9. Demonstrate understanding of professional, ethical, and social responsibilities.
10. Demonstrate a respect for diversity, and knowledge of contemporary
professional, social and global issues.
11. Display a commitment to quality, timeliness, and continuous improvement.
C. Relationship of Program Outcomes to Program Educational Objectives
Since the Criterion 2 elements are a requirement for ABET and because they are directly
relevant to our curriculum, the first eleven program outcomes have a one-to-one mapping with
the ABET a-k general criteria elements. These outcomes have been presented to the BSET
Program Industrial Advisory Board and have received industry approval. It is envisioned that
these outcomes will be even more customized to the BSET Program over the next few
assessment and continuous improvement cycles. Table 3-1 maps the eleven Program Outcomes
to the ABET a-k general criteria elements and Table 3-2 maps the eleven Program Outcomes to
the four Program Educational Objectives of Criterion 2.
Table 3-1: Correspondence between BSET Program Outcomes and ABET General Criteria
Program Outcomes
1
Demonstrate mastery of the
knowledge, techniques, skills, and
modern tools of industrial operations,
design, space science, or geomatics.
2
Demonstrate ability to apply current
knowledge and adapt to applications of
engineering and technology within
industrial operations, design, space
science, or geomatics.
3
Demonstrate an ability to conduct,
analyze, and interpret experiments
within industrial operations, design,
4
Apply creativity in the design of
projects within industrial operations,
5
Demonstrate an ability to function
effectively on teams.
6
Demonstrate technical problem solving
competencies.
7
Demonstrate written and oral
communication competencies in
Engineering Technology.
8
Recognize the need to engage in
lifelong learning through formal and
informal study.
9
Demonstrate understanding of
professional, ethical, and social
responsibilities.
10 Demonstrate a respect for diversity,
and knowledge of contemporary
professional, social and global issues.
11 Display a commitment to quality,
timeliness, and continuous
improvement.
a
X
b
c
ABET General Criteria
d
e
f
g
h
i
j
k
X
X
X
X
X
X
X
X
X
X
Table 3-2: Relationship between BSET Program Outcomes and Program Educational Objectives
Program Outcomes
1
Demonstrate mastery of the knowledge,
techniques, skills, and modern tools of industrial
operations, design, space science, or geomatics.
2
Demonstrate ability to apply current knowledge
and adapt to applications of engineering and
technology within industrial operations, design,
3
Demonstrate an ability to conduct, analyze, and
interpret experiments within industrial operations,
4
Apply creativity in the design of projects within
industrial operations, design, space science, or
geomatics.
5
Demonstrate an ability to function effectively on
teams.
6
Demonstrate technical problem solving
competencies.
7
Demonstrate written and oral communication
competencies in Engineering Technology.
8
Recognize the need to engage in lifelong learning
through formal and informal study.
9
Demonstrate understanding of professional,
ethical, and social responsibilities.
10
Demonstrate a respect for diversity, and
knowledge of contemporary professional, social
and global issues.
11
Display a commitment to quality, timeliness, and
continuous improvement.
Program Educational Objectives
1
2
3
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
D. Relationship of Courses in the Curriculum to the Program Outcomes
In general, BSET program outcomes are achieved through work in the various courses that
make up the BSET curriculum. However, to ensure that result, it is necessary to take the final
step of identifying and ensuring the relationship among the expected outcomes and the courses
that are responsible for achieving those outcomes. That relationship, as currently constituted in
the BSET curriculum, is illustrated in Table 3-3a and in Table 3-3b specifically for the newly
approved Geomatics concentration. The table indicates those courses that are designed to be the
primary repository or vehicle for achieving the various outcomes defined above.
A detailed description of each course within the BSET program including the course outcomes
and their relationship to the program outcomes is included in Appendix A of this Self-Study.
Notes on Table 3-3a:
ETM4512C*: This class does not appear in the 2008 catalog as a required class for the DesignMechanical concentration. This class has been used in place of ETM4331C: Applied Fluid
Mechanics which is the class that currently appears as required in the catalog. ETM4331C was
last taught in 2004 as an elective and will be taught for the first time as a required class in the
fall of 2008.
ETI4381**: This class does not appear in the 2008 catalog as a required class for the Space
Science concentration but it will be added in the 2009 catalogue. It will replace ETI4837:
Technology of Small Payloads, as this class was last taught in 2005 at a Regional facility
(KSC) which is no longer available.
♦: This symbol illustrates that a direct measure has been sampled from this class to assess a
specific program outcome. This is further detailed in Table 3-5.
Notes on Table 3-3b:
SUR4463** and SUR4930**: These classes are in the University Course Committee approval
process and have not been fully-developed yet.
GIS3043C*: This is an interdisciplinary class taught by the Computer and Environmental
Engineering Department.
The collection of measures used in evaluating the Course Outcomes is shown in Section D.1 –
Faculty Course Evaluation Form. The Current Measures used in evaluating the Program
Outcomes and the mapping process to relate Course Outcomes to Program Outcomes are
shown in Section D.2 – Outcome Measures. These processes are closely related as the course
evaluation provides the direct feedback on measures used in Program Outcome evaluation
along with evaluation of the effectiveness of individual courses. This process is shown in
Figure 3-1.
All
Courses
Individual
Course
Improvement
Faculty Course Evaluation Form
Outcome
Measures
Assess Program Measures
Improvement
Cycle –
Course Changes
PC Collects
For Program
Program
Outcome
Assessment
Figure 3-1: Course and Program Outcome Assessment Measures
Improvement Process
Table 3-3a: Relationship Between Program Outcomes and BSET Program Courses
Courses
1
2
3
4
5
knowledge, techniques, skills,
and modern tools of industrial
operations, design, space
Demonstrate ability to apply
current knowledge and adapt
to applications of engineering
and technology within
industrial operations, design,
Demonstrate an ability to
conduct, analyze, and
interpret experiments within
industrial operations, design,
Apply creativity in the design
of projects within industrial
function effectively on teams.
Demonstrate technical
6 problem solving
competencies.
7 communication competencies
in Engineering Technology.
Recognize the need to
engage in lifelong learning
8 through formal and informal
study.
professional, ethical, and
9
social responsibilities.
Demonstrate a respect for
diversity, and knowledge of
10 contemporary professional,
social and global issues.
Display a commitment to
11 quality, timeliness, and
continuous improvement.
X X X X X X
♦
X X X X
X X X X X
♦
X X X
X X X
X X
♦
X X
X
X X
♦
X X X X X
X X X
♦
♦
X
X
♦
X X
♦
X
ETI4836
X X X X X X X X X X X X X X X X X X X
♦
♦
♦
♦
X X
♦
X
X
♦
X X X
♦
X X
♦
X
X
X X
X X X
X X X X X
♦
X X X X X
♦
X
X
X
X
X X
X X X X X X X X X X X X X X
X
♦
X
X X X
X
X
X
X X X
X X
X X X X X
X
X
♦
X X
♦
X
X X
X X
X X X X
X
X
♦
X
X
X X
X X
X X X X
X
X X X X X X
X X
X X X X X
X X
♦ ♦
ETI4838
ETM4220
ETI4835
EMA4103
ETI4381**
Required
Space
ETC4415C
ETC4414C
ETC4242C
ETC4241C
ETC4206
ETG3533C
Required
Design-Const.
ETM4512C*
ETM4220
ETI3421
ETG3533C
EST4502C
Required
Design-Mech.
ETI4205
ETI4700
ETI4186
ETI3690
ETI4640
ETG4950C
Required
Operations
X X X X X X X X X X X X X X X X X X X X X X X X X X
♦
♦
♦
♦
♦
X X X
X
ETD3350C
CET2364
ETI4635
ETI3116
ETI3671
ETI4448
ETG3541
MAP3401
Program Outcomes
(i.e., Students should:)
Upper
Comn.
EET3085C
Lower
Comn.
EST3543C
ENT Core
X X X X X
Table 3-3b: Relationship Between Program Outcomes and BSET-Geomatics Courses
Courses
Upper-Level Required
X X X X X X X X X X X X X X
5
knowledge, techniques, skills,
and modern tools of industrial
Demonstrate ability to apply
current knowledge and adapt to
applications of engineering and
technology within industrial
conduct, analyze, and interpret
experiments within industrial
Apply creativity in the design of
projects within industrial
function effectively on teams.
6
Demonstrate technical problem
solving competencies.
X X X X X
communication competencies in
Engineering Technology.
Recognize the need to engage
in lifelong learning through
formal and informal study.
professional, ethical, and social
responsibilities.
X
1
2
3
4
7
8
9
10
11
Demonstrate a respect for
diversity, and knowledge of
contemporary professional,
social and global issues.
Display a commitment to quality,
timeliness, and continuous
improvement.
X X X X
X X
X X X X X X
X X X
X
X X X
X X X
X X
X
X
X
X
X
X X X X
X X X
X
X
X
X
X
X
X X
X
X
X
X
X
SUR4930**
SUR4463**
SUR4932
SUR4531
SUR4402
SUR3641
SUR3530C
SUR3331
ETG4950C
ETD3350C
ETI4635
ETI3116
ETI3671
ETI4448
ETG3541
MAP3401
Program Outcomes
(i.e., Students should:)
GIS3043C**
ENT Core
1. Faculty Course Evaluation Forms
Table 3-4 shows the Faculty Course Evaluation form used by each instructor to collect information regarding the grade distribution
and the direct measures of the Course Outcomes. This form is filled out by the instructor of each class at the end of each term. The
fields at the bottom of the table in the Comment Section are used by the instructor of the class at the subsequent term to implement the
proposed improvements and to compare the student performance to previous terms. The concerns are evaluated and addressed both by
the Curriculum Committee and by the instructor responsible for the class.
The next set of tables show the completed Faculty Course Evaluation forms for different courses throughout consecutive terms to
illustrate the connection between the proposed improvements of each term, the implementation of these ideas, and the resulting
measured changed in student performance:
- Tables 3-4.1a and 3-4.1b show a closed cycle (Fall 2007 and Spring 2008) for the ENT core course MAP 3401: Problem
Analysis. This course shows a transition of two different instructors.
- Tables 3-4.2a through 3-4.2d show a four term cycle (Fall 2006, Spring 2007, Fall 2007, and Spring 2008) for the ENT
common lower-level technical specialization course CET2364: System Applications in C/C++.
- Tables 3-4.3a through 3-4.3d show a four term cycle (Fall 2006, Spring 2007, Fall 2007, and Spring 2008) for the ENT
common lower-level technical specialization course EST3543C: Programmable Logic Applications and Device Integration.
Table 3-4. Faculty Course Evaluation Form
Course Number
Course Instructor
Course Name
Semester/Yr
Course Coordinator
Course Outcomes
Program
Outcomes
Assessment Process
CO1
CO2
CO3
CO4
Comment Section
Lessons Learned and
Successes
Deficiencies
A Grades
B Grades
C Grades
D Grades
F Grades
Measures
Assessment
Results
Course Number
Table 3-4.1a. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
MAP3401
Course Name
Problem Analysis
Semester/Yr
Fall 2007
Course Coordinator
Course Outcomes
Y
A Grades
B Grades
C Grades
D Grades
F Grades
3
13
4
0
0
Assessment
Results
19 > 70%
14 > 80%
03 > 90%
20 > 70%
20 > 80%
11 > 90%
14 > 70%
09 > 80%
03 > 90%
16 > 70%
12 > 80%
03 > 90%
Eduardo Divo
Program
Outcomes
1,2,6,7
Assessment Process
Measures
Homework and Traditional Exams
Exam #1
CO1
Students will be prepared to apply basic
mathematical concepts to solve technical problems
CO2
Students will be prepared in acquiring the tools
required of an engineering technologist on the job
1,2,6,7
Exam #2
CO3
Students will improve their understanding of calculus
concepts including differential equations
1,2,6,7
Homework #9
CO4
Students will improve their general math skills
1,2,6,7
Exam #3
Lessons Learned and
Successes
-
Deficiencies
-
Comment Section
Every student passed the class.
Grade distribution was fair and not dispersed.
Class was delivered lived and online. Students praised the delivery method but moved towards the online mode towards the
end of the semester.
Students raised concerns about the amount of work on the homework and the time allowed for the exams.
The textbook is too expensive and 50% of the chapters are not related to the material.
Course Outcomes are not indicative or representative of the specific objectives of the class. They are too broad.
Negotiate with the publisher a less expensive version of a customized textbook.
Change Course Outcomes.
Change course delivery method to online and introduce face-to-face problem solving sessions.
Course Number
Table 3-4. 1b. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
MAP3401
Course Name
Problem Analysis
Semester/Yr
Spring 2008
N
A Grades
B Grades
C Grades
D Grades
F Grades
7
7
3
1
3
Assessment Process
Measures
Homework #1
Assessment
Results
18 > 70%
17 > 80%
12 > 90%
17 > 70%
12 > 80%
06 > 90%
20 > 70%
16 > 80%
10 > 90%
14 > 70%
12 > 80%
10 > 90%
17 > 70%
14 > 80%
06 > 90%
Course Coordinator
Course Outcomes
Eduardo Divo
Program
Outcomes
1,2,6,7
CO1
Students will have the capability to solve complex
numbers and linear algebra problems
CO2
Students will have the capability to apply and
implement the concepts of limits and derivatives
1,2,6,7
Exam #1
CO3
Students will have the capability to implement
integration techniques in engineering applications
1,2,6,7
Exam #2
CO4
Students will be able to analyze series and perform
series expansions
1,2,6,7
Homework #9
CO5
Students will have the capability to classify,
formulate, and solve first and second order ordinary
differential equations
1,2,6,7
Exam #3
Lessons Learned and
Successes
Deficiencies
-
Comment Section
Course Outcomes were changed to be more concise and better reflect the course material
Many more students (7 out of 21) obtained a final grade of A or AMany more students performed well in the Differential Equation section (Homework #9)
Textbook was customized to be less expensive and to bundle a copy of MathCAD
Weekly office hours for problem solving sessions were implemented.
Lectures were changed to online mode. This was well received by the students.
Three (3) students failed the class and three (3) more withdrew.
Weekly office hours for problem solving sessions were not well attended.
Only about 50% of the students used the bundled copy of MathCAD to solve the problems.
Give students incentives to attend problem solving sessions.
Introduce a few tutorial sessions on MathCAD.
Course Number
Table 3-4.2a. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
CET2364
Course Name
System Applications in C
Semester/Yr
Fall 2006
Course Coordinator
Students will have the capability to plan and
flowchart a software development project
CO2
Students will be able to setup a programming
environment to undertake a software development
project
Students will be able to generate the C code and
control structures to handle an intermediate
programming project
Students will understand and be able to implement
pointers and data structures in the C programming
language
Students will be able to plan a programming project
using Object-Oriented programming techniques in
the C++ programming language
CO5
Lessons Learned and
Successes
-
Deficiencies
-
Assessment Process
Measures
Programming Projects and Traditional
Exams
Project #4
2,3,4,6,8
Exams
Project #5
2,3,4,6,8
Exams
Exam #2
2,3,4,6,8
Exams
Exam #3
2,3,4,6,8
Programming Projects
Project #10
Assessment
Results
63 > 70%
62 > 80%
61 > 90%
58 > 70%
54 > 80%
47 > 90%
60 > 70%
52 > 80%
36 > 90%
59 > 70%
55 > 80%
40 > 90%
19 > 70%
19 > 80%
19 > 90%
Eduardo Divo
Program
Outcomes
2,3,4,6,8
CO1
CO4
39
18
6
0
8
Course Outcomes
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Over 50% of the students (39 out of 71) obtained a final score of A or AFirst time the class was taught fully online. This was well received and evaluated by the students.
A weekly voluntary lab session in a computer lab was implemented to give students the face-to-face component and the
support for assignments and exams.
Eight (8) students failed the class.
Less than 30% of the students submitted Project #10 (OOP).
The grade average on the three (3) multiple-choice quizzes was less than 70%.
Introduce procedural concepts from the beginning using C++ instead of C
Submit a Course Action Request (CAR) to change the course name and description from C to C/C++
Stimulate attendance to the weekly voluntary lab sessions.
Course Number
Course Instructor
Eduardo Divo
CET2364
Course Name
System Applications in C/C++
Semester/Yr
Spring 2007
Course Coordinator
CO2
project
Students will be able to generate the C/C++ code and
programming project
pointers and data structures in the C/C++
programming language
CO5
Lessons Learned and
Successes
Deficiencies
-
Assessment Process
Measures
Exams
Project #4
2,3,4,6,8
Exams
Project #5
2,3,4,6,8
Exams
Exam #2
2,3,4,6,8
Exams
Exam #3
2,3,4,6,8
Project #10
Assessment
Results
57 > 70%
57 > 80%
57 > 90%
61 > 70%
53 > 80%
43 > 90%
63 > 70%
57 > 80%
42 > 90%
54 > 70%
48 > 80%
38 > 90%
31 > 70%
26 > 80%
15 > 90%
Eduardo Divo
Program
Outcomes
2,3,4,6,8
CO1
CO4
38
19
7
1
6
Course Outcomes
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Course Action Request accepted. Name change from C to C/C++ implemented.
Over 50% of the students (39 out of 67) obtained a final score of A or AHigher attendance to weekly voluntary lab sessions.
Better performance in Exams #1 and #2.
Higher submission rate of Project #10 (OOP)
Decreased performance in Exam #3 (pointers and data structures)
Textbook (How to Program in C++, Deitel and Deitel) not well evaluated by students.
Must upgrade programming environment used to deliver the lectures and tutorial sessions from Visual Studio 6.0 to Visual
Studio 2005.
Change the textbook.
Course Number
Table 3-4. 2c. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
CET2364
Course Name
Semester/Yr
Fall 2007
Course Coordinator
CO2
project
programming project
CO5
Lessons Learned and
Successes
Deficiencies
-
Assessment Process
Measures
Exams
Project #4
2,3,4,6,8
Exams
Project #5
2,3,4,6,8
Exams
Exam #2
2,3,4,6,8
Exams
Exam #3
2,3,4,6,8
Project #10
Assessment
Results
55 > 70%
54 > 80%
51 > 90%
48 > 70%
45 > 80%
38 > 90%
49 > 70%
45 > 80%
32 > 90%
41 > 70%
35 > 80%
19 > 90%
10 > 70%
10 > 80%
7 > 90%
Eduardo Divo
Program
Outcomes
2,3,4,6,8
CO1
CO4
26
13
13
4
3
Course Outcomes
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Textbook changed to Simply C++ by Deitel and Deitel. It was well received by the students.
Grade distribution was less dispersed.
Programming project was introduced (Guessing Game) as alternative for Project #10.
Lowest number of submissions (13 out of 59) for OOP Project #10.
More students (7) obtained D or worse as a Final grade.
Less students attended weekly voluntary lab session due to time conflicts and commuting costs.
Implement lab sessions at two different alternative times during the week.
Introduce more concepts of OOP from the beginning of the semester.
Course Number
Table 3-4. 2d. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
CET2364
Course Name
Semester/Yr
Spring 2008
Course Coordinator
CO2
project
programming project
CO5
Lessons Learned and
Successes
Deficiencies
-
Assessment Process
Measures
Exams
Project #4
2,3,4,6,8
Exams
Project #5
2,3,4,6,8
Exams
Exam #2
2,3,4,6,8
Exams
Exam #3
2,3,4,6,8
Project #10
Assessment
Results
56 > 70%
55 > 80%
50 > 90%
40 > 70%
39 > 80%
31 > 90%
54 > 70%
41 > 80%
30 > 90%
50 > 70%
42 > 80%
25 > 90%
36 > 70%
33 > 80%
30 > 90%
Eduardo Divo
Program
Outcomes
2,3,4,6,8
CO1
CO4
25
22
11
3
5
Course Outcomes
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Notable improvement in submission of Project #10 due to introduction of OOP concepts from the beginning.
More students attended weekly voluntary lab sessions due to alternative times resulting in better grade distribution.
Digital delivery method (ScreenWatch) not usable from Mac or Linux platforms. Students are forced to have PC access.
Many students turning in late assignments.
Upgrade programming environment used to conduct the lectures and tutorials to Visual Studio 2008.
Upgrade digital delivery method to a portable (WMV or AVI) format.
Mandate the submission of at least one OOP project to pass the class.
Establish no-late assignment policy.
Course Number
EST3543C
Table 3-4. 3a. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
Course Name
Programmable Logic Appl. and Dev. Int.
Semester/Yr
Fall 2006
Course Coordinator
Course Outcomes
Students will have the capability to plan an
automation process
CO2
Students will be able to setup the input and output
devices to undertake the control of an automation
process
Students will be able to generate the Ladder Logic
diagrams to program the steps of an automation
process
Students will be able to integrate programmable logic
technologies with the input/output devices necessary
to control an automation process
Students will have the capability to generate
intermediate to advanced PLC programs that include
timing, counting, sequencing, and math control
CO4
CO5
Lessons Learned and
Successes
Deficiencies
-
13
6
1
0
1
Assessment Process
Measures
Exams
Lab #4
1,2,3,5,6
Exams
Lab #7
1,2,4,6
Exams
Exam #2
1,2,3,5,6
Exams
Lab #10
1,2,4,6
Exams
Exam #3
Assessment
Results
20 > 70%
20 > 80%
20 > 90%
20 > 70%
20 > 80%
16 > 90%
20 > 70%
17 > 80%
09 > 90%
19 > 70%
19 > 80%
19 > 90%
20 > 70%
18 > 80%
09 > 90%
Eduardo Divo
Program
Outcomes
1,4
CO1
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Delivery method for lectures was changed to online digital. This was well received and reviewed by students.
Students performed very well in this class with over 50% (13 out of 21) earning an A or ALab sessions with hands-on exercises were essential for content delivery.
A new conveyor system with sensors was purchased and installed in the lab.
Students don’t have a version of the lab software (RS Logix 5000) available to work from home.
Lab requires reconfiguration of space due to new equipment.
Try to obtain an evaluation version of RS Logix 5000 distributable to students.
Introduce use of subroutines and process control.
Course Number
EST3543C
Course Instructor
Eduardo Divo
Course Name
Semester/Yr
Spring 2007
Course Coordinator
Course Outcomes
automation process
CO2
process
process
CO4
CO5
Lessons Learned and
Successes
Deficiencies
14
3
2
0
2
Assessment Process
Measures
Exams
Lab #4
1,2,3,5,6
Exams
Lab #7
1,2,4,6
Exams
Exam #2
1,2,3,5,6
Exams
Lab #10
1,2,4,6
Exams
Exam #3
Assessment
Results
17 > 70%
16 > 80%
16 > 90%
19 > 70%
19 > 80%
15 > 90%
19 > 70%
18 > 80%
14 > 90%
18 > 70%
18 > 80%
12 > 90%
18 > 70%
16 > 80%
06 > 90%
Eduardo Divo
Program
Outcomes
1,4
CO1
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
-
Comment Section
A 90-day evaluation version of RS Logix 5000 v. 13 was obtained and distributed to students.
Students performed much better (14 over 90%) on Exam #2.
An even grater number of students (14 out 20) obtained a final grade of A or ALab space was reconfigured to better accommodate the equipment
The students evaluated the class very favorably.
Two students failed the class.
-
Introduce numerical control
Upgrade to the latest version of RS Logix 5000
Course Number
EST3543C
Table 3-4. 3c. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
Course Name
Semester/Yr
Fall 2007
Course Coordinator
Course Outcomes
automation process
CO2
process
process
CO4
CO5
Lessons Learned and
Successes
Deficiencies
-
19
15
6
1
2
Assessment Process
Measures
Exams
Lab #4
1,2,3,5,6
Exams
Lab #7
1,2,4,6
Exams
Exam #2
1,2,3,5,6
Exams
Lab #10
1,2,4,6
Exams
Exam #3
Assessment
Results
41 > 70%
41 > 80%
39 > 90%
36 > 70%
36 > 80%
29 > 90%
37 > 70%
31 > 80%
20 > 90%
40 > 70%
37 > 80%
34 > 90%
37 > 70%
31 > 80%
13 > 90%
Eduardo Divo
Program
Outcomes
1,4
CO1
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
A second lab section was introduced due to high enrollment.
Two different lab instructors taught the lab sessions with no perceptible difference in student performance.
Almost 50% of the students (19 out of 43) obtained a final grade of A or AThe students evaluated the class very favorably.
Some students raised the issue of the textbook not being necessary
Some students complained about the fact that RS Logix 5000 is only available for the Windows platform.
Review other options for textbooks
Search for Ladder Logic simulators for Mac and Linux.
Introduce the concepts of CNC machining integration
Course Number
EST3543C
Table 3-4. 3d. Faculty Course Evaluation Form
Course Instructor
Eduardo Divo
Course Name
Semester/Yr
Spring 2008
Course Coordinator
Course Outcomes
automation process
CO2
process
process
CO4
CO5
Lessons Learned and
Successes
Deficiencies
-
14
7
1
1
1
Assessment Process
Measures
Exams
Lab #4
1,2,3,5,6
Exams
Lab #7
1,2,4,6
Exams
Exam #2
1,2,3,5,6
Exams
Lab #10
1,2,4,6
Exams
Exam #3
Assessment
Results
20 > 70%
19 > 80%
18 > 90%
22 > 70%
21 > 80%
19 > 90%
21 > 70%
21 > 80%
15 > 90%
22 > 70%
22 > 80%
20 > 90%
22 > 70%
17 > 80%
05 > 90%
Eduardo Divo
Program
Outcomes
1,4
CO1
CO3
N
A Grades
B Grades
C Grades
D Grades
F Grades
Comment Section
Again, two lab sections were opened. This time, the same instructor was in charge of both sections.
Other textbook options were explored. However, the same book, new edition, was selected.
Same outstanding student performance was achieved.
Same excellent student evaluation of the class and instructor.
Only 5 out of 24 students scored 90% or better on Exam #3.
Some of the students had to gain access to Windows-based PC’s to watch the lectures and run the simulations.
Change the digital delivery to a portable (WMV or AVI) format.
Reconfigure the lectures to devote less time to the digital systems background to arrive faster at ladder logic programming.
2. Outcome Measures
The assessment process uses two or more measures for assessing each outcome. These measures provide quantitative and qualitative
data to evaluate the level of compliance with that outcome. The measures associated with each outcome are listed below in Table 3-5
which provides a summary of the relationship between the program outcomes and the assessment tools used to measure each of them.
These direct measures are obtained directly from the Faculty Course Evaluation forms (shown in Tables 3-4) by sampling from all
courses until all Program Outcomes are selected.
Table 3-5: Relationship between Program Outcomes and Assessment Tools
O1M1
O1M2a
O1M2b
O1M2c
O1M2d
O2M1
O2M2a
Measure
Class
Measure
Person
Responsible
Date
Eval
Sample
Size
Results
Percent
Question related to knowledge of concurrent forces
Another measure is: Applications of most used CADD commands
Sixty-five percent of the questions on three lab tests require
"application of most used CADD commands."
96% of students demonstrated mastery of the knowledge
Question related to knowledge of manufacturing of products using
ferrous and non-ferrous metals
ETG 3541
ETD 3350C
XX %> 70
N. Misconi
Fall 06
65
45
69%
ETI 3421
XX %> 70
E. Divo
Fall 06
42
20 students > 90%
34 students > 80%
41 students > 70%
98%
ETI 4836
XX %> 70
N. Misconi
Fall 06
9
7
78%
ETI 4640
XX %> 70
R. Coowar
Fall 06
24
24 students>70
100%
ETC 4241C
XX %> 70
A. Mehrabian
Fall 06
25
25 students > 70%
100%
ETD 3350C
XX %> 70
K. Osborne
Fall 06
26
25
96%
ETI 3421
XX %> 70
E. Divo
Fall 06
42
21 students > 90%
37 students > 80%
41 students > 70%
98%
A cylindrical riser is to be designed for a sand casting mold. The length
of the cylinder is to be 1.5 times greater than its diameter. The casting is
a rectangular plate with sides L1=25cm and L2=20cm and thickness
t=2cm. If the mold constant Cm=2.8min/cm2, determine the dimensions
of the riser so that it will take 35% longer for the riser metal to solidify.
(Assignment #6 – Problem #1)
Question related to knowledge of intricacies of maneuvering in space
Do not need question at this time.
Question related to knowledge of supply chain management
Unable to obtain question. Faculty left.
Question related to knowledge of soil stabilization techniques
In soil stability analyses, the “slip plane” of a cohesive soil is usually
considered to be? (This is a multiple choice question- Exam 2)
Applications of most used CADD commands
Sixty-five percent of the questions on three lab tests require
"application of most used CADD commands."
Question related to application of concepts of material fatigue
A bend test is used for certain hard material. If the transverse rupture
strength of the material is known to be TRS=1000MPa. The beam
specimen length L=0.6m, cross-section base b=15mm, and crosssection height is t=10mm. Calculate the anticipated load at which the
O2M2b
O2M2c
O2M2d
specimen is likely to fail. (Assignment #1 – Problem #2)
Question related to basic structural analysis
A member of a truss is in tension only. If the maximum tensile force in this
member is 10 kips and a member is a tube with a cross-sectional area of 10 sq.
inch, the maximum tensile stress (in psi) in this member is most nearly: (This is
a multiple choice question- Exam 1)
Question related to flight techniques
5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to
move from its current inclination of 28.5o to an inclination of 57.5o. What ∆V
does this transfer require?
Given equations:
Question related to series and parallel components
ETC 4414C
XX %> 70
ETI 4835
A. Mehrabian
Fall 06
10
8 students > 70%
80%
N. Misconi
Fall 06
15
11
73%
100%
ETI 4186
XX %> 70
K. Alvarado
Spring 07
16
16
ETI 4186
XX %> 70
K. Alvarado
Spring 07
25
21
EST 4502C
XX %> 70
K. Erhart
Spring 07
37
30 students > 90%
33 students > 80%
35 students > 70%
73%
ETC 4242C
XX %> 70
A. Mehrabian
Spring 07
15
15 students > 70%
100%
EST 3543C
XX %> 70
E. Divo
Spring 07
20
16 students > 90%
16 students > 80%
17 students > 70%
85%
How well did this course prepare you to understand and analyze
series and parallel reliability components?
O3M1
Question related to analyzing experiments
After the fact, the instructor said that this question should not pertain to his
course. They did not do this work. Thus used a measure on homework
assignment in ETI 4186.
Question is:
Construct a failure rate control chart for the following data. (Table given)
Assume a confidence of 99.73% and the ARL equal to two failures per hundred
hours. What is the MRL? Is the process in control? If the process is not in
control, explain what you will do to prevent and correct this situation?
21 of the 25 students scored above 70. 84%
O3M2a
O3M2b
O4M1
Question related to transport properties
The thermal conductivity of a material is to be determined using a simple
heater that supplies a heat input of 5 kW +/- 1%. A 30x30 cm sample is
used. A differential thermocouple arrangement is used to measure the
temperature drop across the sample with uncertainty of +/-3°C , with a
resulting temperature drop of 55°C. The sample thickness is 2.0 mm.
What is the thermal conductivity and its uncertainty, assuming no heat
losses and that the sample dimensions are known exactly? (Lab #7 –
Problem #1)
Question related to recent construction issues
According to your text book, an example of a conflict between
contractual provisions and trade practices in a construction contract
context can be seen in which one of the following case? (This is a
multiple choice question- Exam 2)
Question related to the planning of an automation process
Configure RSLinx communication drivers and identify available PLC
O4M2a
O4M2b
O5M1
O5M2
O6M1
O6M2
O7M1
O7M2
components: Ethernet module, backplane, CPU, discrete input, analogue
input, analogue output, discrete output, and path from workstation to
processor. Configure RSLogix 5000 to program and control an
automation process: configure controller, chassis, bios revisions, I/O
modules, and enter simple logic to control two lights (L1 and L2) with two
switches (S1 and S2). (Lab #4)
Question related to measurement errors in design
An experiment is proposed to estimate the density, ρ, of a stream of air
using the ideal gas law. After completing the experiment with the
available lab equipment, the following results were obtained: T =
305K±2K and p = 120.1kPa±4kPa , and the gas constant for air,
R=287J/(kg*K). What value of density does the experiment predict, and
what is the uncertainty in this value (use the analytical method)? Also
give a brief comment on the level of success of the experiment. (Test #1
– Problem #2)
Question related to application of current construction laws in design
According to your text book, in construction contracts how many theories
do owners employ to recover losses they have suffered that were caused
by a subcontractor breach? (This is a multiple choice question- Final
Exam)
Participation on teams in project management
62 of 66 students received a 7 or greater out of 10 on team participation
As determined by rubric:
1-10 Likert scale - 10 Full collaboration; 7,8 Some collaboration; 4,5,6 Little
to no collaboration; 1 No collaboration
Team participation on senior design project
Self and peer within the team evaluation using an evaluation rubric
consisting of these attributes: cooperation, contribution, problem-solving,
responsibility, respect for peer’s opinions, and respect for diversity.
Question related to problem solving on exam
Set up a spreadsheet that analyzes the cash flow after taxes using the
present worth method. Include all tax, inflation, depreciation, and
interest implications. Which option is better? Table is given.
Question related to problem solving on exam
5. Suppose a satellite is in a circular orbit at an altitude of 250 km. It needs to
move from its current inclination of 28.5o to an inclination of 57.5o. What ∆V
does this transfer require?
Given equations:
Critical Analysis paper
94% of the students earned a grade of 10.5 (70%) on their critical
analysis.
Oral portion of Senior Design Project
EST 4502C
XX %> 70
E. Divo
Spring 07
38
23 students > 90%
28 students > 80%
30 students > 70%
79%
ETC 4242C
XX %> 70
A. Mehrabian
Spring 07
15
15 students > 70%
100%
ETI 4448
XX %> 70
L. Morse
Spring 07
66
62
ETG 4950C
Satisfactory
or above
A. Mehrabian
Fall 06
33
33
100%
ETI 3671
XX %> 70
R. Coowar
Spring 07
59
50
85%
ETG 3541
XX %> 70
N. Misconi
Fall 06
65
45
69%
ETI 4635
XX %> 70
L. Morse
Fall 06
51
48
94%
ETG 4950C
Satisfactory
or above
A. Mehrabian
Fall 06
33
100%
Peers and faculty using a rubric performed the evaluation during the final
O7M3
O8M1
O8M2
O9M1
O9M2
O10M1
O11M1
O11M2
presentation. 100% of the students earned a satisfactory or above rating
Written portion of Senior Design Project
Peers and faculty using a rubric performed the evaluation during the final
presentation. 100% of the students earned a satisfactory or above rating
Question related to lifelong learning on exam
Discuss the strategy you propose to use in your personal career to
assure you will remain in demand in a changing competitive world. Give
at least 4 points.
Question on survey related to lifelong learning
Students were asked in the survey to provide their perception on the
need for life-long learning (47/52 responded good or excellent)
Question related to ethics on exam
Identify an important real or potential ethical problem facing you in your
present position (either student or employee). Describe the situation and
describe your position.
Address ethical and social responsibilities on senior project
Using self-assessment rubrics measured respect for diversity
Diversity and global on final exam
Discuss the strategy you propose to use in your personal career to
assure you will remain in demand in a changing competitive world. Give
at least 4 points.
Timeliness in submitting Critical Analysis
46 of 51 students submitted the Critical Analysis by the due date on
WebCT
Timeliness in submitting all assignments
100% of the students submitted all assignments by due date
ETG 4950C
Satisfactory
or above
A. Mehrabian
Fall 06
33
33
100%
ETI 4635
XX %> 70
L. Morse
Fall 06
25
25
100%
Senior
Survey
XX %> 70
L. Morse
Fall 06
52
47
90%
ETI 4635
XX %> 70
L. Morse
Fall 06
24
23
96%
ETG 4950C
Satisfactory
or above
A. Mehrabian
Fall 06
33
33
100%
ETI 4635
XX %> 70
L. Morse
Spring 07
45
41
ETI 4635
XX %> 70
L. Morse
Fall 06
51
46
ETI 3116
XX %> 70
R. Coowar
Fall 06
47
100%
90%
3. Assessment Results to Date and Planned Use of Results
Results from the ongoing assessment cycles are discussed below based on the measures utilized
for evaluating each outcome to illustrate the assessment and continuous improvement process.
These results are presented in Table 3-6. It also indicates the planned use of the results in
improving the program. Updated data will be available at the time of the visit.
All outcomes and measures are reviewed annually by the following process
a. By mid-September each year a focus group consisting of the three program
coordinators, the assessment coordinator, and the department chair will meet to
determine if these measures are the best ones for this outcome.
b. By October 1 each year these measures will be presented at a faculty meeting.
c. Results of measures will be compiled by two weeks after the end of each semester by
the program coordinator.
For all situations where targets are not met, the results will be reviewed by the faculty within the
BSET program to determine whether corrective action is needed at the program or class level
and determine what actions, if any to take.
Table 3-6: Outcomes Assessment Process – Results and Use of Results - BSET
Outcome 1: Graduates will be able to demonstrate an appropriate mastery of the knowledge, techniques, skills, and
modern tools of industrial operations, design, space science, or geomatics. (ABET Criterion a)
Measure
Measure: 1.1 80% of the
students will earn 70% or more
on the questions related to
concurrent forces in an exam of
ETG 3541.
Results
Result: 45 of the 65
(70%) students scored greater
than 70 on the question.
Measure: 1.2 In the DesignMechanical 80% of the students
will earn 70% or more on the
questions related to the
knowledge of the processes used
in manufacturing of products
using ferrous and non-ferrous
metals in an exam of ETI 3421,
Materials and Processes.
Measure: 1.3 In the DesignMechanical 80% of the students
questions related to the
knowledge of the processes used
in manufacturing of products
using ferrous and non-ferrous
metals in an exam of ETI 3421,
Materials and Processes.
Result: 20 students > 90%, 34
students > 80%, 41 students >
70%
98% of students scored greater
than 70.
Sample size is 42.
On the question above 98% of
the 42 students scored 70 or
better.
Planned Use of Results
1. Target is not met.
2. Verify that the material within
the question was addressed in the
course.
3. This course is required of all
BSET majors and the subject
matter and the level of validity
needs to be examined.
1. Target is met.
1. Target is met.
24 of the 24 (100%) students
Measure: 1.4 In the Operations
1. Target is met.
scored greater than 70 on the
track 80% of the students will
question.
earn 70% or more on the
questions related to the concepts
of understanding supply chain
management in ETI 4640.
1.5 : In the Design-Construction
1. Target is met.
25
25
100
track 80% of the students will
students >
earn 70% or more on the
70%
question(s) related to the
knowledge of soil stabilization
techniques in an exam of ETC
4241C, Construction Materials
and Methods.
Outcome 1 Summary
1. Measures 1.2 – 1.5 are required by the different concentrations within the BSET as specified.
Concentration required courses are higher level courses and do meet their target.
2. Measures for the other concentrations need to be derived. (Space Science and Geomatics)
3. Results of the measures need to be analyzed to see if there is a correlation with those that pass the
course.
4. A focus group of faculty decided that after looking at the assessment results from the past 2 years that we
have 80% of the students earn 75% or more, rather than 70% or more, on these measures. Reasons were: 1)
70% is the same as a C- and students must earn a C in most of these courses; 2) most of the students were
easily achieving 70% and we wished to set the bar higher.
Outcome 2: Graduates will be able to demonstrate an ability to apply current knowledge and adapt to emerging
applications of engineering and technology within industrial operations, design, space science, or geomatics.
(ABET Criterion b)
Measure
on the question(s) related to the
applications of the most-used
CADD commands in an exam of
ETD 3350C, Applied CADD.
Measure: 2.2 In the Design
Mechanical track 80% of the
on the question(s) related to the
application of the concepts of
material fatigue in an exam of
ETI 3421, Materials and
Processes
Measure: 2.3 In the Design
Results
question.
Sixty-five percent of the
questions on three lab tests
require "application of most used
CADD commands."
question.
A bend test is used for certain
hard material. If the transverse
rupture strength of the material is
known to be TRS=1000MPa. The
beam specimen length L=0.6m,
cross-section base b=15mm, and
cross-section height is t=10mm.
Calculate the anticipated load at
which the specimen is likely to
fail. (Assignment #1 – Problem
#2)
10
8 students
80
1. Target is met.
BSET majors in the BSET core.
1. Target is met.
1. Target is met.
Construction track 80% of the
on the question(s) related to basic
structural analysis techniques in
an exam of ETC 4414C, Applied
Structural Design I.
Measure: 2.4 In the Space
Science track 80% of the students
question(s) related to flight
techniques in an exam of ETI
4835, Rocket Propulsion
Technology.
Measure: 2.5 In the Operations
track students will earn 70% or
more on the questions related to
determining reliability for series
or parallel components in ETI
4186, Reliability.
> 70%
Result: 11 of the 15
(73%) students scored greater
than 70 on the question.
Question was:
5. Suppose a satellite is in a
circular orbit at an altitude of 250
km. It needs to move from its
current inclination of 28.5o to an
inclination of 57.5o. What DV
does this transfer require? Given
equations:
1. Target is met.
100% of the 16 students scored
above 70 on the following
question.
How well did this course
prepare you to understand and
analyze series and parallel
reliability components?
1. Target is met.
Outcome 2 Summary
2. Measure for the other concentration needs to be derived. (Geomatics)
course.
Outcome 3: Graduates will be able to demonstrate an ability to conduct, analyze, and interpret experiments within
industrial operations, design, space science, or geomatics. (ABET Criterion c)
Measure
Measure: 3.1 All students will
earn 70% or more on questions
related to their ability to conduct,
analyze, and interpret
experiments on the final exam in
ETG 3541.
Results
After the fact, the instructor said
that this question should not
pertain to his course. They did
not do this work. Thus used a
measure on homework
assignment in ETI 4186.
1. Target is met.
2. Although target is met using
the second measure, this course is
not taken by all BSET students,
only the Operations students, and
another measure needs to be
derived from the core.
Question is:
Construct a failure rate control
chart for the following data.
(Table given) Assume a
confidence of 99.73% and the
ARL equal to two failures per
hundred hours. What is the
MRL? Is the process in control?
If the process is not in control,
explain what you will do to
prevent and correct this situation?
Measure: 3.2 DesignMechanical. All students will
EST 4502C, Metrology.
21 of the 25 students scored
above 70. 84%
greater than 70 on this question:
The thermal conductivity of a
material is to be determined
using a simple heater that
supplies a heat input of 5 kW
+/- 1%. A 30x30 cm sample is
used. A differential
thermocouple arrangement is
used to measure the
temperature drop across the
sample with uncertainty of +/3°C , with a resulting
temperature drop of 55°C. The
sample thickness is 2.0 mm.
What is the thermal
conductivity and its
uncertainty, assuming no heat
losses and that the sample
dimensions are known exactly?
(Lab #7 – Problem #1)
15
15
100
students >
70%
1. Target is met.
Measure: 3.3 Design
1. Target is met.
Construction. All students will
ETC 4242C, Construction
Contracts and Specifications.
Outcome 3 Summary
2. Measures for the other concentrations need to be derived. (Space Science and Geomatics)
course.
Outcome 4: Graduates will be able to apply creativity in the design of projects within industrial operations, design,
space science, or geomatics. (ABET Criterion d)
Measure
on question(s) related to their
ability to conduct, analyze, and
interpret experiments on the final
exam in EST 3543C.
Results
higher than 70 on this question.
Measure: 4.2 All Design,
Mechanical, students will earn
70% or better on questions
related to measurement error and
uncertainties in EST 4502C,
Metrology.
An experiment is proposed to
estimate the density, r, of a
stream of air using the ideal
gas law. After completing the
experiment with the available
lab equipment, the following
results were obtained: T =
305K±2K and p =
120.1kPa±4kPa , and the gas
constant for air,
R=287J/(kg*K). What value of
density does the experiment
predict, and what is the
uncertainty in this value (use
the analytical method)? Also
give a brief comment on the
level of success of the
experiment. (Test #1 –
Problem #2)
15
15
100
students >
70%
1. Target is met.
Configure RSLinx communication
drivers and identify available
PLC components: Ethernet
module, backplane, CPU,
discrete input, analogue input,
analogue output, discrete output,
and path from workstation to
processor. Configure RSLogix
5000 to program and control an
automation process: configure
controller, chassis, bios revisions,
I/O modules, and enter simple
logic to control two lights (L1
and L2) with two switches (S1
and S2). (Lab #4)
1. Target is met.
Measure: 4.3 All Design,
1. Target is met.
Construction, students will earn
70% or better on questions
related to their ability to apply
current construction business
practice laws to construction in
ETC 4242C, Construction
Contracts and Specifications.
Outcome 4 Summary
Concentration required courses as higher level course do meet their target.
1. Measures for the other concentrations need to be derived. (Operations, Space Science and Geomatics)
course.
3. The measures of the first 4 outcomes (criteria a-d) were designed to measure a core course and then one
measure for each of the five concentrations. These will be added during the focus group meeting.
Outcome 5: Graduates will demonstrate an ability to function effectively on teams. (ABET Criterion e)
Measure
for their participation on teams in
ETI 4448, Project Management
as measured by a rubric.
for their team participation on the
Senior Design Project as
measured by the Senior Design
rubric.
Results
62 of 66 students received a 7 or
greater out of 10 on team
participation As determined by
rubric: 1-10 Likert scale - 10
Full collaboration; 7,8 Some
collaboration; 4,5,6 Little to no
collaboration; 1 No
collaboration
100 % of the students scored
above 70
using the below: (Rubric is
included in Appendix A.)
Self and peer within the team
evaluation using an evaluation
rubric consisting of these
attributes: cooperation,
contribution, problem-solving,
responsibility, respect for
peer’s opinions, and respect
for diversity.
1. Target is met.
2. The reason that some students
do not receive a 7 or higher is
they drop the course after the
team assignments. Many of the
courses in all concentrations use
teams and some form of team
participation measurement.
1. Target is met.
Outcome 5 Summary
course.
Outcome 6: Graduates will demonstrate technical problem solving competencies. (ABET Criterion f)
Measure
on the question(s) related to
problem solving on an exam in
ETI 3671, Technical Economic
Analysis.
Results
above 70 on the problem below
1. Target is met.
Set up a spreadsheet that analyzes
the cash flow after taxes using the
present worth method. Include
all tax, inflation, depreciation,
and interest implications. Which
option is better? Table is given.
problem solving on an exam in
ETG 3541, Applied Mechanics.
5. Suppose a satellite is in a
circular orbit at an altitude of
250 km. It needs to move
from its current inclination of
28.5o to an inclination of
57.5o. What DV does this
transfer require? Given
equations:
1. Target is not met.
2. Verify that the material was
addressed in the course and
address the content of the
question.
BSET majors and the subject
matter and the level of validity
needs to be examined.
Outcome 6 Summary
course.
Outcome 7: Graduates of the BSET program will demonstrate written and oral communication competencies in
Engineering Technology. (ABET Criterion g)
Measure
on their Critical Analysis in ETI
4635.
Results
94% of the 51 students earned a
grade of 10.5 (70%) on their
critical analysis.
1. Target is met.
2. This paper is graded for
content and use of English.
Students have usually taken the
Technical Writing course, which
is required for all BSET students,
by the time they write this paper.
The Technical Writing course
needs to include Executive
Summaries
1. Target is met.
Measure: 7.2 A panel of Faculty Peers and faculty using a rubric
will evaluate the oral presentation performed the evaluation during
portion of the senior design
the final presentation. 100% of
project using a rubric and all
the students earned a satisfactory
students will earn a satisfactory
or above rating
or above rating.
Rubric is Appendix A
Measure: 7.3 A panel of Faculty Peers and faculty using a rubric
1. Target is met.
will evaluate the written
performed the evaluation during
presentation portion of the senior the final presentation. 100% of
design project using a rubric and
the students earned a satisfactory
all students will earn a
or above rating.
satisfactory or above rating.
Outcome 7 Summary
1. There is a need to meet with the English department about the content of the Technical Writing course.
course.
Outcome 8: Engineering Technology graduates will recognize the need to engage in lifelong learning through
formal and informal study. (ABET Criterion h)
Measure
lifelong learning on an exam in
ETI 4635, Technology
Administration.
Measure: 8.2 On the graduating
senior survey, at least 90% of
program respondents will indicate
the need for lifelong learning.
Results
70 on the following question:
Discuss the strategy you
propose to use in your personal
career to assure you will
remain in demand in a
changing competitive world.
Give at least 4 points.
On the graduation senior survey
question with a sample size of 52,
90% of the students scored good
to excellent on the need for
lifelong learning.
1. Target is met.
1. Target is met.
Outcome 8 Summary
Outcome 9: Graduates will demonstrate an understanding of professional, ethical, and social responsibilities.
(ABET Criterion i)
Measure
on question(s) related to ethical
responsibilities on the ETI 4635
final exam.
Measure: 9.2 Students will earn
satisfactory or above on
addressing ethical and social
responsibilities on their senior
design project as measured by the
rubric.
Results
96% of the 24 students answered
this question greater than 70
Identify an important real or
potential ethical problem
facing you in your present
position (either student or
employee). Describe the
situation and describe your
position.
100 % of the 33 students scored
greater than 70
Using self-assessment rubrics
measured addressing ethical
responsibilites and respect for
diversity
1. Target is met.
1. Target is met.
Outcome 9 Summary
Outcome 10: Engineering Technology graduates will demonstrate a respect for diversity, and a knowledge of
contemporary professional, social and global issues. (ABET Criterion j)
Measure
Measure: 10.1 70 % of students
or more have excellent or very
good respect for diversity and
global issues in a survey
conducted in ETI 4635, Technical
Administration.
Results
91 % of the 45 students scored
greater than 70 on the following
question.
Discuss the strategy you
propose to use in your personal
career to assure you will
remain in demand in a
changing competitive world.
Give at least 4 points.
1. Target is met.
Outcome 10 Summary
Outcome 11: Engineering Technology graduates will display a commitment to quality, timeliness, and continuous
improvement. (ABET Criterion k)
Measure
Results
46 of 51 students (90%)
1. Target is met.
submitted the Critical Analysis
on their timeliness of submitting
by the due date on WebCT
the Critical Analysis in ETI 4635,
Technical Administration.
Measure: 11.2 Students will
100% of 47 the students
1. Target is met.
achieve 70% or more on their
submitted all assignments by due 2. Timeliness does not appear to
timeliness of submitting all
date
be a problem. Most of the
assignments via WebCT in ETI
students are older and are used to
3116, Applied Engineering
being on a schedule.
Quality Assurance.
Outcome 11 Summary
1. The measures for this outcome are only measuring timeliness. The focus group will determine
additional measures to encompass continuous improvement and quality.
4. Program Outcomes Assessment Cycle
The following flowchart in Fig. 3-2 and Gantt chart in Fig 3-3 describe and illustrate the yearlong process of assessing, evaluating, and modifying the course and program outcomes as well
as the generation of the Faculty Course Evaluation Form (FCEF) and the Assessment Tool
Table (ATT).
Figure 3-2. Flowchart for year-long course and program outcomes assessment cycle
Figure 3-3. Gantt chart for 2008-2009 course and program outcome assessment cycle
E. Documentation
The following materials will be available for ABET visitors during their interview:
•
•
•
•
•
•
•
•
•
•
BSET Program Self-Study Questionnaire
BSET Program Annual Assessment Binder for 2006-2007
BSET Program Annual Assessment Binder for 2007-2008
BSET Program Outcomes Binders (one or two binders)
o Summary of course/outcome relationships requirements
o Samples of student work to support each outcome
BSET Course Binders (Each course has a binder)
o Faculty Course Evaluation
o Student Feedback
o Course Outline
o Class Notes
o Exams
o Homework
o Labs (if applicable)
o Projects (if applicable)
BSET Program Assessment/Continuous Improvements Binder
o Summary of Assessment/Continuous Improvement Process
BSET Industrial Advisory Board Binder
o IAB Meeting Agendas
o IAB Meeting Minutes
o IAB Correspondence
Access to the Engineering Technology web sites
Course Textbooks
Current University of Central Florida undergraduate catalog
The primary documentation to assist in the evaluation of the program outcomes will be
compiled in the BSET Program Outcomes Binders and the BSET Program
Assessment/Continuous Improvements Binder. These binders will have supporting materials
from all other source material provided.
Each binder will contain a summary of which courses in the BSET program (and in the
Technology Core curriculum) meet specific Program Outcomes and the most recent assessment
of how those courses meet these outcomes. Furthermore, examples of course materials and
student work that demonstrate how the courses meet the specific outcomes will also be
included.
F. Achievement of Program Outcomes
Compilation of all course measures is shown in Table 3-5. Table 3-6 shows analysis and actions
taken as a result of course measures on a course and program level. Complete analysis of
outcome measures and other inputs leading to program evaluation will be available to the
reviewers at the time of the visit. The data derived from the various measures and constituencies
is always open for interpretation. However, the assessment of the outcomes is that all outcomes
are currently being met adequately. Even with adequate treatment of the program outcomes,
additional improvement (Continuous Improvement) is a major goal of the BSET program and
the ENT department. Included are analyses of the items from the assessment cycle. This is a
summary of items detailed in Table 3-6.
•
•
•
•
•
•
•
•
•
Outcome 1 – Additional measures may be necessary to ensure all concentrations are
meeting the requirements of this outcome.
Outcome 2 and 3 – These outcomes appear to be sufficiently met. Challenges may a rise
in the future due to retirement of faculty in Space Science in ensuring those sufficiently
qualified faculties are available to meet the requirement for this concentration.
Outcome 4 – This outcome appears to be adequately addressed, feedback from Co-op
employers indicated a lack of problem solving capability that could be an indicator of
issues with this outcome. This will be addressed by faculty in the Fall 2008 faculty
meeting and an action will be determined.
Outcome 5 – Past assessment and input from constituents has increased the emphasis on
this outcome. Anecdotal evidence has indicated that some students still do not
effectively participate in group projects. This will be addressed with all faculty and
potential solutions will be discussed. Note: Input from IAB, Co-op, and direct measures
indicate additional emphasis should be placed on outcome 5.
Outcome 6 – The evidence used to cite a potential issue with Outcome 4 also addresses
Outcome 6. Additional measures may need to be utilized to ensure this is not an issue or
develop an action plan if identified as a problem. Note: Input from IAB, Co-op, and
direct measures indicate additional emphasis should be placed on outcome 6.
Outcome 7 and 8 – No issues have been identified with these outcomes.
Outcome 9 – Low participation in professional societies (5%) has been identified from
Senior Exit Surveys. This may simply be an indication of the nature of our students
(part-time students with full-time jobs), however this will be addressed in the Fall 2008
faculty meeting.
Outcome 10 – A single measure (course) is being used to assess this outcome.
Additional measures need to be applied.
Outcome 11 – Only one of three items listed in the outcome is being measured.
Additional measures will be added to measure other items.
CRITERION 4. CONTINUOUS IMPROVEMENT
A. Assessment of Program Educational Objectives ................................................................. 2
1. SACS Accreditation ............................................................................................................... 3
2. Program Review..................................................................................................................... 3
3. Industrial Advisory Board.................................................................................................... 12
B. Evaluation of Program Educational Objectives ................................................................ 15
C. Assessment of Program Outcomes...................................................................................... 16
D. Evaluation of Program Outcomes....................................................................................... 16
E. Continuous Program Improvement.................................................................................... 17
A. Assessment of Program Educational Objectives
From Criterion 2 the following table shows how constituencies provide input into both the
statement of educational objectives and performance in achieving these objectives. This section
reviews three major inputs to the assessment of good educational objectives; SACS
Accreditation, External Program Review, and IAB input. The assessment of the statement of
educational objectives is done on an annual basis and the direct input from constituencies is a
continuous process. The final review for the upcoming academic year is done in the spring
semester prior to the academic year.
Table 4-1: Constituents and Use of Assessment
Constituent
Assessment
Assessed Items
Student
Surveys
Performance
Students
Direct feedback
Both
Alumni
Survey
Performance
IAB
Direct input
Statement
University Assessment
Direct input
Statement
Program Review
Direct input
Both
SACS Review
Direct input
Both
Focus Groups
Direct Input
Both
ENT Faculty
Direct Input
Both
ENT Administration
Direct Input
Statement
Program Coordinator
Program Outcome
Performance
Employers
Direct Input
Both
Evaluation of the previous program objectives and input from all constituencies including an
independent consultant hired by the department to review the assessment process indicated that
these objectives were insufficient. In the spring 2008 semester a re-write of these objectives was
performed, and the current objectives in this document are the result of this effort.
Table 2-1 in Criterion 2 Section E - Process for Establishing and Reviewing Program
Educational Objectives gives the collection frequency of constituent input. These inputs are
key inputs to the evaluation of program educational objectives. Review of this input is done at
both program coordinator meetings which are held on the average monthly and in faculty
meetings which are held at the beginning and end of the fall and spring semesters.
Criterion 3 Section E Documentation gives a full listing of all documentation that will be
available to the reviewers at the time of the visit.
1. SACS Accreditation
The University of Central Florida is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (SACS) to award baccalaureate, master's and doctorate
degrees. SACS is the regional accrediting body for higher institutions (those awarding associate,
baccalaureate, master's, or doctoral degrees) in the southern states (Alabama, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, and Texas) and
Latin America. UCF was initially accredited in 1970 and was last reaffirmed in 2006 as a Level
6 institution (4 or more doctoral degrees). UCF received the full accreditation by SACS without
any interim report requirements, a status not often achieved by many large institutions. (UCF is
the sixth largest university in the nation in terms of student enrollment).
An ongoing effort is the review of faculty qualifications— which is a major component of
reaffirmation by SACS—to monitor continuous compliance with SACS requirements. The
purpose of the review is to accomplish the following:
•
•
•
Ensure that the qualifications of all teaching faculty meet the minimum requirements
defined by SACS and UCF
Ensure that documentation of credentials confirming these qualifications is available,
current, and secured
Ensure that documentation of faculty credentials is retrievable upon request
Dr. Essam Radwan, Interim Executive Associate Dean, and Ms. Geovanna Abreu, Human
Resources Director are the primary contacts for SACS-related issues concerning faculty
qualifications for the College of Engineering & Computer Science. Ms. Abreu works directly
with the college’s department administrative staff to ensure continual compliance.
2. Program Review
Pursuant to Florida Statutes, the university conducts in-depth reviews of each program every
seven years. Originally, the specific content and process of the reviews was specified by the
State. In 1999, the then Board of Regents gave the universities the authority to define their own
process and content within some broader guidelines. At that time, UCF developed a program
review process consistent with its strategic planning review process, requiring programs to
examine five major elements: demand, quality, cost, competitive advantage, and centrality. A
seven-year schedule was developed to align the accreditation visits with the program reviews so
that the external reviews conducted for accreditation could also be used for the program
reviews. A description of the program review process follows.
The purpose of the program review is to examine the quality and productivity of academic
programs. The program review examines UCF programs on a periodic basis to review key
performance measures and program information in order to determine the "direction" in which
the program is heading and reveal opportunities for "redirection. The primary goal is to
determine which programs to enhance, reduce, maintain, eliminate, or study further. To
accomplish this goal, faculty members complete self-studies of their programs and undergo a
review by an external consultant and an evaluation by the dean's office. The college dean rates
the program on the internal and external demand for the program, its competitive advantage or
strategic niche, the quality and characteristics of student majors, the productivity of program
faculty, costs related to offering the program, and its centrality to the department, college, and
university. The Dean provides an evaluation and recommendations for each program using the
self-study document(s), the Chair's recommendations, and external reviews or accreditation
report as a basis. The Dean(s) presents his/her evaluations and recommendations to the Provost
and the Provost's Program Evaluation Review Committee. Following the presentation to the
Provost's committee, the university and Dean(s) develop the university summary for approval
by the Provost and President delineating the actions to be taken. Results of the Program Review
are presented at a Board of Trustees (BOT) meeting. The university Academic Affairs office
reviews the materials and makes final recommendations to the president and the BOT. The
program review process is managed at the university level by Dr. Paula Krist, Director of the
UCF office of Operational Excellence and Assessment Support (OEAS). (See Figure 4-1 for a
Gantt chart of the program review process.) Additional details on the program review process at
UCF are available at http://oeas.ucf.edu/
The external review is an important component of the program review process. It provides an
objective evaluation of the programs using an expert external to the University of Central
Florida. The expert(s) invited to conduct this review at a minimum should possess the following
credentials: (a) Doctoral degree in the discipline (or related discipline) of the review, (b) strong
academic and administrative credentials, (c) experience in conducting academic program
reviews, and (d) come from outside the state at a comparable school.
The external review consists of a site visit and a review of the program self-study document and
the departmental and college data. The reviewer receives copies of the self-study documents and
data in advance of the site visit. Following the site visit, the reviewer is asked to prepare a report
containing the following elements for each program reviewed:
1. General overview of program
2. Evaluation of demand for program and competitive advantage
3. Evaluation of program quality
• Faculty
• Resources and facilities
• Curriculum
• Students
• Other
4. Evaluation of program productivity
5. Program strengths
6. Program weaknesses
7. Recommendation
Task Name
1
Conduct orientation and dept. meetings
2
Consultant nomination; provide vita and PR
exp.
3
Consultant nominee summary to PRC
4
Consultant approval
5
Draft consultant itinerary; set dates
6
Data update
7
Confirm Consultant Itinerary and submit to
PRC
8
Submit program self study
9
Submit department self study
10 Review self study for release to consultant
Draft self-study, data summaries for
11
consultant
Review, approve summary for release to
12
consultant
13 Send summaries and web inf. to consultant
Draft Chair's review (Finalize after consultant
visit)
Draft Dean's evaluation and recommendations
15
(Finalize after consultant visit)
Rev. dept. and program self-studies and
16
summaries
14
17 Send final itinerary to OEAS for the web
18 Conduct On-Site Visit
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
FEBRUARY
APRIL
MAY
JUNE
OEAS
PRC, Dean
College
Inst. Research
College
Faculty
Chair
Chair, Fac.
Chair
Dean
OEAS
Chair
Dean
Consultant
College
Consultant
Cons.
Rev. consultant's report, submit feedback to
OEAS (grad programs only)
GC
Chair
21 Submit Chair's review
22 Submit Dean's evaluation and recommendations
Dean
23 Complete draft summaries for PRC
OEAS
24 Review summaries
PRC
25 Presentation to Provost
PRC, Dean
27 Conduct B.O.T. E.P.C. worshops
27
MARCH
Chair, Dean
19 Submit report
20
JANUARY
OEAS
P&E, Dean
Finalize summary of Program Reviews for FL
BOG
OEAS/Deans
OEAS, P&E
OEAS
28 Submit summary of Program Reviews to BOG
Figure 4-1. UCF Program Review Process.
The College of Engineering & Computer Science (CECS) split its program review process over
a two-year period for the last cycle, with the engineering programs up for review in the first
year, and the computer- and technology-related programs and engineering programs in the
School of Electrical Engineering and Computer Science (EECS) in the second year. In 2005,
the undergraduate and graduate programs in the engineering disciplines—aerospace, civil,
environmental, industrial, materials, and mechanical— underwent program reviews. In 2006,
the undergraduate and graduate programs in the computer- and technology-related disciplines
and the two engineering programs within EECS—computer science, information technology,
engineering technology, information systems technology, computer engineering, and electrical
engineering—underwent program reviews. As described above, program reviews involve a
multi-tiered review process that includes internal and external evaluations. The external
consultants selected by CECS were primarily Deans or Department Chairs from aspirational and
peer universities but also included prominent faculty with strong program evaluation
experience. Most program actions were to enhance or maintain the program, and no program
was eliminated.
An Undergraduate Task Force on Curriculum chaired by Dr. Jamal Nayfeh was formed at the
beginning of 2006 to review and take action on the program review recommendations. A
summary of the overall recommendations and actions from the multi-tiered review by the
various internal and external evaluators for the BSET follows:
Analysis of Undergraduate Program
1. Brief executive summary of major findings for this undergraduate program
This is a strong program with highly qualified faculty. The program appears to be meeting
regional needs as evidenced by its growth and the strong placement record of the
graduates. It also provides courses and programs in the evening and at remote campuses.
The program has great potential for growth. The program also has excellent relationships
with the local community colleges. <>
2. Analysis of Undergraduate Program
a.Curriculum
Questions and issues addressed:
Is the curriculum appropriate and current?
Does the curriculum provide the basis for a good core education in the discipline?
Are there opportunities for curricular development with other disciplines that might be pursued?
Does curriculum match student body demographics (if appropriate)?
How well does the curriculum contribute toward the General Education Program goals and
requirements (if appropriate)?
Are courses available to students when they need them?
Does the curriculum respond to other disciplines' needs (if appropriate)?
Are there opportunities for interdisciplinary curriculum that might be pursued?
How does the program provide opportunities for research and service learning?
How well does the program incorporate into the curriculum appropriate software tools and state-ofthe-art technology?
List strengths
Curriculum appears to be relevant and appropriate covering the major topics in the
discipline.
List weaknesses
Need to look at the number of courses being taught as it seems a little on the high side for
a department of only 13 faculty. Perhaps there is a way to reduce the number of course
offerings without affecting program quality.
b.Student Body
Is the number of undergraduate students majoring in the department appropriate given the faculty
size and the contribution of this program to the GEP?
Is the diversity (gender and ethnicity) of the undergraduate body appropriate?
Are the incoming credentials of the students appropriate for the program?
Are students being challenged?
Is there any indication of grade inflation?
Does the department reach out to alumni?
Are the students getting the advising and support that they need?
List strengths
Students that were interviewed seemed very happy with both their program and the faculty.
They liked the ability to take classes day and evening and through the FEEDS system.
List weaknesses
None were noted.
c. Student accomplishments
Are student accomplishments (e.g., papers presented, awards won, quality of graduate and
professional programs in
which students subsequently enroll, and position of first employment) indicative of a quality
undergraduate program?
Is there sufficient support (e.g., faculty, resources, advising, and infrastructure) for students to
succeed?
Are upper-division students engaged, involved, and appropriately socialized into their discipline?
How does the department try to engage the students?
List strengths
This area was not evaluated.
List weaknesses
This area was not evaluated.
d.Procedures
Are the procedures for advisement of undergraduate students adequate?
Are the procedures for record keeping adequate?
How is UCF institutional effectiveness process (i.e., student outcomes assessment) used to
improve the program?
Are academic requirements clearly written, readily available, and understood?
List strengths
Students appear to get advised on a regular basis by the chair and the program
coordinators. The academic requirements for each of the options are clearly spelled out in
the catalog.
List weaknesses
As the program grows, the faculty currently doing the advising could be overwhelmed. It is
suggested a different advising model be developed to handle the probable increased
advising load.
3. Evaluation of intended student learning outcomes
Student learning outcomes in the plan are
Acceptable (Meet all applicable criteria.)
Acceptable, but needs additional work on one or more of the criteria (Outcomes generally state
what student should learn, but are not specific, e.g., do not distinguish specific skills, knowledge or
behavior.)
Unacceptable (Do not meet applicable criteria.)
Comments on the plan's stated intended student learning outcomes
(Please provide feedback on any learning outcome. For any learning outcome that does not meet
applicable criteria, please provide suggestions.)
The learning outcomes being assessed appear to be appropriate and measurable. What is not
clearly stated is what will be done with the results of the assessment.
4. Reputation
Is this program recognized within its professional community for the quality of its contributions? If
so, in what areas?
How would you rate this program in comparison similar programs at comprehensive state research
universities: top 25 percentile? middle 50th percentile? bottom 25 percentile?
Would you advise a student to major in this program and department?
List strengths
The program is recognized in the community for the quality of its graduates. Both
employers and graduates are very happy with the program. I would not rate this program
as such ratings, in my opinion, have very little meaning.
List weaknesses
None were noted.
5. Overall Analysis and Recommendations for Engineering Technology - B.S.E.T.
Questions and issues addressed
What areas of strength should be promoted?
What weak areas should be addressed?
Suggest changes in direction, if applicable
It is suggested that the strong relationships the department has with the community
colleges be built upon by providing an entrance path to UCF for AS degree students. The
department should be looking at other areas where needs for ET grads are not being met
and evaluate the possibility of expanding their programs. One weakness that needs to be
addressed is to develop clear program goals for each of the seven programs within the
department including the 3 options in the BSET program. The program appears to be very
viable and heading in the right direction. The major problem that needs immediate attention
is the lack of lab space which is critical and must be addressed if the department and its
programs are to grow.
This Program Review marked the beginning of the current BSET program assessment cycle.
Because of this review, the results were evaluated and a new plan was put into place as
described later in this criterion.
At the close of the program review, the reviewer and the department Chair met and produced
the following Program Review Exit Interview:
CECS Program Review Exit Interview
May 22, 2006
Status as of May 19, 2008 indicated in bold characters
Program Strengths
•
Faculty felt good about leadership and program in department. Concern that Dr. Eaglin does not spread himself
too thin with research, teaching, and administrative duties.
o Action: Dr. Eaglin should both delegate many duties to program coordinators and also seek the ability
to delegate research duties to focus on priorities with the department. complete
•
Faculty have broad range of experience and cared about students. Small sampling of students and very
satisfied with programs with what they were learning and being taught (happy with content and delivery).
o Action: Continue to gather feedback from students and assess content, delivery. Ensure the primary
goal of employability of the students is being met. Ongoing
•
Excellent potential for growth in ET. Two issues: where do you get your students (good input from
community colleges for recruitment enrollment). High demand for ET graduates because of hands on
experience in program.
o Action: Develop strategic growth plan for the department that will investigate and implement actions
based on potential new programs and existing programs. Ongoing – Geomatics track identified in
BSET, proposed and approved Fall 2007, students currently enrolling in program
- Programs in energy (alternative and traditional) are being explored.
- Partnerships with local businesses (Siemens) to meet needs are being explored.
o Action: Seek faculty and laboratory resources to allow the growth. Currently on hold with a hiring
freeze.
•
Look at admissions process for AS degree students; ENT has developed an AS to BS program, not under AS to
BS umbrella but directly into the program concentration area and not into ENT in general. Need articulation
for example with students from Daytona into Space program. ENT general BAS can develop into this type of
program. Probably get funding from legislatures and board of governors to do this type of program.
o Action: Continue work with branch campus programs to develop more AS to BS articulation
agreements. Pursue fixed goals for the development of AS to BS articulation agreements. Ongoing
•
Utah has university centers funded by legislature that provides years 3 and 4 on regional campuses (2+2).
Florida has same type of structure. Cocoa Campus and Valencia West Campus possibilities.
o Action: Pursue having a local 2+2 program at a minimum of two community colleges (Brevard and
Valencia). Hire faculty and seek resources to make this operational. Ongoing, addition of
DirectConnect is forwarding this goal.
Program Weaknesses
•
Lack of lab space complaint by faculty and student. Not sufficient for size of program. Will severely limit
ability to grow program.
o Action: We must seek additional laboratory space, possibly looking to space at off-campus locations.
Have partnered with IEMS and CEE to increase available lab space.
o Action: Lobby College and University Administration as to the critical space needs of the program.
Result is a new laboratory policy college-wide, ENT will gain approximately 5000 sf under this
new model.
•
Department has 7 programs in 3 degree areas. Department has not clearly articulated what the goals for each
of those 7 are which will have to be done for ABET. Also of benefit to faculty and students, then can
articulate specific learning outcomes, then decide which courses meet those learning outcomes.
o Action: Develop clear and published goals for each program.
o Action: Internally review programs and need for programs to reduce number of programs. (complete
for BSET, ongoing for BSEET, BSIST)
o Action: Rename and clarify the BSET Design which is really civil construction by another name
(complete)
o Action: Rename and clarify BSET Operations which is really industrial operations degree. (ongoing)
•
Department currently offers a large number of courses (over 3+ pages); need to look at course offerings and
pare it down with only 13 faculty.
o Action: Perform a curriculum audit and remove un-necessary or outdated courses from the catalog.
(ongoing, have eliminated courses in all programs)
•
There needs to be a resolution with IST and IT. Confusion on part of students (maybe employers) difference
between IST and IT. IST computer-related technology work. IT for CS students who cannot make it in CS not
as academically rigorous.
o Action: Review curriculum regularly to prevent overlap in IST and IT. E.g., security minor issue
junior and senior years are about the same courses for CS and IT.
o Action: Ensure advisement is available and required to place students in correct program.
o Information: Freshman and sophomore years are different. IST more transfer with students with AA
qualifications. IT more FTIC driven. Population served is different for the 2 programs, but outcome,
both students look same re: backgrounds at end. 2/3 courses taught through ENT, 1/3 through IT but
students in each take courses out of each department offerings. Probably no perception in prestige of
IST and IT programs. IST students are usually working professionals with AS degrees, whereas IT
are FTICs. IST is 120 credit hours and IT 128 credit hours. Both IT and IST students get the same
kind of jobs. Not unhealthy in operating both programs, but confusing in differentiation. Does not
require a lot of faculty time and effort.
Faculty stretched in teaching and not time to do research. Yet giant overlap in instruction and streamlining
courses can free up time.
o Action: Streamline courses to free up faculty time; some times problems that are created are by the
department themselves by too many course offerings.
•
Status: restructure of BSET curriculum has streamlined course offerings dramatically. Classes for
concentrations were removed from electives and made required for specific concentrations, electives are now
selected from courses supporting other concentrations.
Suggestions
•
ET has different teaching load from the rest of the college, need to look at different Promotion and Tenure
(PNT) since ENT faculty have higher teaching loads.
o Information: UNC has PNT requirement for ENT different from engineering faculty.
o Action: Review and develop PNT requirements that truly meet the goals and objectives of the
department.
Status: In review by upper administration, department PNT and annual review criteria updated.
•
Need more faculty to support growth in ENT.
o Action: Develop a strategic growth plan for the department that outlines the program growth and new
program development objectives.
o Action: Work to obtain more lines to meet strategic growth plan of the department.
All hiring currently on hold as part of hiring freeze.
•
With program growth their will be a need to come up with a different advising model.
o Information: Program coordinators are advising 100-200 students each. (There is a staff coordinator
who advising also, Kim Small.) Also, another advisor position open in Cocoa.
o Action: Work the undergraduate advising office to ensure adequate advising occurs for all ENT
students.
Status – Advising model has been reviewed, a new advising model is being implemented Fall semester 2008
college-wide.
•
Look at adding a graduate program for ENT as it grows.
o Information: ENT typically has a technical type of MS that is an extension of the ENT program or a
broad-base management of technology program typically done with the school of business (or IEMS).
Market is there for ENT graduates who will be attracted to this type of program.
o Information: Best example Arizona State or Purdue for a technical ENT MS program. May get a lot
of corporate support for an ENT MS program. Very important to keep curriculum current; very easy
to get obsolete in technology.
o Information: The only outlet at the moment for UCF ENT students is to go into the IEMS MS track.
CECS considering a good fit with merging ENT and IEMS program; IEMS has low BS enrollment
but high graduate enrollment, ENT high BS enrollment but no graduate program. Course content is
related in certain fields (e.g., management). Technology Administration course should be required in
all programs; only course that provides an introduction into supervision and lots of grads will end up
in supervision. Also has Ethics component which is an ABET requirement.
o Action: Begin research for development of an MS program.
Two graduate programs have been approved and are admitting students. Fall 2008
•
IST Program should require senior design.
o Action: Look at adding Senior Design to the required courses in IST.
Senior Design is being added as part of curricular review of IST program. Also as part of accreditation
requirements Discrete Mathematics has been added.
General Comments
•
Future program reviews, IAA/OEAS provide set of guidelines for reviewers, go Weber under
assessment/program reviewer www.weber.edu to know expectations up front very useful for reviewers to
know expectations.
3. Industrial Advisory Board
The Engineering Technology Department in 2006 switched from having a single department
industrial advisory board to three (3) individual advisory boards for each of its programs
(BSET, BSEET, and IST). This move was made to allow the IAB to have a more direct impact
and ownership of the programs. This also was an important move as the department houses 3
highly diverse programs.
The industrial advisory board meetings moved from being informational meetings to active
meetings where members give input. The minutes of the March 2008 meeting are shown and
demonstrate the level of review and involvement in the program.
BSET INDUSTRIAL ADVISORY BOARD – MINUTES
Date: Friday, April 4, 2008
Time: 6:00 pm-7:30 pm
Location: ENGR I, Room 288
Presiding:
Dr. Eduardo Divo
Present:
Ms. Gabriella Ahlqvist, Dr. Tarig Ali, Dr. Steven F. Brown, Mr. Bruce Butler, Dr.
Ron Eaglin, Mr. Tim Frace, Mr. Andreas Hadjinicolaou, Mr. Perry Leavell, Dr. Ali
Mehrabian, Ms. Karla Alvarado-Moore, Mr. Michael J. Olejarski, Mr. Jim Petersen,
and Dr. Ahmad Sleiti
------------------------------------------------------------------Dr. Eaglin called the meeting to order at 6:00 p.m. Welcome remarks, introductions, and a brief
overview was given of Engineering Technology and the BS Engineering Technology Program.
Role of the Industrial Advisory Board:
IAB input is essential so we can provide industry with the employees it needs. The IAB board advises
us primarily on the structure of the curriculum itself. Every year we look at modifications to this
structure and revise or streamline as needed. One of the main objectives is to make sure we are
meeting industry needs and demands. It is important to us that our students can do what industry needs
them to do. We have a flexible curriculum, more so than what is found in a typical engineering
discipline.
•
Review of Curriculum
The BSET program has five (5) tracks: Operations, Design-Mechanical, Design-Construction,
Geomatics, and Space Science. The back of the checksheet handouts are what we use to
advise students. They show the flow of the different courses the students take.
•
New Program Development and Direction
New program development comes from industry.
The general program structure for the BSET degree is broad with concentrations under it.
Students select a concentration: Operations, Design - Mechanical or Construction, Geomatics,
or Space Science. Our concentrations also change as industry needs change.
The BSET Design program was recently split into 2 tracks – Design-Mechanical and Design
– Construction to better reflect on what we were teaching and the industry needs of those two
fields.
Geomatics is a new concentration and was created due to industry needs. Geomatics is the art,
science, and technology of measurement.
The department has just had two new graduate level program approved.
MSDF – Master of Science in Digital Forensics - For the industry needs of law
enforcement.
MST – Master of Science in Technology - For industry and community college needs for a
flexible program that non-engineering people could take that could get them into a technology
based field at the Masters level.
•
Working with Faculty
Faculty have specializations that industry can call on for help on problems, consulting,
sponsored research based projects, or even to find interns and co-ops. Talk to faculty with
expertise in the field you are looking at. We can also prompt students to get the word out on
your available work. We graduate 40-50 BSET students per year and can put you in touch
with them.
BSET IAB feedback:
IAB members are asked to look at the BSET curriculum checksheets and provide us with feedback.
Our core courses and program development have changed in the past due to IAB feedback. IAB helps
direct us toward new program development.
We are looking into program development in Energy and HVAC; Renewable Energy, Sustainable
Energy, and Nuclear Energy. Other universities are also looking into these programs. Due to State
cutbacks it is more difficult to get programs approved right now and we are in the process of
streamlining operations.
Wind turbines are coming. Coastal communities don’t want to look at them but the cost of power will
drive them. Climate shifts will also change communities. There could be population shifts to other
areas due to climatic changes.
We can only anticipate so far into the future with research on future employment, but there will
always be good students and businesses will morph into new disciplines and technologies as needed.
Role and Importance of Accreditation – short overview of ABET:
We received a 6 year accreditation at the last ABET review. We will have a mock ABET review later
this month and in Fall 2008 we will be up for another ABET accreditation review. We will be inviting
IAB members, students, alumni, and other industry people to lunch to meet with our ABET
evaluators.
ABET will want to know if you have any suggestions for improvement for our programs, that we keep
in touch with industry, and that we listen to industry through your feedback. They want to make sure
our programs meet specific local and industry needs.
One of our program outcomes is to show quality, timeliness, and continuous improvement. The
program outcomes along with educational objectives are important aspects of ABET accreditation.
Having programs that let graduating students go directly into a company and start working on day one
with a minimal amount of training is important to us.
ABET also puts a lot of emphasis on what industry has to say about the employability of our students
after graduation. For those employers who are concerned about the liability in filling out surveys on
employees, remember, don’t name the employee. Please return employment surveys to the department
if you get them. IAB feedback on these surveys are extremely important to ABET.
Our alumni survey is what led to Project Management.
Plan of Action:
ACTION ITEMS:
Keep communications open – exchange business cards.
Ronee to obtain and send out IAB member and ENT BSET faculty contact info to all
members.
Members are asked to please review the BSET checksheets and provide feedback on our
curriculum.
Members should return any employment surveys they receive to the department.
IAB members should let us know when they see a need we should meet.
Future Meetings:
Dr. Divo will notify IAB members of the next meeting, possibly in Fall 2008.
Meeting adjournment:
The meeting adjourned 7:30 p.m.
Respectfully submitted,
Ronee Trantham
ENT Office Manager
B. Evaluation of Program Educational Objectives.
The most important method of measuring performance program objectives is solid mapping of
outcomes to objectives and the measurement process of meeting program objectives. The
evaluation of performance of the education objectives is outlined in detail in Criterion 2
Section F – Achievement of Program Educational Objectives.
In addition to the program outcomes, additional measures are important to determine the
performance of our graduates in meeting the program objectives. The two most direct measures
available are direct surveys of alumni and direct surveys of employers. In addition to formal
feedback anecdotal information from our graduates and employers does have a level of
usefulness in this assessment.
Program and SACS review revealed no major issues with program objectives, however program
review did indicate an opportunity to streamline program offerings with common objectives.
This was a major restructuring of the existing curriculum and was started shortly after the
program review leading to a fully restructured curriculum in all programs in the 2007 Catalog.
A direct effect of this effort was low enrollment classes, which in the past might have been
cancelled – had sufficient enrollments to continue the offering. Future assessment cycles will be
necessary to review the total impact of this restructuring.
Industrial advisory input towards the objectives was positive and there is satisfaction with the
graduates. The IAB had direct input on the decision to break the Design Concentration into a
Mechanical (Design – Mechanical) and a Construction focused track (Design – Construction).
The IAB does see potential to an Energy based concentration. Discussion is underway with
Siemens to develop this concentration and one grant was obtained to explore developing a
concentration in sustainable energy technologies.
Overall the evaluation of the objectives is positive requiring no major changes to the objectives
or curriculum, however as noted above several areas of improvement and future curriculum
enhancements are being addressed.
C. Assessment of Program Outcomes
A full assessment of performance on student outcomes is presented in Criterion 3 Section F –
Achievement of Program Outcomes. This assessment has resulted in improvement in courses
and in the program. The changes which are part of this assessment are consistent with the input
of the program educational objectives.
No deficiencies have been noted from the assessment of the program outcomes. Some
additional notes are given here.
1. Program Review detailed the need and benefit for streamlining the program
requirements. This was reviewed by the chair and program coordinators and was
assigned to Dr. Lucy Morse, Program Coordinator at the time, to complete for the fall
semester of the 2007-2008 catalog year. This task was completed early and students are
now on the new streamlined curriculum. Details of changes made as a part of this
review will be available to the reviewers. An assessment of the outcome of this change
has demonstrated that students are more able to get the classes needed to graduate and
courses required are more often available as a result.
2. The IAB has made multiple recommendations, most notable the need to add a Project
Management and PLC course to the curriculum for BSET students. These have been
completed and the courses are part of the regular assessment process.
3. As noted additional items based on the annual assessment of the program outcomes are
detailed in Criterion 3 Section F.
D. Evaluation of Program Outcomes
Because the program outcomes closely follow the guidelines as set forth by ABET, major
modification of these outcomes is not necessary. Changes in the Program Educational
Objectives, or University or College objectives might necessitate changes in program outcomes.
The process for these changes would be through the consensus of the program faculty, program
coordinator, and department chair upon review of the constituent inputs as identified in Table 41.
E. Continuous Program Improvement
The preceding discussion and Criterion 3 have identified various tools that are now available to
assess program outcomes. The measures include:
1. Scores on targeted areas of course exams
2. Peer review (internal) of department
3. Peer review (external) of department Senior Design projects final reports and
presentations
4. Employer surveys
5. Program review
6. Program review exit interview
7. Assessment results (Table 3.5)
8. Alumni surveys
9. Graduating senior surveys
Other avenues exist for the receipt of information. The BSET Industrial Advisory Board is an
additional resource to provide guidance regarding program strengths and weaknesses. Meetings
of the advisory committee have been held at least annually for the previous years. Informal,
anecdotal information is also readily provided by students regarding their readiness for
employment, preparedness for current topics from prerequisite courses, etc. Although some
filtering of student input is prudent to distinguish facts from personality issues, student input is
an important source of information regarding program shortcomings.
•
Actions to Improve the BSET Program:
Formal identification of many of the program outcomes with the ABET a-k outcomes has been
accomplished on a schedule to accommodate the Fall 2008 accreditation visit. A well-defined
assessment process is operative and primed to drive the feedback loop for continuous
improvement. Previously the assessment of the program was accomplished by the University
SACS process, which has been ongoing since introduced in 1996. The outcomes were very
much the same, but in the fall 2006 semester, at the same time of the program review, the
outcomes were realigned to match the ABET a-k criteria.
At the same time the Engineering Technology programs underwent a program review as
mentioned above. Following the Program Review the BSET program used the results to
determine improvements, and the BSET was reorganized as is described below. Due to the fact
this is new curriculum, cycles are in the beginning stages for testing the validity of course
content and assessments based on the ABET a-k general criteria. Several examples are cited
below to illustrate the efforts to affect improved proficiency through a feedback mechanism.
Figure 4-2 below shows the process expanded cycle continuous improvement process within the
BSET program. First, we have implemented the changes and we are in the process of
evaluating this last semester’s results that have been collected. Now is the time to determine
improvements and plan for the future based on the most recent data.
Figure 4-2. Expanded Continuous Improvement Cycle
•
Implementation of the Course Improvement Process Feedback Process
The Course Improvement Process (CIP) relies on two forms to collect data for continuous
improvement – the Faculty Course Evaluation Form (FCEF) in Table 3.4 and the Assessment
Tool Table (ATT) shown in Table 3.5. The assessment tool was introduced in 2006 and is
included in Criterion 3. This tool is used to collect data each semester on the measures used in
the Outcomes Assessment Process as shown in Table 3.6 of Criterion 3.
The Faculty Course Evaluation Form (FCEF) was developed in 2006 and is included in
Criterion 3. Prior to that each faculty member was gathering data about his/her course(s) in a
different manner. Once the FCEF was introduced all faculty recorded their data collection in a
systematic approach.
The CIP process consists of several steps:
o Faculty have developed course outcomes and measures for each course
o Focus group of the program coordinators and assessment coordinator select
measures to use to measure each program outcome for the department
o Assessment Tool Table sent to all faculty at the beginning of fall and spring semester
o Data for each course is collected by the faculty and recorded.
o From the course data on the FCEF, the data that is needed for the ATT is collected
o FCEF forms for each course are collected after each fall and spring semester
o ATT is filled in at the end of each spring and fall semester.
o All forms are submitted to the Program Coordinators
o Focus group of program coordinators and assessment coordinator meet and make
comments
o FCEF then returned to the respective faculty member who review the comments and
prepare any modifications to the course if needed.
o All the course FCEF forms are made available to the ENT department curriculum
and assessment committee, the department chair, and any working subcommittees.
This is an ongoing process. Other improvements will be made in subsequent cycles based on
the results of the assessment activities and feedback from the constituents through surveys and
focus groups.
Several examples are cited below to illustrate the efforts to affect improved proficiency through
a feedback mechanism:
(1) Senior Design Course Specifications
After developing the outcomes and measures for the assessment process, it was obvious that
there were certain demands on the Senior Design Course. This course continues to play a
critical role in the assessment process and the faculty determined a strong need to develop a
uniform set of specifications to be met by the design course. In 1999 these specifications
were written within a handbook and another substantial revision took place in 2002. There
are small additional changes made each year. The detailed specifications are provided in
Appendix A.
Other improvements will be made in subsequent cycles based on the results of the
assessment activities and feedback from the constituents through surveys and focus groups.
(2) BSET Core Courses
All the core courses are the same for all concentrations within the BSET. One course,
Computer Applications, was removed from the core courses based on student input and
focus group studies. When this course was first a requirement, students were not as familiar
with the basic computer software as they are today. To replace this course Project
Management became a BSET core course rather than an upper level required course.
ENC 3241 Writing for Tech Professions
MAC 1105 College Algebra
MAC 1114 College Trigonometry
MAC 2253/2311 Calculus I
MAP 3401/MAC 2312 Calculus II
PHY 2053C College Physics I
ETG 3541 Applied Mechanics
ETI 4448 Applied Project Management
ETI 3671 Technical Economic Analysis
ETI 3116 Applied Engnrng Quality Assurance
ETI 4635 Technology Administration
(3) Upper level required courses
In the past all upper level required courses for the BSET were the same, regardless of
concentration. Students could only take their concentration courses as electives. Faculty
focus groups and input from students came to the conclusion that the required courses
needed to be within the student’s concentration. Then the electives could come from any
technology field. Also because of this move, it became apparent to the focus groups that
students in the design concentration also needed to be separated into Design – Mechanical
and Design – Construction. This move enables students within the Design – Mechanical
option to concentrate on mechanical courses and students within Design- Construction to
focus on construction courses.
Design – Construction:
ETD 3350C Applied CADD
ETG 3533C Applied Engnrng Strength of Materials
ETC 4206 Construction Estimating
ETC 4241C Construction Materials & Methods
ETC 4242 Construction Contracts & Specifications
ETC 4414C Applied Structural Design I
ETC 4415C Applied Structural Design II
ETG 4950C Senior Design Project
Design – Mechanical:
EST 4502C Metrology & Instrumentation
ETI 3421 Materials & Processes
ETM 4220 Applied Energy Systems
ETM 4331C Applied Fluid Mechanics
Operations:
ETI 4640 Operations Management
ETI 3690 Technical Sales
ETI 4186 Applied Reliability
ETI 4700 Occupational Safety
ETI 4205 Applied Logistics
Space Science:
ETI 4837 Technology of Small Payloads
EMA 4103 Space Environment
ETI 4835 Rocket Propulsion Technology
ETI 4838 Flight Dynamics Technology
ETI 4836 Space Systems Technology
Geomatics:
The local Geomatics and Surveying profession approached UCF’s Engineering
Technology Department indicating the need for this program at UCF to serve Central
Florida’s need for people with 4-year degree in Geomatics. Represented by the
Florida Surveying and Mapping Society (Central Florida Chapter), the rapidly
growing Geomatics profession expressed the critical need for Geomatics
professionals in the area. Company programs, offering incentives to employees to go
back to school to obtain their Geomatics degrees, are being basically driven by the
fact that the State of Florida, (along with many states) will now only allow
graduates with 4-years degrees in an accredited program to sit for the Licensure
exam. The degree must either be in Geomatics or in another area but with at least
twenty-five (25) semester hours of Geomatics-related coursework at the university
level. Following this request it was decided by the department and College of
Engineering and Computer Science this Geomatics to be housed within the BSET
degree program. Since a change had been made in the upper level required courses,
this was accomplished.
GIS 3043C Geographic Env. Systems I
SUR 4930 Cadastral Inf. Systems
SUR 3530C Geodetic Science
SUR 4531 Positioning with GPS
SUR 3331 Photogrammetry
SUR 4932 Digital Cartography
SUR 4402 Boundary Location
SUR 4462 Land Subdivision & Platting
SUR 3641 Geospatial Computations
(4) Courses Eliminated
Another improvement made based on the results of the program review is that courses have
been eliminated. The restructure of BSET curriculum has streamlined course offerings
dramatically. Classes for concentrations were removed from electives and made required for
specific concentrations, electives are now selected from courses supporting other
concentrations.
(5) Distance Education
Currently, two degree programs, BSET-Operations and IST, are offered totally at a distance
within the Engineering Technology department. Most of the BSET courses for the other
concentrations are offered at a distance. Processes have been put into place to handle the
inquiries and test-taking for the distance courses. This is an ongoing process. Other
improvements will be made in subsequent cycles based on the results of the assessment
activities and feedback from the constituents through surveys and focus groups.
Initially, lectures within engineering and engineering technology at UCF were recorded and
stored on VHS tapes. These were then hand delivered across the state. This early solution
worked well and offered higher than television broadcast resolution at the time (640 x 480
pixel resolution). Lectures were available at branch campuses within a few days of the
lecture recording.
In the late 90’s, the Internet and the use of the World-Wide-Web (WWW) was widely
accepted as a means of accessing information including college lectures. In the late, 90’s
the medium for lecture distribution was changed from VHS tape to the Internet using
digitally encoded videos. These videos were accessed from a common college website and
were available to all students without authentication. This medium of delivery greatly
reduced the delay for distance students from a few days to a few hours after the lecture was
recorded. However, the resolution of the videos remained at the standard size of 640 x 480.
In 2000, this resolution was already being surpassed by DVD and other digitally available
content on the Internet.
In 2006, the College of Engineering and Computer Science made a significant technology
upgrade of the existing recording hardware and software used for recording lectures. This
change was possible because the speed of computers for certain applications, such as video
recording, began to surpass that of expensive hardware. The out-dated video recording
hardware was removed and a software based lecture recording solution was purchased and
implemented. The current recording hardware and streaming video delivery is Tegrity. The
medium for delivery of the new system still utilizes the Internet but the quality of the
content is greatly enhanced. Resolution is now limited only by the instructor’s choice of
computer desktop resolution and can be high-definition (1920 x 1080) if required. The
standard for delivery of distance courses is the use of Tegrity and WebCT (now called
Webcourses@UCF) as the course management tool.
(6) Testing
To insure security on exams several methods are used for testing within the Engineering
Technology Department:
• Live exams – with students present
• Use of a Proctor and the Regional Campus sites. These sites include:
o Cocoa
o Daytona Beach
o Heathrow
o Leesburg
o Ocala
o Osceola
o Palm Bay
o Sanford/Lake Mary
o South Lake
o South Orlando
o West Orlando
•
•
•
•
Use of Proctors at the Florida Engineering Education Delivery System (FEEDS)
schools. (All the state universities in Florida.)
Use of a Proctor with our partnership with University Partnership Center on the
west coast of Florida in Seminole, FL
Use of approved Proctors at other locations (few)
Online exam with random generation of questions
Each semester a student needing a Proctor is to contact June Wingler in the ENT office with
the course number and the location where they wish to take the exam.
•
Closing Comments
Formal correlation of many of the program outcomes with the ABET a-k general criteria has
been accomplished on a schedule to accommodate the fall 2008 accreditation visit. The
Program Review in 2006 marked the beginning of the BSET program current assessment cycle.
Because of this review, the data was evaluated and a new plan was put into place. A welldefined assessment process is now operative and primed to drive the feedback loop for
continuous improvement within the Engineering Technology department.
CRITERION 5. CURRICULUM
A. Program Curriculum ...................................................................................................2
B. Prerequisite Flow Charts .............................................................................................4
C. Course Syllabi .............................................................................................................14
A. Program Curriculum
The BSET program uses several independent processes to assure the quality of their
undergraduate curriculum to prepare students for a professional career. While these processes
have some overlap, each has slightly different goals. It is through the aggregate result that
course quality is maintained. These processes include:
•
Course Assessment Forms — The course assessment forms are part of the program’s
formal assessment and continuous improvement process. Each faculty identifies their
course objectives and how these relate to the achievement of program outcomes and
educational objectives. They then create a quantitative mechanism for measuring
how well they are meeting those course objectives. In the annual continuous
improvement meeting, the faculty work as a group to review these course
assessments, identify issues, and develop solutions. In addition, faculty members are
tasked with independently using their assessments to improve their courses.
•
Course Coordinators — each permanent faculty member is assigned as a course
coordinator to three or four technical courses. It is the course coordinator’s function
to ensure that the course coordinator works with those individuals to make sure that
the appropriate material is being delivered.
•
Course/Faculty Evaluations — annual course/faculty evaluations are mandated by
the University. This provides the students the opportunity to provide feedback to the
faculty about course content and teaching methods. It is the responsibility of the
department head, the program coordinator and individual faculty to ensure that this
feedback is being used effectively for course quality assurance.
•
Annual Review Process — each year, all faculty meet with the department head for
an annual performance review. Part of this review process includes a discussion of
teaching performance as evaluated by students and the individual program
coordinators. The department head works with the individual faculty to identify
issues with teaching performance and to develop a plan for improvement.
•
Tenure-Track Mentoring Process — the BSET Program recognizes that new faculty
members often have not had any formal training or teaching experience. For this
reason, each tenure-track faculty is assigned a mentor.
Table 5-1 below shows the general distribution of credit-hours for all five concentrations within
the BSET Program: Operations, Design-Mechanical, Design-Construction, Space Science, and
Geomatics. The credit-hour distribution is grouped in the UCF General Education Program
(GEP) courses, the ENT Core courses, the Lower-Level courses, the Upper-Level required
courses, and the Upper-Level Technical Elective courses. This distribution is further detailed in
the flowcharts, check-sheets, and curriculum tables on Tables 5-2 (a-e). In addition, Table 5-3
shows the Course and Section size summary for the 2007-2008 academic year.
From Tables 5-2 (a-e), it can be seen that the curriculum has a total of 128 credit-hours required
for graduation (except for the Geomatics concentration which requires 131 credit-hours). This
exceeds the ABET expected minimum by 4 credit-hours. In addition, Tables 5-2 (a-e) provide
evidence that a large part of the curriculum has technical content. Thus, the technical
component easily meets the requirement of being between 33% and 66% of the total
curriculum.
The Engineering Technology faculty members assure that adequate time is devoted to each
component of the curriculum and that students are prepared for engineering practice from their
education culminating in a major design experience. ETG 4950C Senior Design Project
requires students to produce a comprehensive design, test the design, make oral presentations,
and produce a final written report. This course is classified as a writing intensive course with
the objective of helping the students prepare a solid proposal for the capstone design course that
will incorporate most of the engineering standards and realistic constraints appropriate to the
given capstone project. Other courses incorporate design experience in narrower, more focused
areas. All of the design experiences require knowledge and skills acquired in earlier
coursework and incorporate engineering standards and realistic constraints.
Copies of the student reports for the capstone design projects, as well as videotapes of their
presentations, are available and can be viewed by the EAC team at the time of the visit.
The BSET Program has been designed to provide students with the skills necessary to succeed
in more advanced engineering technology jobs. This is the goal of Program Educational
Objectives 1 and 2 as shown in the BSET Program Strategic Plan. Support for that objective is
listed in the plan and shown in Criterion 2.
Table 5-1. BSET Program Concentrations credit-hour distribution.
BSET Program
Operations
38 hrs.
DesignMechanical
38 hrs.
DesignConstruction
38 hrs.
Space
Science
38 hrs.
UCF General
Education
Engineering
Technology Core
Lower-level
Courses
Upper-Level
Required Courses
Upper-Level
Technical Electives
Total
38 hrs.
27/29 hrs.
27/29 hrs.
27/29 hrs.
27/29 hrs.
27/29 hrs.
25 hrs.
26 hrs.
26 hrs.
26 hrs.
21 hrs.
21 hrs.
25 hrs.
25 hrs.
25 hrs.
33 hrs.
17 hrs.
12 hrs.
12 hrs.
12 hrs.
12 hrs.
128/130 hrs.
128/130 hrs.
128/130 hrs.
128/130 hrs.
131/133 hrs.
Geomatics
B. Prerequisite Flow Charts
Composition I
ENC 1101
Composition II
ENC 1102
College Algebra
MAC 1105
College Trig
MAC 1114
ENC 3241
Tech Writing
Tech Econ
ETI 3671
Spring/Summer
Oral
Communication
SPC 1016
SPC 1600
Electricity and
Electronics
EET 3085
Fall/Spring/
Summer
9 hours
Cultural/Historical
AMH/EUH/HUM
WOH/REL/PHI
6 Hours
Social Foundation
ANT/PSY/SYG
ECO/POS
8 hrs
Science
ANT/BSC/BOT
GEO/GLY
PHY 2053
General Chemistry
CHM 1032
Materials and
Processes
ETI 3421
Elective
Fall
Metrology
EST 4502C
Elective
Spring
Programmable
Logic Controllers
EST 3543C
Fall/Spring/
Summer
Physics I
PHY 2053
Calculus I
MAC 2253/2311
Applied Energy
Systems
ETM 4220
Elective
Spring
Problem Analysis
MAP 3401
or MAC2312
or MAC 2254
Applied CADD
ETD 3350
Fall/Spring
Applied Mechanics
ETG 3541
Fall/Spring
Occupational
Safety
ETI 4700
Summer
Applied Strength
of Materials
ETG 3533
Elective
Spring
Statistical Methods
STA 2023
Fall/Spring/
Summer
Ind Quality Control
ETI 3116
Fall/Summer
Applied Logistics
ETI 4205
Fall
Applied Project
Management
ETI 4448
Spring/Summer
Tech Admin
ETI 4635
Fall/Spring
Operations Mgmt
ETI 4640
Fall
C Programming
CET 2364 (Fall)
or COP 2220
or COP 3223
or EGN 3210
Introduction to
Information
Technology
CET 3010
Elective
Summer
Computer
Numerical Cont
ETI 3418C
Elective
Summer
Technical Sales
ETI 3690
Spring
Applied Reliability
ETI 4186
Spring
BSET Operations Concentration - Flow Chart
Senior Design
Project
ETG 4950
Fall/Spring
2008 ENGINEERING TECHNOLOGY - OPERATIONS
COLLEGE OF ENGINEERING AND COMPUTER SCIENCE
NAME:
GENERAL EDUCATION PROGRAM
COMMUNICATION - 9 SH
ENC 1101
ENC 1102
SPC 1600 (SPC 1016 Preferred)
CULTURAL & HISTORICAL - 9 SH
UCF
DEGREE REQUIREMENT CHECKSHEET
SSN:
SH
3
3
3
6
Select 2: AMH 2010, AMH 2020, EUH 2000, EUH 2001,
HUM 2211, HUM 2230, WHO 2012, WHO 2022
ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/
REL2300/ PHI2010/ LIT2010/ LIT2120
SOCIAL FOUNDATION - 6 SH
ANT 2003/ PSY 2012/ SYG 2000
ECO 2013/ ECO 2023/ POS 2041
SCIENCE - 8 SH
ANT 2511/ BSC 1005/ BSC 1050/MCB 1310
GEO 1200/ GEO 3370/ GLY 1030 (Lab Required)
PHY 2053/L or 2048/L Physics I
Grd
Trans Equiv
*
*
*
*
TECHNICAL SPECIALIZATION - OPERATIONS
LOWER LEVEL COURSES - 25 SH
EST 3543C Programmable Logic Controllers***
CHM 1032/L General Chemistry & Lab***
CET 2364 Systems Applications in C***
EET 3085C/EET3086c Electricity and Electronics***
STA 2023 Statistical Method***
Approved Lower Level Electives
3
SH Grd Trans Equiv
3
4
3
4
GEP
11 see advisor
***UPPER LEVEL REQUIRED COURSES - 21 SH
ETI 4640 Operations Managemen
3
3
3
3
3
3
ETI 4700 Occupational Saftey
3
4
(4 in ENT Core)
3
3/4 SUS
(4 in ENT Core) ETG 4950C Senior Design Project
3
***UPPER LEVEL TECHNICAL ELECTIVES - 17 SH
see advisor
Electives may be taken from any Engineering
MATHEMATICAL - 6 SH
SUS
3
* (3 in ENT Core) Technology course (BSET, BSEET, IST)
Select STA 2023
3
that you have the prerequisites.
SUBTOTAL SEM HRS
6
(11 in ENT Core)
GPA Gen Ed Prog =
38 = 27 + (10/11 in ENT Core)
* Indicates "C" minimum required by the Gordon Rule
ENGINEERING TECHNOLOGY CORE
SH Grd
Trans Equiv
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
GEP
GEO 1200/ GEO 3370/ GLY 1030
3
MAC 1105 College Algebra***
GEP
SUBTOTAL SEM HRS
63
MAC 1114 College Trigonometry***
3
GPA ENT Technical Specialization =
SUS
(2.000 minimum)
MAC 2253/2311 Calculus I***
3/4
3/4
PHY 2053C College Physics I***
GEP SUS
Engineering Technology - Operations is generally an upper
ETG 3541 Applied Mechanics***
3
division program. Please see an advisor in the ENT Department
ETI 4448 Applied Project Management***
3
for articulation and transfer equivalents.
ETI 3671 Technical Economic Analysis***
3
ETI 3116 Applied Engnrng Quality Assurance***
3
ADVISOR COMMENTS:
ETI 4635 Technology Administration***
3
27/29
SUBTOTAL SEM HRS
GPA ENT Core =
(2.000 minimum)
SUS
***C or better is required.
Indicates State University System Common Program Prerequisite
BSET Operations Concentration Check-Sheet
2008 ENGINEERING TECHNOLOGY - DESIGN - MECHANICAL TECHNOLOGY TRACK
UCF
NAME:
ENC 1101
ENC 1102
SSN:
SH
3
3
3
Grd
6
*
*
HUM 2211, HUM 2230, WHO 2012, WHO 2022
ARH2050/ ARH2051/ MUL2010/ THE1020/
THE2071/ REL2300/ PHI2010/ LIT2010/ LIT2120
ANT 2003/ PSY 2012/ SYG 2000
ECO 2013/ ECO 2023/ POS 2041
SCIENCE - 8 SH
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
GEO 1200/ GLY 1030 (Lab Required)
PHY 2053/L College Physics
3
3
3
4
4
Trans Equiv
*
*
SUS
TECHNICAL SPECIALIZATION - DESIGN
EET 3085C/EET3086C Electricity and Electronics***
STA 2023 Statistical Methods***
EST 4502C Metrology & Instrumentation
(4 in ENT Core)
ETM 4331C Applied Fluid Mechanics
Electives may be taken from any Engineering
(3 in ENT Core) Technology course (BSET, BSEET, IST)
MATHEMATICAL - 6 SH
SUS
*
3
Select STA 2023
3
SUBTOTAL SEM HRS
6
GPA Gen Ed Prog =
38=27 + (11 in ENT Core)
SH Grd
Trans Equiv
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
GEP
GEO 1200/ GLY 1030
3
GEP
3
3/4 SUS
MAP 3401/ MAC 2312
3/4
GEP SUS
3
3
3
3
3
SUBTOTAL SEM HRS
27/29
GPA ENT Core =
(2.000 minimum)
SUS
SH Grd Trans Equiv
3
4
3
4
GEP
12 see advisor
4
3
4
3
4
4
3
see advisor
SUBTOTAL SEM HRS
63
(2.000 minimum)
Engineering Technology - Design is generally an upper
ADVISOR COMMENTS:
BSET Design Concentration – Mechanical Technology Track – Check-Sheet
Composition I
ENC 1101
Composition II
ENC 1102
College Algebra
MAC 1105
Physics I
PHY 2053
College Trig
MAC 1114
Calculus I
MAC 2253/2311
ENC 3241
Tech Writing
Oral
Communication
SPC 1016
SPC 1600
9 hours
Cultural/Historical
AMH/EUH/HUM
WOH/REL/PHI
6 Hours
Social Foundation
ANT/PSY/SYG
ECO/POS
4 hrs
Biological Science
ANT/BSC/BOT
GEO/GLY
Tech Econ
ETI 3671
Spring/Summer
Electricity and
Electronics
EET 3085C
Fall/Spring/
Summer
Problem Analysis
MAP 3401
or MAC2312
or MAC 2354
Metrology
EST 4502C
Elective
Spring
Programmable
Logic Controllers
EST 3543C
Fall/Spring/
Summer
Statistical Methods
STA 2023
Fall/Spring/
Summer
Applied Project
Management
ETI 4448
Spring/Summer
Building Systems
ETC 4243
Elective
Spring
General Chemistry
CHM 1032
Applied Energy
Systems
ETM 4220
Elective
Spring
Applied Mechanics
ETG 3541
Fall/Spring
Applied Engr
Strength of
Materials
ETG 3533C
Spring
Materials and
Processes
ETI 3421
Elective
Fall
Applied Fluid
Mechanics
ETM 4331C
Elective
Construction
Materials and
Methods
ETC 4241C
Fall
C Programming
CET 2364 (Fall)
or COP 2220
or COP 3223
or EGN 3210
Contracts &
Specifications
ETC 4242
Spring
Occupational
Safety
ETI 4700
Elective
Summer
Construction Est.
ETC 4206
Spring
Applied Struct
Design I
ETC 4414
Applied CADD
ETD 3350
Fall
Applied Struct
Design II
ETC 4415
Senior Design
Project
ETG 4950
Ind Quality Control
ETI 3116
Fall/Summer
Tech Admin
ETI 4635
Fall/Spring
BSET Design Concentration – Construction Track - Flow Chart
2008 ENGINEERING TECHNOLOGY - DESIGN - CONSTRUCTION TECHNOLOGY TRACK
UCF
NAME:
ENC 1101
ENC 1102
SSN:
SH
3
3
3
6
HUM 2211, HUM 2230, WHO 2012, WHO 2022
ARH2050/ ARH2051/ MUL2010/ THE1020/
ANT 2003/ PSY 2012/ SYG 2000
ECO 2013/ ECO 2023/ POS 2041
SCIENCE - 6 SH
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
Grd
Trans Equiv
*
*
*
*
TECHNICAL SPECIALIZATION - DESIGN
SH Grd Trans Equiv
3
4
3
4
GEP
12 see advisor
3
3
3
4
3
3
ETC 4241C Construction Materials & Methods
3
ETC 4242 Construction Contracts & Specifications
3
4
(4 in ENT Core)
ETC 4414C Applied Structural Design I
3
SUS
4
(4 in ENT Core) ETC 4415C Applied Structural Design II
3
3
MATHEMATICAL - 6 SH
see advisor
SUS
* (3 in ENT Core) Electives may be taken from any Engineering
3
Select STA 2023
3
Technology course (BSET, BSEET, IST)
SUBTOTAL SEM HRS
6
GPA Gen Ed Prog =
38=27 + (11 in ENT Core)
SH Grd
Trans Equiv
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
GEP
GEO 1200/ GEO 3370/ GLY 1030
3
SUBTOTAL SEM HRS
63
GEP
3
(2.000 minimum)
3/4 SUS
MAP 3401/ MAC 2312
3/4
SUS
GEP
3
3
ADVISOR COMMENTS:
3
3
3
SUBTOTAL SEM HRS
27/29
GPA ENT Core =
(2.000 minimum)
SUS
BSET Design Concentration – Construction Technology Track – Check-Sheet
Composition I
ENC 1101
College Algebra
MAC 1105
General Chemistry
CHM 1032
Composition II
ENC 1102
Tech Econ
ETI 3671
Spring/Summer
Oral
Communication
SPC 1016
SPC 1600
9 hours
Cultural/Historical
AMH/EUH/HUM
WOH/REL/PHI
6 Hours
Social Foundation
ANT/PSY/SYG
ECO/POS
4 hrs
Biological Science
ANT/BSC/BOT
GEO/GLY
Space Systems
Technology
ETI 4836
Fall
Applied Energy
Systems
ETM 4220
Spring
Intro to Photonics
EST 3222
(Elective)
Fall
College Trig
MAC 1114
Calculus I
MAC 2253/2311
ENC 3241
Tech Writing
Physics I
PHY 2053
C Programming
CET 2364 (Fall)
or COP 2220
or COP 3223
or EGN 3210
Electricity and
Electronics
EET 3085
Fall/Spring
Programmable
Logic Controllers
EST 3543C
Fall
Calculus II
MAC 2254/2312
Applied CADD
ETD 3350
Fall/Spring
Rocket Propulsion
Technology
ETI 4835
Fall
Flight Dynamics
Technology
ETI 4838
Spring
Metrology
EST 4502
(Elective)
Spring
Technology of
Small Payloads
ETI 4837
Fall
Statistical Methods
STA 2023
Fall/Spring/
Summer
Ind Quality Control
ETI 3116
Fall/Summer
Technical
Administration
ETI 4635
Spring/Summer
Appl Project
Management
ETI 4448
Spring/Summer
Space
Environment Tech
EMA 4103
Spring
Astronomy
AST 2002
Applied Mechanics
ETG 3541
Fall/Spring
Applied Strength
of Materials
ETG 3533
(Elective)
Spring
Ground System
Design
ETI 4381
(Elective)
Fall
BSET Space Science Technology Concentration - Flow Chart
Senior Design
Project
ETG 4950
Fall/Spring
2008 ENGINEERING TECHNOLOGY - SPACE SCIENCE TECHNOLOGY
NAME:
ENC 1101
ENC 1102
SH
3
3
3
6
HUM 2211, HUM 2230, WHO 2012, WHO 2022
ARH2050/ ARH2051/ MUL2010/ THE1020/ THE2071/
REL2300/ PHI2010/ LIT2010/ LIT2120
ANT 2003/ PSY 2013/ SYG 2000
ECO 2013/ ECO 2023/ POS 2041
Grd
Trans Equiv
*
*
*
*
UCF
SSN:
TECHNICAL SPECIALIZATION - SPACE SCIENCE TECHNOLOGY
SH Grd Trans Equiv
EST 3543C Prog Logic Controllers***
3
4
3
4
3
AST 2002 Astronomy***
GEP
9 see advisor
3
ETI 4831 Ground System Design
3
3
3
3
3
3
4
SCIENCE - 8 SH
4
ANT 2511/ BSC 1005/ BSC 1050/ MCB 1310
3
ETI 4836 Space Systems Technology
3
PHY 2053/L or 2048/L Physics I
3/4 SUS
3
MATHEMATICAL - 6 SH
***UPPER LEVEL ELECTIVES - 12 SH
see advisor
SUS
3
* (3 in ENT Core) Electives may be taken from any Engineering
Select STA 2023
3
Technology course (BSET, BSEET, IST)
SUBTOTAL SEM HRS
6
(7 in ENT Core) that you have the prerequisites.
GPA Gen Ed Prog =
38 = 31 + (7 in ENT Core)
SUBTOTAL SEM HRS
SH Grd
Trans Equiv
63
3
GEP
(2.000 minimum)
3
SUS
3/4
Engineering Technology - Space Science Technology is generally an upper
3/4
SUS
GEP
3
ETI 4635 Technical Administration***
3
ADVISOR COMMENTS:
3
3
3
SUBTOTAL SEM HRS
27/29
GPA ENT Core =
(2.000 minimum)
SUS
***C or better required.
BSET Space Science Technology Concentration – Check-Sheet
2008-2009 ENGINEERING TECHNOLOGY - GEOMATICS
NAME:
ENC 1101
ENC 1102
SH
3
3
3
Grd
*
*
6
*
*
HUM 2211, HUM 2230, WHO 2012, WHO 2022
ARH2050/ ARH2051/ MUL2010/ THE1020/
ANT 2003/ PSY 2012/ SYG 2000
ECO 2013/ ECO 2023/ POS 2041
SCIENCE - 8 SH
ANT 2511/ BSC 1020/ BSC 1030/ BOT 1000
3
3
3
4
4
Trans Equiv
SUS
UCF
SSN:
TECHNICAL SPECIALIZATION - GEOMATICS
SH Grd Trans Equiv
SUR 2101C Surveying Graphics
3
SUR 2140C Advanced Surveying or equivalent
3
CGS 1363 Geographic Information Systems or equivalent 3
GEP
12 see advisor
GIS 3043C Geographic Env Systems I
SUR 4930 Cadastral Information Systems
(4 in ENT Core)
(4 in ENT Core) SUR 4463 Land Subdivision & Platting
MATHEMATICAL - 6 SH
SUS
3
* (3 in ENT Core)
CGS 1060C/ STA 2014/STA 2023
3
SUBTOTAL SEM HRS
6
GPA Gen Ed Prog =
38=27 + (11 in ENT Core)
SH Grd
Trans Equiv
ANT 2511/ BSC 1020/ BSC 1030/ BOT 1000
GEP
GEO 1200/ GEO 3370/ GLY 1030
3
GEP
3
SUS
3/4
3/4
SUS
GEP
3
3
3
3
3
SUBTOTAL SEM HRS
27/29
GPA ENT Core =
(2.000 minimum)
SUS
GIS 4035C Remote Sensing of the Environment
GIS 4301C Advanced GIS Appli in Envir Studies
PCB 5328C Landscape Ecology
CET 4583 Web Base Systems I
PAD 3330 Urban and Regional Planning
FIN 3403 Business Finance
REE 3433 Real Estate Law
SUR 4831 Global Image Analysis
SUR 4380 Satellite Remote Sensing
SUBTOTAL SEM HRS
(2.000 minimum)
3
3
3
3
3
3
3
3
3
3
3
see advisor
3
3
3
3
3
3
3
3
3
66
ADVISOR COMMENTS:
BSET Geomatics Concentration – Check-Sheet
C. Course Syllabi
All course syllabi and outline are provided in Appendix A of this Self-Study. Tables 5-2 (a-e)
below provide the curriculum tables for all the BSET program concentrations. In addition,
Table 5-3 shows the Course and Section size summary for the 2007-2008 academic year.
Year;
Semester or
Quarter
1, Fall
1, Fall
1, Fall
1, Fall
1, Spring
1, Spring
1, Spring
1, Spring
2, Fall
2, Fall
2, Fall
2, Fall
2, Spring
2, Spring
2, Spring
2, Spring
2, Summer
2, Summer
2, Summer
3, Fall
3, Fall
3, Fall
3, Fall
3, Fall
3, Spring
3, Spring
3, Spring
3, Spring
3, Spring
3, Summer
3, Summer
4, Fall
4, Fall
4, Fall
Course
(Department, Number, Title)
ENC 1101 Composition I
Biological science
Cultural/Historical Foundation
ENC 1102 Composition II
CHM 1032 General Chemistry
MAC 1114 Trigonometry
Social Foundation
SPC 1600 Oral Communications
MAC 2253 Applied Calc I or MAC
2311 Calc w Anly Geo
STA 2023 Statistical Methods
MAP 3401 Problem Analysis or MAC
2312 Calculus II or MAC 2254
Applied Calc II
ETI 3671 Tech Economic Analysis
ETI 3116 App Eng Quality Assur
ENC 3241 Writing Tech Pros
Lower Level Elective
EET 3085C Electricity and Electro
Social Foundation
ETD3350C Applied CADD
Upper Level Elective
CET 2364 Sys Applications in C
ETI 4635 Tech Admin
ETI 4700 Occup Safety
ETI 4448 Applied Project Mgmt
ETI 4205 App Logistics
ETI 4640 Operations Mgmt
EST 3543C Programmable Logic
Cont
Upper level elective
ETG 4950C Sr. Design Project
Math &
Technical
Communications Scienc
Content
es
Social
Sciences
&
Humaniti
es
3
3
4
3
3
4
3
3
3
4
3
3
3
3
3
3
3
3
4, Fall
4, Fall
4, Spring
4, Spring
4, Spring
4, Spring
TOTALS
12
9.38%
Percent of
Total
Total Credit Hours Required for Completion of the Program
4
4
3
3
3
3
3
3
3
3
4
3
3
3
3
3
35
3
3
3
3
4
4
66
15
27.33%
51.57%
11.72%
128
Other
Table 5-2a Curriculum. BSET Program - Operations
Year;
Semester or
Quarter
1, Fall
1, Fall
1, Fall
1, Fall
1, Spring
1, Spring
1, Spring
1, Spring
2, Fall
2, Fall
2, Fall
2, Fall
2, Spring
2, Spring
2, Spring
2, Spring
2, Spring
2, Summer
2, Summer
2, Summer
3, Fall
3, Fall
3, Fall
3, Fall
3, Fall
3, Spring
3, Spring
3, Spring
3, Spring
Course
Biological science
Social Foundation
Applied Calc II
Social Foundation
ETI 4635 Tech Admin
Cont
ETM 4331 Appl Fluid Mech
ETG3533C Appl Eng Strength Mat
EST 4502C Metro & Inst
ETM 4220 Energy Systems
Math &
Technical
Content
es
Social
Sciences
&
Humaniti
es
3
3
4
3
3
4
3
3
3
4
3
3
3
3
3
3
3
3
3
3, Spring
3, Summer
3, Summer
4, Fall
4, Fall
4, Fall
4, Fall
4, Spring
4, Spring
4, Spring
4, Spring
TOTALS
12
9.38%
Percent of
Total
3
4
3
3
3
3
3
3
3
3
3
36
4
3
3
4
3
3
4
3
4
3
65
15
28.12%
50.78%
11.72%
128
Other
Table 5-2b Curriculum. BSET Program – Design-Mechanical
Year;
Semester or
Quarter
1, Fall
1, Fall
1, Fall
1, Fall
1, Spring
1, Spring
1, Spring
1, Spring
2, Fall
2, Fall
2, Fall
2, Fall
2, Spring
2, Spring
2, Spring
2, Spring
2, Spring
2, Summer
2, Summer
2, Summer
3, Fall
3, Fall
3, Fall
3, Fall
3, Fall
3, Spring
3, Spring
3, Spring
3, Spring
Course
Biological science
Social Foundation
Applied Calc II
Social Foundation
ETI 4635 Tech Admin
Cont
ETC 4241C Construction Mat & Meth
ETC 4414C Applied Structural Des I
ETC 4242 Const Contracts & Spec
ETG3533C Appl Engr Strength Mat
ETC 4415C Applied Structural Des II
Math &
Technical
Content
es
Social
Sciences
&
Humaniti
es
3
3
4
3
3
4
3
3
3
4
3
3
3
3
3
3
3
3
3
3, Spring
3, Summer
3, Summer
4, Fall
4, Fall
4, Fall
4, Fall
4, Spring
4, Spring
4, Spring
4, Spring
4, Spring
TOTALS
12
9.38%
Percent of
Total
3
4
3
3
3
3
3
3
3
3
3
36
3
3
3
3
3
3
4
3
3
3
3
65
15
28.12%
50.78%
11.72%
128
Other
Table 5-2c Curriculum. BSET Program – Design-Construction
Year;
Semester or
Quarter
1, Fall
1, Fall
1, Fall
1, Fall
1, Spring
1, Spring
1, Spring
1, Spring
2, Fall
2, Fall
2, Fall
2, Fall
2, Spring
2, Spring
2, Spring
Course
Biological science
Social Foundation
Applied Calc II
AST 2002 Astronomy
Social Foundation
ETI 4838 Flight Dynamics Tech
ETI 4635 Tech Admin
ETI 4835 Rocket Prop Tech
EST 3543C Prog Log Control
ETI 4836 Space Systems Tech
ETI 4381 Ground Systems Design
ETG 4950C Sr Design Proj
ETM 4220 Energy Systems
Math &
Technical
Content
es
Social
Sciences
&
Humaniti
es
3
3
4
3
3
4
3
3
3
2, Spring
2, Spring
2, Summer
2, Summer
3
2, Summer
3, Fall
3, Fall
3, Fall
3, Fall
3, Fall
3, Spring
3, Spring
3, Spring
3, Spring
3, Spring
3, Summer
3, Summer
4, Fall
4, Fall
4, Fall
4, Fall
4, Fall
4, Spring
4, Spring
4, Spring
4, Spring
TOTALS
12
9.38%
Percent of
Total
4
3
3
3
3
3
3
3
3
3
4
3
3
36
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
65
15
28.12%
50.78%
11.72%
128
Other
Table 5-2d Curriculum. BSET Program – Space Science
Year;
Semester or
Quarter
1, Fall
1, Fall
1, Fall
1, Fall
1, Spring
1, Spring
1, Spring
1, Spring
2, Fall
2, Fall
2, Fall
2, Fall
2, Spring
2, Spring
2, Spring
Course
Biological science
CGS 1363 GIS or equivalent
Social Foundation
2312 Calc II or MAC 2254 App Calc II
SUR 2101C Surveying Graphics
SUR 2140C Adv Surveying
Social Foundation
GIS 3043C Geo Env Systems I
ETI 4635 Tech Admin
SUR 3530 Geodetic Science
SUR 4463 Land Subdivision
SUR 3641 Geospatial Comp
ETG 4950C Sr Design Proj
SUR 4930 Cadastral Info Systems
Math &
Technical
Content
es
Social
Sciences
&
Humaniti
es
3
3
4
3
3
3
3
3
3
2, Spring
2, Spring
2, Summer
2, Summer
3
2, Summer
3, Fall
3, Fall
3, Fall
3, Fall
3, Fall
3, Spring
3, Spring
3, Spring
3, Spring
3, Spring
3, Summer
3, Summer
4, Fall
4, Fall
4, Fall
4, Fall
4, Fall
4, Spring
4, Spring
4, Spring
4, Spring
4, Summer
4, Summer
TOTALS
12
9.16%
% of Total
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
32
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
72
15
24.43%
54.96%
11.45%
131
Other
Table 5-2e Curriculum. BSET Program – Geomatics
Table 5-3. Course and Section Size Summary
BSET Program
Course No.
Title
Responsible
Faculty
Member
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture
Laboratory
Teaching
Assignments Fall
2007
CET 2364
SYSTEMS APPLICATION IN C
Divo
3
60
100%
EST 3543C
PROG LOGIC CONT
Divo, Sleiti
4
42
75%
ETC 4241C
CONST MAT & METH
Mehrabian
1
19
75%
25%
ETD 3350C
APPL CAD
Osborne
2
40
75%
25%
ETG 3541
APPL MECHANICS
Micsoni
2
46
100%
ETG 4950C
SR DESIGN PROJ
Mehrabian
3
35
75%
ETI 3116
ENG QUALITY ASSR
Alvarado
1
65
100%
ETI 3421
MATERIALS & PROC
Erhart
1
30
100%
ETI 4635
TECH ADMIN
Morse
2
39
100%
ETI 4640
OPERATIONS MGMT
Yousef
1
21
100%
ETI 4835
ROCKET PROP TECH
Misconi
1
15
100%
ETI 4836
SPACE SYS TECH
Misconi
1
15
100%
MAP 3401
PROBLEM ANALYSIS
Divo
2
17
100%
SUR 3641
GEOSPATIAL COMPUTATIONS
Ali
1
5
100%
SUR 3331
PHOTOGRAMMETRY
Ali
1
5
100%
CET 2364
SYSTEMS APLLICATION IN C
Divo
3
68
100%
EST 3543C
PROG LOGIC CONT
Divo
4
25
75%
25%
25%
Teaching
Assignments
Spring 2008
25%
Other
EST 4502C
METROLOGY & INSTRUM
Erhart
2
33
75%
25%
ETC 4206
CONSTUCTION ESTIMATING
Mehrabian
1
14
100%
ETC 4415C
APPL STRUCTURAL DESIGN II
Mehrabian
1
12
75%
25%
ETD 3350C
APPL CAD
Osborne
2
28
75%
25%
ETG 3533C
STRENGTH OF MATERIALS
Sleiti
2
39
75%
25%
ETG 3541
APPLIED MECHANICS
Erhart
2
47
100%
ETG 4950C
SENIOR DESIGN PROJECT
Mehrabian
3
43
75%
ETI 3671
TECH ECONOMIC ANALYSIS
Yousef
2
59
100%
ETI 3690
TECH SALES
Osborne
1
30
100%
ETI 4205
APPLIED LOGISTICS
Alvarado
1
16
100%
ETI 4448
APPL PROJECT MGMT
Yousef
2
85
100%
ETI 4635
TECH ADMIN
Morse
2
37
100%
ETI 4838
FLIGHT DYNAMICS
Misconi
1
9
100%
EMA 4103
SPACE ENVIRONMENT
Misconi
1
11
100%
ETM 4220
APPL ENERGY SYS
Sleiti
1
37
100%
25%
MAP 3401
PROBLEM ANALYSIS
Divo
2
24
100%
SUR 4402
BOUNDARY LOCATION
Ali
1
7
100%
SUR 4531
POSITIONING WITH GPS
Ali
1
6
75%
CET 2364
SYSTEMS APPLICATION IN C
Divo
3
100%
EET 3085C
ELECT & ELECTRONICS
Rahrooh
3
75%
25%
25%
25%
Teaching
Assignments
Summer 2008
ETG 4950C
SENIOR DESIGN PROJECT
Eaglin
3
75%
ETI 3671
TECH ECON ANALYSIS
Yousef
2
100%
ETI 4448
APPL PROJECT MGNT
Yousef
2
100%
ETI 4700
SAFETY
Yousef
1
100%
SUR 4930
CADASTRAL INFO SYS
Ali
1
100%
SUR 4831
GLOBAL IMAGE ANALYSIS
Ali
1
100%
CRITERION 6. FACULTY
A. Faculty .................................................................................................................................... 2
B. Faculty Competencies............................................................................................................ 3
C. Faculty Size ............................................................................................................................ 3
D. Authority and Responsibility of Faculty ............................................................................. 3
1. Curriculum and Course Changes .......................................................................................... 3
2. Course Oversight................................................................................................................... 3
E. Faculty Development ............................................................................................................. 4
F. Leadership Responsibilities................................................................................................... 4
A. Faculty
Faculty Name
Rank
FT/PT
Highest Deg./Field
Expertise
Ron Eaglin
Assoc.
Prof.
Prof.
FT
Ph.D./Env. Eng.
FT
Ph.D./Astronomy
PT
Ph.D./Ind. Eng.
FT
Ph.D./Elec. Eng.
Database and
Software Systems
Space Sciences and
Rocketry
Management
Systems
Electrical
Engineering
Education
Engineering
Education
Computational
Mechanics
Nebil Misconi
Lucy Morse
Alireza Rahrooh
Assoc.
Prof.
Prof.
Classes per
term
2
3
1
2
King Osborne
Prof.
FT
Ed.D.
Eduardo Divo
Assist.
Prof.
Assist.
Prof.
FT
Ph.D./Mech. Eng.
FT
Ph.D./Civ. Eng.
Structural Analysis
3
Tarig Ali
Assist.
Prof
FT
Ph.D./Civ. Eng.
3
Nabeel Yousef
FT
Ph.D./Ind. Eng.
3
FT
Ph.D./Mech. Eng.
Energy Systems
3
Karla Alvarado
Assist.
Prof
Assist.
Prof.
Instr.
Geomatics
Engineering
Software Systems
PT
Instr.
PT
Management
Systems
Biomechanics and
Numerical Methods
1
Kevin Erhart
M.S./Ind. Eng.
(Ph.D. Candidate ’08)
M.S./Mech. Eng.
(Ph.D. Candidate ’09)
Ali Mehrabian
Ahmad Sleiti
3
3
1
All full-time faculty teach on a 0.75 FTE standard teaching load. A 3 contact hour course is
0.25 FTE – thus all faculty members are expected to teach 3 course per term. Faculty involved
in advising and administrative duties receive a 0.25 FTE release from courses for these duties.
Faculty are also able to “buy out” teaching load by supplying 25% of their salary from a
funding source – which supplies them with a single course release. In the situation that a
faculty member releases from a course, another instructor may pick up the assignment or the
course is taught with adjunct faculty.
Professional development, research, service, and other scholarly activities make up the other
25% of the faculty assignment. Tremendous opportunities within the University exist for
professional development. Faculty resources such as the Faculty Center for Teaching and
Learning (FCTL), Office of Instructional Resources, Center for Online and Virtual Education
(COVE) exist to assist faculty in teaching based professional development. All of the program
faculty members are terminally degreed or working on a terminal degree, and capable of taking
advantage of professional development activities.
B. Faculty Competencies
Because the department encompasses three degree programs, each program is able to draw
upon faculty expertise in each area to provide a very well rounded education. Specific expertise
in the ET area is provided by the core faculty within the program; Misconi, Morse, Osborne,
Divo, Mehrabian, Ali, Yousef, and Sleiti. In addition the surrounding area provides a strong
availability of adjuncts with solid experience. Each course has a course coordinator with
sufficient expertise in the course area to teach the course or to provide input for evaluating and
scheduling appropriate faculty for the course.
C. Faculty Size
Sufficient core faculty for the program exists to cover all scheduled course offerings under the
designated teaching loads. Student interaction and service activities are considered a normal
part of the faculty course load. The class sizes (typically less than 40 students per class) along
with the assigned FTE (3 courses per semester) are heavy in comparison with Engineering
departments, but are fair and typical for a technology program and allow faculty sufficient time
for advising, service, research, and development activities.
D. Authority and Responsibility of Faculty
1. Curriculum and Course Changes
All department programs are reviewed annually for potential revision and improvement.
Program revision takes the form of course revisions (individual course content is changed), and
program revisions (course requirements for the program are changed). Faculty are charged with
reviewing current trends in ET, suggesting changes, and implementing these revisions.
Program changes (catalog revisions) are performed through the Program Coordinator and are
reviewed by the faculty and the Department Chair. Recommendations are collected throughout
the year and are implemented as a program change/catalog revision at the beginning of the Fall
term. Input is also reviewed by the Office of Undergraduate Affairs within the college.
Course changes requiring a significant change to course material is initiated through a course
action request (CAR) which documents the changes made to the course and is reviewed by the
Program Coordinator, Chair, and Office of Undergraduate Affairs.
Input driving program or class changes comes from faculty, students, and the industrial
advisory board. The BSET curriculum is very dynamic and undergoes improvements every
year.
2. Course Oversight
Every course has a Course Coordinator, made up of a full time faculty member, who is
responsible for the content and delivery of a course. Courses are monitored by the Course
Coordinator and by the Program Coordinator (and ultimately the Department Chair).
After the course is offered The Student Perception of Instruction is collected for the class and
reviewed by the Chair.
E. Faculty Development
All but two faculty members in the program have terminal degrees, and those are working on
terminal degrees. As such the expectations for professional activities are the generation of
publications and the presentations of those publications at conferences at the National and
International levels. This has resulted in presentations of over 40 papers at peer reviewed
conferences and over 20 journal papers.
Financial support for faculty travel is minimal, and increased faculty financial support would
result in more opportunities for attendance and presentation at conferences. Faculty that have
active funded research have had more opportunity to travel and present at conferences.
F. Leadership Responsibilities
The department (consisting of three programs) is under the leadership of the Department Chair.
The department chair is the fiscal officer for the department and is responsible for hiring
decisions and resource allocation amongst the programs.
Program leadership is the responsibility of the Program Coordinator (PC). The PC is
responsible for scheduling courses within the program, program maintenance, advising, and
identifying directions for concentration development within the program.
Table 6-1a. Faculty Workload Summary
Engineering Technology Program
Faculty Member
(name)
Ron Eaglin
Nebil Misconi
Lucy Morse
Alireza Rahrooh
King Osborne
Eduardo Divo
Ali Mehrabian
Tarig Ali
Nabeel Yousef
Ahmad Sleiti
Karla Alvarado
Kevin Erhart
1
2
3
4
FT
or
Classes Taught (Course No./Credit Hrs.)
4
1
PT
AY 2007-2008
FT ETG 4950C (3 CH) (SU)
FT ETG 3541 (3CH) (FA), ETI 3825 (3CH) (FA),
ETI 3836 (3CH) (FA), ETI 4838 (3CH) (SP),
EMA 4103 (3CH) (SP)
PT ETI 4635 (3CH) (FA,SP)
FT EET 3085 (4CH) (SU)
FT ETD 3350C (3CH) (FA,SP), ETI 3690 (3CH)
(SP)
FT CET 2364 (3CH) (All), EST 3543C (3CH) (FA,
SP), MAP 3401 (3CH) (FA,SP)
FT ETG 4950C (3CH) (FA, SP), ETC4241C (3CH)
(FA), ETC 4206 (3CH) (SP), ETC 4415C (3CH)
(SP)
FT SUR 3930a (3CH) (FA), SUR 3930b (3CH)
(FA), SUR 4932a (3CH) (SP), SUR 4932b
(3CH) (SP), SUR 3930c (3CH) (SU), SUR
3930d (3CH) (SU)
FT ETI 4640 (3CH) (FA), ETI 3671 (3CH) (SP,SU),
ETI 4448 (3CH) (SP, SU), ETI 4700 (3CH) (SU)
FT EST 3543C (3CH) (FA), ETG 3533C (4CH)
(SP), ETM 4220 (4CH) (SP)
PT ETI 3116 (3CH) (FA), ETI 4205 (3CH) (SP)
PT ETI 3421 (3CH) (FA), ETG 3541 (3CH) (SP),
EST 4502C (4CH) (SP)
2
Teaching
0.50
0.75
Total Activity Distribution
Consulting
Research
0.00
0.00
0.25
0.50
0.75
0.00
0.00
0.00
0.00
0.50
0.25
0.75
0.00
0.25
0.75
0.00
0.25
0.75
0.00
0.25
0.75
0.00
0.25
0.75
0.00
0.25
0.25
0.25
0.00
0.00
0.00
0.00
Indicate Term and Year for which data apply.
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
Other
0.50
0.25
3
Table 6-1b. Faculty Workload Summary
Range
Average
Credit Hours
6-9
9
Contact Hours Per Week
6-9
9
Laboratory Size
20-25
20
Class Size
6-72
20***
Advisees
120*
* Program Coordinator and advising staff handle all advising, ** All faculty teach on a 9 hour load except released administrative faculty, *** Typical
course size is 20 students for ET courses.
Indicate the number of credit and contact hours per week that is considered a normal full teaching load, and explain how a full-time load is determined.
Credit Hours 9
Contact Hours 9
Table 6-2. Faculty Analysis
AP
T
P
TT,
T,
NTT
Degrees
Name
Ron Eaglin
Nebil Misconi
Lucy Morse
Alireza Rahrooh
King Osborne
Eduardo Divo
Ali Mehrabian
Tarig Ali
Nabeel Yousef
Ahmad Sleiti
Karla Alvarado
Kevin Erhart
Rank
Years of Experience
FT or PT
Institution from
which Degrees
Earned & Year
Govt./Industry Teachi This
Practice
ng
Institution
Professional
Registration/
Certification
Engineering Technology
Level of Activity (high, med, low,
none) in:
Professi
Professiona
Work in
onal
l
Develop Industry
Society
ment
FT
Ph.D. Env. E.
UCF
6
20
12
T
FT
Ph.D. Astron.
SUNY, Albany
1
12
12
low
low
AP
T
PT
Ph.D. Ind. E.
UCF
4
10
10
Med
low
P
T
FT
Ph.D. Ele. E.
Akron University
5
20
14
P
T
FT
Ed.D.
Florida Atlantic University
5
30
30
SP
TT
FT
Ph.D. Mec. E.
UCF
4
16
10
low
low
none
SP
TT
FT
Ph.D. Civ. E.
University of Arizona
3
6
3
low
low
none
SP
TT
FT
Ph.D. Civ. E.
Ohio State University
2
5
2
Med
low
none
SP
NTT
FT
Ph.D. Ind. E.
UCF
2
3
3
low
low
none
SP
NTT
FT
Ph.D. Mec. E.
UCF
2
3
3
low
low
none
D
NTT
PT
M.S. Ind. E.
UCF
2
2
2
low
High
none
D
NTT
PT
M.S. Mec. E.
UCF
2
2
2
loo
High
none
PE
low
low
none
High
High
none
low
low
none
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information
is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous
years.
Column 3 Code: TT = Tenure Track T = Tenured
NTT = Non Tenure Track
P – Professor, AP – Associate Professor, SP – Assistant Professor, D - Adjunct
CRITERION 7. FACILITIES
A. College Resources and Support ..........................................................................................2
1. Classrooms.......................................................................................................................... 2
2. Laboratories ........................................................................................................................ 2
3. Personnel............................................................................................................................. 3
4. CECS Helpdesk and HelpStar ........................................................................................... 5
5. CECS Computing Committee............................................................................................. 6
6. Computing Facilities........................................................................................................... 6
7. Additions/Replacements Made Since 2002 ........................................................................ 7
B. University Resources and Support .....................................................................................7
1. University Computing Facilities for Instruction and Research .......................................... 7
2. Library ................................................................................................................................ 8
C. Major Instructional and Laboratory Equipment ...........................................................14
1. 201- ENGR II - Harris Computer Laboratory ................................................................. 14
2. 101- ENGR II - Manufacturing/R & D Shop ................................................................... 16
BSET ABET Self Study - Criterion 7 – Page 1
A. College Resources and Support
1. Classrooms
There are thirty-three classrooms spread across the three CECS buildings. The average
classroom size ranges from 30 to 40 students; two of them are larger auditorium style lecture
rooms supporting 120 students. One is located in Engineering II and the other in the Harris
Corporation Engineering Center (Engineering III).
These rooms are outfitted with multimedia teaching consoles supporting document cameras,
DLP projectors, audio equipment, PC, and connectivity for laptops or portable media input such
as USB flash drives. More than half the classrooms have been upgraded to support the new
Clicker audience response system which is integrated with online courseware like WebCT
Vista. This interactive device allows students to give electronic feedback during PowerPoint
slides, quizzes, or just anonymous responses during classroom sessions. Five classrooms are
also equipped with mounted cameras and recording systems connected to a dedicated server for
FEEDS/Tegrity/iClass recorded classroom instruction that can be retrieved by students and
downloaded as Podcasts for education on demand. (FEEDS is the Florida Engineering
Education Delivery System that the Florida Legislature funded in 1982 to meet the needs of
Florida citizens for distance learning in engineering and technology and to meet the professional
development needs of both the individual, place-bound engineer, and the employer. FEEDS is
described in further detail in Appendix D, the Institutional Summary.)
The classroom computers are loaded with Windows XP; some with Vista as we are transitioning
on a phased schedule. Standard software includes: Office 2003 or 2007 Professional, Visual
Studio, Adobe Acrobat, AutoCAD, MATLAB, MathCAD, & Cadence instructional site
licenses.
Some classrooms are configured with additional software upon request for special course
instruction by CECS or other university faculty.
Classroom equipment is a high priority and all requests are addressed immediately to avoid any
impairment of the educational process. If equipment is needed in a classroom, CECS Technical
staff repairs, replaces, or purchases whatever is needed to avoid limitations or impact on
students.
2. Laboratories
Laboratory equipment planning is specified by two factors, course instruction requirements and
research. Directors, Chairs, and faculty; along with technical input from support, meet to design
labs and identify the equipment needed to meet the educational goals. Research lab equipment
is based on specific grant proposals and research needs. Department, School, or CECS
Technical Staff purchasing agents can purchase equipment with next day delivery through
university purchasing cards or process expensive equipment ($20K plus) through purchase
orders with the online PeopleSoft system. Specialty labs have dedicated technicians assigned
for electronic equipment support and are capable of testing and calibrating the equipment.
CECS Technical Support interacts with these technicians and the faculty through the helpdesk
e-mail system. Outdated, nonfunctional, useless equipment is processed through the UCF
Surplus Property system.
3. Personnel
There are 7 full-time permanent, 4 full-time OPS (no contract), and 5 part-time support staff.
The organizational chart below shows the hierarchy of the CECS (full-time) Technical Support
Staff.
CECS TECHNICAL SUPPORT STAFF
Don Harper
Assoc. Dir of
Technology
Merredith Conzonieri
Secretary
Denise Tjon
Systems
Pedro Cordero
Technology
Rob Traub
Operations
Steve Dick
Network/Cluster
Specialist
Maciej Sobocinski
Programmer
Kara Harms
Tech/Acctg. Secretary
(6 mths)
Mike Powell
Web Designer
Donald Scrip
Help Desk Mgr
Derrick McQuern
Help Desk Mgr
The qualifications and responsibilities of the full-time permanent support staff are described
below:
Don Harper, Associate Director, has a Degree in Computer Science along with a strong
background in Electrical Engineering. He has 20 years of academic research, systems UNIX
systems, network design and management; including router and switch programming, Virtual
machine installations and management, programming, robotics, board and circuit design, VLSI,
signal processing, avionics, computer vision, mechanics, refrigeration, and cellular systems
programming to mention a few. He is instrumental in helping students with senior design
projects, faculty course instruction, and research project leadership, direction, and problem
solving.
Denise Tjon, the head of Systems, holds a Masters Degree in Computer Science and an MBA.
She is the Systems Administrator for the School of Electrical Engineering & Computer Science
three server rooms which provide classroom software licensing and management, research
servers for faculty, departmental data storage and web servers, UNIX research and e-mail
servers, Linux research servers, Windows 2003 support servers, UNIX based robot library
backups systems, and Microsoft Exchange Servers. She also manages account quotas, system
security, network security, and spam and intrusion management. She manages the DHCP and
static network addresses and is the primary point of contact with the university Network
Operations Center (NOC).
Pedro Cordero, the head of Technology, holds a Degree in Computer Science along with MCP
& MCSA Certifications. He manages a fourth server room within the Harris Lab in
Engineering II which houses the CECS infrastructure Windows 2003 servers; Active Directory
servers for staff, faculty, and student Windows account and space storage; and backups, web,
FEEDS, and additional research servers . Additional duties include the oversight of one of the
two college technical support teams, OPS support staff payroll projections, budgeting, and
management of HelpStar online support portal, Leapfrog electronics door lock system in
Engineering I & II, CECS television information broadcast system implementation and
management, off-site technical support management for the R.O.T.C units, and UCF Research
Park labs and at Kennedy Space Center CECS support.
Rob Traub, the head of Operations, is a retired U.S. Army Officer who holds a Degree in
Management, A+, MCP, MCSA, & MCSE certifications, and has 23 years experience in PC
maintenance, repair, and instruction. He provides faculty with the latest system information
technology for the planning and purchasing of computer equipment for instruction, student labs,
and research projects. He coordinates with both the head of Systems and Technology in the
management of the second of two college technical support teams. He represents the college in
the monthly university information technology managers meeting and disseminates critical
information. He oversees the daily operation of the technical support team to ensure upgrades,
new lab equipment, and infrastructure changes and improvement in a timely and seamless
manner. Additional duties include: senior computer repair tech trainer, technical purchasing,
software site licensing and hardware maintenance contract management, lab equipment update
schedules, alteration and improvement work orders, and point of contact for problem resolution.
Meredith Conzonieri, the Secretary, provides administrative and clerical support for the director
and section heads.
Steve Dick, the Network/Cluster Specialist, has a Degree in Engineering. He installs,
administers, maintains, and repairs the college high performance student and research clusters.
There are two general access student (128 node and 32node) and six research clusters and
access grids along with three SGI graphics servers in a dedicated server room in the Harris
Corporation Engineering Center (Engineering III). This Specialist also provides UNIX and
Linux support to students and faculty in setting up labs and office systems to augment research.
He monitors the performance, health, and job distribution of the systems to maintain peak
performance.
Maciej Sobocinksi, the Programmer, has s a Degree in Computer Engineering. He designs
programs for the CECS infrastructure servers, writes programs for automation of support
services such as SMS, remote installations, lab image distribution, and performs server
administration in the absence of the head of Technology. He also provides programming
support for the Dean’s office, Academic Affairs web apps, and the FEEDS servers.
The qualifications and responsibilities of the full-time OPS (no contract) staff are described
below:
Kara Harms, Technical Secretary, has a Juris Doctorate Degree. Besides being a member of the
helpdesk team, she provides technical purchasing support services for the head of Operations.
She provides equipment purchase record management, verification, property control decal
records, computer and equipment warranty management and dispute resolution, returns (RMA),
and generates electronic copies and manages those documents for State, UCF, and internal
auditing. She acts as a receiver and inspector for equipment deliveries and shipment for quality
assurance.
Mike Powell, the Web Designer, has a Degree in Management Information Systems. He is the
acting Web Master for CECS. He coordinates with the Associate Director of Technology and
the head of Systems in the updates and management of the current college website while
simultaneously designing and developing the new webpage. He receives daily requests from all
departments and executes changes and updates on a daily basis. The web designer is also
responsible for the full site redesign, so that a content management system can be put in to place
to help make the site more efficient. He meets with a College Web Design committee which
includes the college’s account executive and liaison with UCF marketing, a designer from the
UCF Marketing department, and other members from the CECS Technical Support team on
design ideas for the new site.
Donald Scrip and Derrick McQuern, the two Help Desk Managers, are Dell Certified
Technicians who constantly monitor the helpdesk e-mail screens and either perform or task the
part-time support staff to assist the students, staff, faculty, or administration immediately. The
Managers determine the complexity of help requests and will escalate to upper management
when needed. They are directly responsible for the management of the part-time or full-time
OPS staff. They perform new equipment installations, existing equipment upgrades and repairs,
and are able to perform direct parts replacement orders for next day delivery of Dell systems to
reduce downtime. They provide PC, Mac, Linux, printer, and networks troubleshooting,
repairs, and installations for classrooms, labs, and offices.
The responsibilities of the part-time staff are described below:
The Student Support Staff are primarily UCF students who have experience with hardware and
networks and work part-time flexible schedules while attending college. They report to the
Help Desk Managers and are part of our rapid response tech support team. They help student,
staff, and faculty with all computer assistance requests.
4. CECS Helpdesk and HelpStar
Technical support is available to the college through several means: by email, phone, or
HelpStar. All members of the Tech Support Organization are responsible for monitoring the
help@cecs.ucf.edu e-mail address and are required to ensure that a rapid response and dispatch
of available personnel occurs without delay.
HelpSTAR (CECS Helpdesk system) is a software tool that provides helpdesk services thru a
web site client or computer application, so the user can request services to anyone within the
CECS Technical Support group and be able to track, update, and manage their request and
account, also facilitating for CECS Technical Support, the tracking of requests, equipment,
time, reports, etc. HelpStar helps managers optimize service delivery.
5. CECS Computing Committee
The college’s Computing Committee is comprised of technical support staff and faculty. The
committee members for 2007-2008 are:
• Dr. Arthur Tang (IEMS)
• Dr. Alfred Ducharme (CECS and ENT)
• Dr. Chengying Xu (MMAE)
• Dr. Art Weeks (ECE)
• Dr. Hassan Foroosh (CS)
• Rob Traub (CECS Technical Support)
• Don Harper (CECS Technical Support)
• Pedro Cordero (CECS Technical Support)
6. Computing Facilities
In addition to the central Computer Services facilities provided by the university, the College of
Engineering and Computer Science maintains an impressive array of computer hardware and
software. The College sponsored resources include a large central computing facility, wireless
connectivity, Internet2 access, and a host of web servers.
The College infrastructure is continuously upgrading and maintaining their network backbone.
The Engineering I, II, and the Harris Corporation Engineering Center (Engineering III)
buildings are fed from 1 Gbps optical interconnects from the main university backbone. The
College, in conjunction with UCF Computer Services, operates a wireless network throughout
the entire Engineering I , II, and III buildings and facilities. The College is equipped with topof-the-line hardware and software for managing the wireless LAN, which consists of more than
30 Wireless Access Points located in specific locations throughout the buildings for optimal
reception.
The College operates many computerized laboratories and classrooms. One such room is
located in Engineering I Room 428. This computerized classroom has 40 Intel based PC
systems, including the instructor’s console system, each with a Intel Pentium 4 CPU, 3.2Ghz
microprocessor, 1014MB RAM, 16 MB ram video Card, 80 GB hard drive, DVD+/- RW, 17”
LCD Monitor, SoundMAX Integrated Digital Audio, and a 100 Mbps network card. The
classroom has a Lexmark Optra-R+ printer and a UMAX 2000P scanner located next to the
instructor’s console. The instructor’s system is connected to a ceiling mounted projection
system capable of projecting graphics with a resolution up to 1024 x 768 onto a front-room
mounted projection screen. When needed the instructor can write on a wall-mounted white
board. The software installed with each system includes the following: Operating Systems (OS)
with Windows XP and Vista; MS-Office 2003; Adobe Acrobat and Creative Suite,
Dreamweaver, MatLab 2007a; MathCad 14; AutoCad 2008; Solidworks; Pro/E; MS-Visual
Studio; JGrasp; Netbeans; OpenOffice; MS-Publisher; Mozilla Firefox; Internet Explorer (IE
7.0); etc. The room is used for regularly scheduled classes and laboratories, software training,
software hands-on workshops, and seminars conducted by college faculty.
The CECS Harris Computer Laboratory (Harris Lab) opened its doors to Engineering and
Computer Science students in August 2001. It is one of the most advanced student computer
resources at the University of Central Florida. The Harris Lab is described in more detail
elsewhere in this section
7. Additions/Replacements Made Since 2002
New upgrades for Engineering I and II include: Computer systems, network, printers and other
devices (scanners, terminals, etc) at $400K+. The new Harris Corporation Engineering Center
(Engineering III) has top-of-the line multimedia equipment for classrooms; seminar rooms; 2
large server rooms with one dedicated to Clusters and Access Grids and another to department
and individual research servers; 3D CAVE for advanced 3D simulation, and 3D programming
classes; new computers, servers, network devices (IP Phones, routers, Wireless APs, etc), and
printers for ENGR III at $1M+. (Harris Corporation [NYSE: HRS], an international
communications technology company headquartered in Central Florida, gifted the UCF College
of Engineering and Computer Science with a $3 million donation in 2005. The gift, along with
an additional $3 million in state matching funds, was used to equip research laboratories in the
new four-story, Harris Corporation Engineering Center [Engineering III building]).
In addition to the above computer-related equipment, another $1M has been invested in projects
and facilities such as an RF Microwave lab, Power Electronics Lab, ESD Protection of
Microchips project equipment, and Architecture & VLSI Lab, special power supplies, scopes,
meters, and test equipment.
B. University Resources and Support
1.
University Computing Facilities for Instruction and Research
The university’s network plays a central role in linking students, faculty members, and staff
members with learning and information resources and with each other. Beginning with a
10Gbps (ten gigabits, or billions of bits per second) core, the UCF network fans out with 1Gbps
connections to academic and administrative buildings, and then to 10-100Mbps connections to
faculty and staff desktop computers, all residence hall rooms (one port per student), public
spaces, computer labs, the library, the Student Union, and all regional campus sites. Overlaying
this wired network infrastructure is a wireless network that serves all academic and
administrative buildings and many outdoor areas with 10Mbps 802.11b and 54Mbps 802.11g
service. The UCF network is a “converged” network, in that it supports access to data, voice
(voice over IP), and video (H.323) services. External connections to the UCF network include
the commodity Internet, Internet2, and Florida LambdaRail, a 10Gbps research and education
network. Through these connections, UCF students, faculty members, and staff members have
access to global learning and information resources.
UCF research centers have addressed high-performance computing needs through the
development of parallel processing clusters. The Institute for Simulation and Training and the
School of Computer Science currently employ three such parallel clusters dedicated to research
in parallel and distributed computing: a 16-node, 32 processor Beowulf cluster, a 192-node
cluster located at the institute, and a 192 node cluster located at the Science and Technology
Testing Center. The Institute for Simulation and Training is currently installing a new two
teraflop high performance computer that will be made available to campus researchers.
Central Academic Computing Support provides resources and services to support student access
to and use of technology. Public computer labs provide access and support to students for UCFspecific applications and all major computer applications. Currently, there are twenty public
access labs with a total of 1,047 computer workstations, and 148 department-specific labs with a
total of 2,565 computer workstations located on the main and regional campuses. Unix
computing is available in all public-access labs for programming and statistical computing.
Access is obtained by using CygwinX to connect to the Olympus Sun Unix server. All labs are
connected to the campus network. Lab assistants also provide backup Help Desk telephone
support during evening and weekend hours. Access for students with disabilities is available in
each lab.
2.
Library
The main University Library has a collection of over 1.8 million volumes, including 13,000
current serial subscriptions. UCF is a partial depository for both United States and Florida
government publications. The library selects materials that support curricula and research needs
of the students and faculty. These materials include books, manuals, and journals and
magazines.
•
The UCF Libraries acquired more than 4,900 books during fiscal years 2001-2002
through 2005-2006. In addition, the library provides access to over 13,000 current
periodicals and 377 databases.
•
Table 7-1 shows a view of library acquisitions for the College of Engineering &
Computer Science. A list of acquisitions for the noted period that support these
programs is included as an addendum to this report.
•
Table 7-2 shows the resources available at the UCF library for the College of
Engineering & Computer Science.
•
All engineering technology materials are housed in the main library. They are arranged
by the Library of Congress (LC) classification in open stacks. Books and bound
journals are inter-shelved together by LC classification. Online databases can be
accessed in the library or at any computer terminals on campus. For off campus access,
online databases are accessed through EZproxy for authentication.
•
The library is open to all students, faculty, staff, and members of the community. The
library is open seven days, 105 hours a week. These hours are extended during final
examination week. Reference assistance is provided 76 hours per week. Quick
reference is available through the “Ask a Librarian” service using one of the following
services, telephone, live chat, or email. The library is an open stack. Most services are
available when the library is open. Interlibrary loan office is open till 5 pm, MondaysFridays but request for books, articles, and proceeding papers not held at UCF is
available online, 24 hours a day from the Interlibrary Loan homepage. The library’s
seating capacity is 1,750.
•
The Reference Department Staff includes 12 librarians, 3 Senior Library Technical
Assistants, an office manager, and a number of student assistants. Along with the
librarians in Reference Department also four Information Literacy & Outreach (ILO)
Librarians serve at the Reference Desk. The Reference Department Staff are available to
the engineering unit in the same manner they are to all units of the university. Reference
librarians assist faculty and students with searching and interpreting ALEPH, the online
library catalog, which serves as the OPAC for the SUS libraries. Faculty and students
may make appointments with a librarian through Research Consultations for in-depth
conferences for research assistance and online searches. Faculty may also request for a
specialized library instruction for their classes. Two state-of-the-art instructional
classrooms are available for customized hands-on library instruction. Quick reference
service is available through the “Ask a Librarian” Service using one of the following
services, by telephone, live reference chat, and by email.
•
One librarian with collection development responsibilities in Engineering Technology
(ET) is assigned primarily to assist the ET unit. This librarian serves as a liaison and
works with the faculty representative from the department for the selection of materials
to support curricula and research needs. Also, the approval plan assures that appropriate
and current books are received in a timely manner. These books are shipped as
published according to a profile developed by the liaison and faculty representative, are
available for faculty review, and retained for the library, or returned if they are not
deemed suitable for the collection. The OCLC WorldCat collection analysis tool and the
North American Title Count (NATC) are used to compare the UCF engineering
collection with those of selected peer libraries. Results guide the selection of materials
to fill in gaps in the collection. The library has access to IEEE Xplore, which provides
full-text access to IEEE/IEE transactions, journals, magazines and conference
proceedings published since 1988 and all current IEEE Standards, a standing order for
all SPIE proceedings, and access to the NTIS Database through Cambridge Scientific
Abstracts. During 2006-2007, IEEE was accessed 39,342 times and Engineering
Village/Compendex 26,865. ACM was searched 8,744 times.
•
There are 53 FTE librarians in the library. All librarians have a minimum of a Master in
Library Science degree. In addition, others possess certain degrees of subject specialty
such as a Master’s degree, or have substantial experience in the field.
•
Examples of training workshops provided by library staff in 2007 for CECS faculty and
students include:
o “Overview of Library Resources and Services” for Engineering Graduate Students,
08.28.2007, 10:00a.m.-11:00a.m.
o “Overview of Library Resources and Services” for New Engineering and Computer
Science Faculty, 09. 04.2007, 2:00p.m.-3:00p.m.
•
The library staff supports faculty in preparing their portfolio for tenure and promotion.
InfoSource supports the College of Engineering & Computer Science faculty members.
The faculty receives the total number of citations and a list of the most cited items in a
results letter. This service is always available to all faculty members.
•
Other learning resources include: United States document depository collection; Florida
documents depository collection, U.S. patents, 1790+, and Florida Geological Survey
quadrangle maps. Videotaped classes from the Florida Engineering Education Delivery
System (FEEDS) through 2006 are available for viewing in the Library as well, current
content is online. There are several important written materials in the historical
development of engineering and technology, with major emphasis on engineering
education. They are available for library use only in the Special Collections section of
the library.
•
Library’s role in supporting UCF’s SACS QEP plan on Information Fluency: UCF was
initially accredited in 1970 by the Commission on Colleges of the Southern Association
of Colleges and Schools (SACS) and was last reaffirmed in 2006 as a Level 6 institution
(4 or more doctoral degrees). UCF received the full accreditation by SACS without any
interim report requirements, a status not often achieved by many large institutions. (UCF
is the sixth largest university in the nation in terms of student enrollment). As part of the
SACS re-affirmation in 2006, UCF is required to submit a Quality Enhancement Plan
(QEP) based on the self-selected theme of Information Fluency. What if? A Foundation
for Information Fluency is a pilot effort to establish a foundation for information fluency
at UCF. The process of choosing and developing the QEP involved all appropriate
constituencies across the UCF campuses including academic and library faculty,
administrators, professional staff, and students. Funding will total more than $4 million
over the life of the QEP initiative, with almost $3 million in new funds and over $1
million of in-kind funding.
•
The library supports the university's SACS QEP plan on Information Fluency by:
o Providing support to all faculty and programs that have received grants designed to
increase information fluency skills of students.
o Designating an Information Literacy Librarian, Andy Todd, to provide weekly hours
at the Faculty Center for Teaching and Learning (FCTL) to support faculty
information fluency projects.
o Designing and creating online Information Literacy modules to be used by faculty
and students to increase their information literacy skills.
•
Self-assessment: The Library’s most important strength is a quality collection developed
in partnership between faculty and librarians. Funding has permitted acquisition of
significant new materials to support graduate programs. The Library is now routinely
included in planning for funding new programs.
•
Students in the College of Engineering & Computer Science consistent rate the quality
of the library services positively as shown in Table 7-3.
Table 7-1: College of Engineering & Computer Science Library Acquisitions
2006-07
$6,107,793
$669,139
2005-06
$5,582,758
$586,719
2004-05
$5,226,595
$526,944
2003-04
$5,030,670
$530,354
2002-03
$5,501,054
$588,688
2001-02
$5,101,297
$505,272
Engineering Reference and Regionals
Civil & Environmental & Construction
Monographs
Online Periodicals
Print Periodicals
$14,801
$45,757
$15,658
$12,378
$41,875
$17,895
$11,266
$38,558
$19,838
$8,345
$2,686
$51,331
$20,014
$0
$53,705
$13,915
$0
$50,669
Computer
Monographs
Online Periodicals
Print Periodicals
$38,809
$54,530
$19,643
$1,635
$12,765
$7,860
$141
$10,097
$11,290
$9,341
$11,974
$19,739
$5,148
$9,640
$28,513
$4,334
$0
$25,568
$45,716
$91,995
$0
$60,194
$21,281
$84,995
$0
$74,911
Total Library Expenditure
Total Engineering Expenditure
Electrical
Monographs
Database (IEL)*
Online Periodicals
Print Periodicals
$36,790
$41,268
$36,000
$163,947
$16,407
$155,259
$16,058
$149,844
$21,448
$36,063
$97,995
$2,665
$61,139
Industrial
Monographs
Online Periodicals
Print Periodicals
$12,627
$9,002
$20,729
$12,322
$9,003
$18,460
$7,647
$7,652
$16,525
$8,100
$0
$22,783
$13,732
$0
$21,326
$9,859
$0
$20,034
$13,169
$116,078
$55,583
$19,193
$105,045
$53,176
$15,047
$96,400
$52,113
$18,094
$15,295
$102,300
$35,037
$0
$119,742
$21,497
$0
$102,151
$26,345
$5,752
$3,512
$22,980
$4,230
$3,176
$18,830
$3,998
$4,254
$22,979
$0
$8,867
$25,125
$0
$9,066
$24,111
$0
$8,163
$32,141
$5,996
$30,658
$49,735
$43,784
Mechanical (Includes Aerospace)
Monographs
Online Periodicals
Print Periodicals
Technical
Monographs
Online Periodicals
Print Periodicals
Engineering Reference and Regionals
*2004/05 became part of online periodicals
2001-2004 extra funding for Materials Science MS/PhD
Table 7-2: Engineering & Computer Science Resources Available at UCF Library
GENERAL DATABASES
Compendex Web from Engineering Village
Engineering Index
Applied Science and Technology
Web of Science
SPECIALIZED DATABASES
AEROSPACE SCIENCES
Aerospace & High Technology Database
EARTH & ENVIRONMENTAL
Biological Abstracts
Biotechnology & Bioengineering Abstracts
Chemical Abstracts
Environmental Sciences & Pollution Mgmt
Geo Ref
TOXLINE
Water Resources Abstracts
Environmental Engineering Abstracts
Toxicology Abstracts
MECHANICAL ENGINEERING
Mechanical Engineering Abstracts
Mechanical & Transportation Engineering
Abstracts
ELECTRICAL, ELECTRONICS &
COMPUTER TECHNOLOGY
Computer & Information Systems
Abstracts
Encycl. of Electrical & Electronics Engr.
IEEE Xplore
Internet & Personal Computing Abstracts
INSPEC
Computer Database
MATERIALS SCIENCE
Advanced Polymers Abstracts
Aluminum Industry Abstracts
Ceramic Abstracts/World Ceramic Abstracts
Copper Data Center Databases
Corrosion Abstracts
Engineered Materials Abstracts
Materials Business File
Materials Research Database
METADEX
Solid State & Superconductivity Abstracts
WELDASEARCH
MULTIDISCIPLINARY FULL TEXT SCIENCE EJOURNALS
ACM Digital Library
American Chemical Society
American Institute of Physics
American Mathematical Society Journals
Emerald Library (MCB University Press)
Science Direct (Elsevier)
Springer LINK
Wiley InterScience
INDUSTRIAL ENGINEERING AND MANAGEMENT
SYSTEMS
International Abstracts in Operations Research
ABI Inform
Table 7-3: College of Engineering & Computer Science, Graduating Seniors Survey
Please indicate the QUALITY of the Library services you received.
COLLEGE QUALITY
1
Percent Positive
8.1 Visit Main Campus
Library
8.2 UCF Electronic Library
Resources
8.3 UCF Library @ Brevard,
Daytona, or South Orlando
2002-03
2003-04
2004-05
2005-06
2006-07
Avg. #
2
All Respondents
95.2%
96.3%
96.4%
97.9%
97.5%
682
90.7%
92.7%
90.4%
92.3%
89.8%
465
93.5%
92.1%
83.6%
94.3%
85.2%
60
1
% Responded "excellent," "very good," and "good" (response choices were excellent, very good, good, fair, poor)
2
Number of students averaged over 5 years who responded to this item by choosing either "excellent," "very good," "good," " fair," or "poor."
C. Major Instructional and Laboratory Equipment
1. 201- ENGR II - Harris Computer Laboratory
(i) Staffing and Support Services
The Harris Computer Laboratory opened its doors to Engineering and Computer Science
students in August 2001. Two students are seated throughout the hours of operation of the lab at
the Harris Laboratory Student Monitor Help Desk (SMHD) to offer advice and help to those
students that need it. The CECS Computer Support team, located behind the Harris Computer
Lab, fully maintains and supports the facilities.
(ii) Access
The Harris lab is open Mondays thru Fridays, from 8AM to 8PM ; Saturdays and Sundays from
9AM to 6PM. The college operates a smartcard and database controlled building access system,
which replaces the traditional keyed door locks throughout the Engineering I and II buildings.
This system assists in managing access to each and every door in the buildings and providing
for transaction logs in each and every door, for a more secure work place. It also has other
features for a more reliable and modern system that can be managed with the touch of a button.
The smart card key contains an integrated circuit in it that can save account and access
information for each individual key user. This information helps trace each and every user in
the system.
(iii) Description of Equipment
The Harris lab is 5,000 square feet and has equipment valued at $250,000. The main resource
for students is 30 Dell PC systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel
microprocessors, 1GB RAM memory modules, 256 MB Video Cards, 80 GB hard drives,
SoundMax Integrated audio, and a 100 Mbps Network Card. In addition, the laboratory has a
HP Laserjet B&W 9000 and a HP Laserjet 4650 Color volume, and one HP-5000 LaserJet
Printer, which provides for both black and color high-resolution document printing. It also has a
sunray terminal system, which includes 80 sunray terminal clients and 2 sun servers that
connect thru Windows Terminal Services to 4 Dell PowerEdge 2650 servers. The Harris
Computer Laboratory is one of the most advanced student computer resources at the University
of Central Florida. Some of the software packages provided by the College and installed on
each system include: MathCad 14, MatLab 2007a, AutoCAD 2008, MS-Office 2003, MSVisual Studio, Internet Explorer, Firefox, Pro/E, Solidworks, Visio, etc. At the Lab Monitor
desk, there are several useful peripheral devices which include 2 digital scanners that provide
full color digital scanning, a couple of digital senders to provide document scanning for rapid
electronic email capabilities, and 1 Fujitsu M4099D black and white High Volume Image
scanner with a SCSI interface, a 1000 page loading tray, capable of scanning up to 24 pages per
minute. These resources are there to offer needed capabilities to Engineering and Computer
Science students and are controlled from the Lab monitor desk.
The Harris Computer Laboratory also offers a separate area for students that have laptops
capable of connection to the CECS wireless LAN, as well as two areas for studying. Located at
the back of the Harris Computer Laboratory is the server control room, which contains 3 Dell
server racks with 25+ servers (Sun, Dell, Apple), to provide services for the Harris Lab, CECS
Administration and other college services (Web, etc). The control room also provides a quiet
area where CECS network support personnel perform their maintenance and server
administration functions.
(iv) Harris Seminar Room
The Harris Seminar Room is located at the rear of the Harris Computer Laboratory and has 20
Dell Intel based systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel
SoundMax Integrated audio, and a 100 Mbps Network Card. The room includes a state-of-theart instructor’s console that contains a VCR for video capabilities, and a computer system (PC)
that is linked to a ceiling mounted projection and sound system. The software and hardware
used in the seminar room are similar to those used in the main laboratory. The seminar room is
used for special seminars, lectures, training and demonstrations for which the computers can be
specially configured easily for each use. This room is not scheduled for classes so that its
availability may be provided to the faculty and staff throughout the semester. In conjunction
with faculty needs, outside companies and instructors can rent and use this room to offer
training and workshops.
(v) Safety
Safety policies for the Harris Lab are:
Safety
Do NOT plug one power strip into another.
Do NOT use extension cords.
Do NOT place any object within 18 in. of the ceiling.
Do NOT lift more than you can handle.
Do NOT prop lab doors open.
Do NOT clutter walkways.
Do NOT remove college property from the lab.
Evacuation
In the event of a fire or other emergency requiring evacuation, please take your coat and/or
purse and immediately leave the building using the stairs at either end of the building.
Emergency
In case of emergency contact campus police at (407) 823-5555 or dial 911. First Aid kits can be
found in rooms 246, 346, and 435.
Ergonomics
There are ergonomics evaluation checklists available for workstations and laboratories.
Software Copyrights
At no time should software belonging to UCF be copied and transferred to other computers. Several sets
of data that are used within the group, have limited site licenses and cannot be copied or used for any
other purposes other than those intended here at UCF.
(vi) Additions/Replacements Made Since 2002
The college replaced all Dell GX1100 computers (1Ghz Processor, 512MB RAM, etc) with 40
new Dell Optiplex SX280 (3.4Ghz Pentium 4 Processors, 1GB RAM, etc) at a cost of $45K+;
and 80 Sunrays terminal servers and 2 sun servers that connect thru Terminal services to 4 Dell
PowerEdge 2650 servers, $120K+. The college is also in the process of upgrading the memory
for all Dell Optiplex computers to 2GB RAM at a cost of $10K+.
2. 101- ENGR II - Manufacturing/R & D Shop
The Advanced Manufacturing Laboratories offer more than 6,000 sq. ft. for machining,
fabricating, prototyping, and measuring equipment. These laboratories are jointly operated by
the Mechanical, Materials, & Aerospace Engineering Department, the Engineering Technology
Department, and the Industrial Engineering & Management Systems Department.
They serve as a teaching-learning Center where engineering students can design, build,
fabricate, measure, and test products, developing skills reinforced by hands-on experience. In
courses supported by the Center, students learn the significance of engineering specifications,
design, and methods needed for precision in manufacturing. Students use the facility to design,
specify, prepare and fabricate senior design projects. For example, the shop provides support to
student projects in design, to student professional society competitions such as the Mini-Baja
vehicle and the human powered vehicle and to experimental research. It also is used for the
teaching of EIN 4391C, Manufacturing Engineering, a three credit approved elective course
with approximately 75 students per semester and limited to fifteen students in the lab at a time
necessitating multiple lab sections. This CECS facility is supervised by an Electrical Engineer
with 40 years experience in manufacturing, metal fabrication, and machine work.
(ii) Description of Equipment
The facility is also a R&D Center where skills and industrial machinery can be demonstrated.
Equipment valued at $800,000.00 is housed in the Center. The equipment list is as follows:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Manual lathes (quan. 5): Allows a range of working diameters from .05” to 12”,
and 6 ‘in length.
EDM (electrical discharge machine): used for student teaching in Manufacturing
Engineering Class on student required projects.
Manual Mill (quan 3): Student use for project use, senior design and class
instruction.
CNC 4 axis VMC – Vertical machining center. (quan 2): Research support,
student project fabrication and support of university wide projects, including
Physical Plant..
CNC lathe: Support for student teaching and university wide projects.
Welding equipment, Arc, Tig, and gas available.
Starrett Rapid Check 2 CMM, full range of calipers and micrometers, PC based
CAD stations with graphics to CNC software.
Saws include; Chop saw (quan 2): vertical Band Saw: (quan 2): Horizontal Saw:
(1)
Grinding capabilities: Surface grinder: (quan 2): Automatic X-Y grinder.
Full software support of graphic import to part fabrication in house.
The Advanced Manufacturing Center, Room 101, is located adjacent to the Rapid Prototyping
Lab and the Metrology Lab operated by the Industrial Engineering and Management Systems
Department. These labs are equipped with stereolithography and thermojet rapid prototyping
equipment and advanced surface measurement equipment. The above named facility supports
all university activities from departments located through out the campus. Small business is also
welcomes to avail them selves of the expertise and equipment of the Manufacturing center.
The University of Central Florida Manufacturing Area is also certified to teach Feature CAM
software, in conjunction with, EGS (Engineering Geometry Systems).
(iii) Safety
State Fire Marshall safety inspections, in the Manufacturing area, are conducted routinely four
times a year. The inspection schedule for other labs in the university is a maximum of two times
a year. On site UCF Health and Safety inspections are conducted at random times through out
the year. This redundant policy of inspection, allows potential safety problems to be
immediately resolved and corrected.
A University wide safety manual is also issued to anyone needing access to the area and
students doing any type of work in the shop area.
CRITERION 8. SUPPORT
A. Program Budget Process and Sources of Financial Support....................................2
B. Sources of Financial Support.......................................................................................2
C. Adequacy of Budget .....................................................................................................2
D. Support of Faculty Professional Development...........................................................2
E. Adequacy of Equipment...............................................................................................3
F. Adequacy of Support Personnel and Institutional Services......................................3
G. Program Advisement ...................................................................................................3
A. Program Budget Process and Sources of Financial Support
Budgeting of all academic programs at University of Central Florida is done through a model
that is driven by student credit hour generation and is called the Pegasus Model. This model sets
a standard for the amount of funds received from the University to each college based on the
SCH generation of the College. Factors for different salaries of faculty in the colleges, and for
lower level, upper level, and graduate SCH generation are applied to the model.
Pegasus funding supplies the college with a base budget. A modified version of the Pegasus
model is then used by the College to allocate funding to the individual academic departments.
This becomes the base E&G budget for department funding.
Additional funding for faculty members are supplied by branch campus funding. This funding is
supplied in exchange for delivery of programs and courses to the branch campuses.
B. Sources of Financial Support
In addition to the funding supplied through the budgeting process described above, additional
funding is provided through contracts and grants (C&G). When a contract or grant is funded,
the faculty member receives a portion of the overhead (typically 43% is the overhead rate). This
portion typically runs between 5 and 10% of the overall grant funding.
C. Adequacy of Budget
The current budget does not provide sufficient funds for department operation and faculty
travel. The University, does however, provide programs to assist faculty with travel funds. In
addition, faculty can use funds from research overhead to fund travel and to purchase items
required by the faculty. The expenditures of operational funds are to provide OPS support to
faculty for classes and ensure all equipment and classroom needs are met.
D. Support of Faculty Professional Development
All faculty members in the program have terminal degrees. As such the expectations for
professional activities are the generation of publications and the presentations of those
publications at conferences at the National and International levels. This has resulted in
presentations of papers at peer reviewed conferences, and journal papers.
Financial support for faculty travel is minimal, and increased faculty financial support would
result in more opportunities for attendance and presentation at conferences. Faculty that have
active funded research have had more opportunity to travel and present at conferences.
To provide opportunities for professional development there are many opportunities within the
University, many of which ENT faculty have taken full advantage. The lecture series presented
by the engineering departments (Civil, Mechanical, and Electrical Engineering all have regular
invited speakers to campus) provide the opportunity to meet and learn from internationally
recognized leaders in each of those fields.
The University operates a faculty professional development organization called the Faculty
Center for Teaching and Learning (FCTL). The FCTL mission is to support excellence in
teaching and learning, successful research, creative endeavors and the professional fulfillment
of faculty and staff in the local and global environment. The website contains detailed
information about the FCTL services (http://www.fctl.ucf.edu/)
E. Adequacy of Equipment
Equipment needs are identified by the individual faculty and report to the program coordinator.
Program coordinators list equipment needs to the department chair who prioritizes needs and
obtains funds to meet these needs. Faculty can also directly fund equipment needs through
University equipment grants, which allow faculty to go through a competitive process to obtain
special equipment to support research and classroom needs. ENT faculty members have been
successful in securing equipment through this program.
To date all equipment needs are being met for the department. There is equipment that is
desired to improve instruction and access to classes. Funding for this equipment is attempted on
an annual basis, and typically these equipment needs are met within a few years.
F. Adequacy of Support Personnel and Institutional Services
College support personnel and level of support for classroom needs has been excellent.
Department support consists of one full time technician (Larry Bales), one full time office
manager (Ronee Trantham) and two part time clerical assistants (June Wingler, Andrea
McClure). Support personnel are able to supply all needed support functions. It is recognized
that having a single full time office clerical support person does represent a significant risk in
maintaining the level of service and all necessary clerical needs.
G. Program Advisement
The department has an individual Industrial Advisory Board for each of its three academic
programs. Each of these three IAB’s has the mission of advising the department in respect to the
needs of the graduates. The IAB reviews objectives and outcomes, curriculum, and department
operation. The IAB is made up of selected members of the industrial community that hires
program graduates. Each program IAB is made up of 8-12 members and meets each academic
semester (Fall and Spring).
CRITERION 9. PROGRAM CRITERIA
There are no specific BSET program criteria as described in the Program Outcomes section in
Criterion 2.
APPENDIX A – COURSE SYLLABI
ENT Core:
•
•
•
•
•
•
MAP 3401 ..................................................................................................................3
ETG 3541 ...................................................................................................................7
ETI 4448...................................................................................................................10
ETI 3671...................................................................................................................14
ETI 3116...................................................................................................................17
ETI 4635...................................................................................................................20
Lower-Level Common (except for Geomatics):
•
•
•
CET 2364 .................................................................................................................23
EST 3543C ...............................................................................................................26
EET 3085C...............................................................................................................30
Upper-Level Required (Operations):
•
•
•
•
•
ETI 4640...................................................................................................................33
ETI 3690...................................................................................................................36
ETI 4186...................................................................................................................39
ETI 4700...................................................................................................................42
ETI 4205...................................................................................................................46
Upper-Level Required (Design-Mechanical):
•
•
•
•
•
EST 4502C ...............................................................................................................49
ETG 3533C ..............................................................................................................52
ETI 3421...................................................................................................................55
ETM 4220 ................................................................................................................58
ETM 4512C..............................................................................................................61
BSET ABET Self Study – Appendix A – Page 1
Upper-Level Required (Design-Construction):
•
•
•
•
•
•
ETG 3533C ..............................................................................................................52
ETC 4206 .................................................................................................................64
ETC 4241C ..............................................................................................................68
ETC 4242C ..............................................................................................................73
ETC 4414C ..............................................................................................................78
ETC 4415C ..............................................................................................................82
Upper-Level Required (Space Science):
• ETI 4381...................................................................................................................86
• EMA 4103 ................................................................................................................89
• ETI 4835...................................................................................................................92
• ETM 4220 ................................................................................................................58
• ETI 4838...................................................................................................................95
• ETI 4836...................................................................................................................98
Upper-Level Required (Gemoatics):
• SUR 3331................................................................................................................101
• SUR 3530C.............................................................................................................103
• SUR 3641................................................................................................................106
• SUR 4402................................................................................................................108
• SUR 4531................................................................................................................110
• SUR 4932................................................................................................................112
Upper-Level Common:
• ETD 3350C ............................................................................................................115
• ETG 4950C ............................................................................................................118
MAP 3401 – Problem Analysis
Standard Course Outline (Updated: Spring 2008)
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
Relationship to
BSET Program
Outcomes:
Textbook:
References:
MAP 3401 – Problem Analysis – 3(3,0). Application of Calculus in Solving
Engineering Technology Problems.
This course will reinforce calculus concepts learned earlier and introduce additional
techniques to better provide the Engineering Technologist with mathematics skills
for use throughout his or her professional career.
CO1
• Students will have the capability to solve complex numbers and linear
algebra problems.
CO2
• Students will have the capability to apply and implement the concepts of
limits and derivatives.
CO3
• Students will have the capability to implement integration techniques in
engineering applications.
CO4
• Students will be able to analyze series and perform series expansions.
CO5
• Students will have the capability to classify, formulate, and solve first and
second order ordinary differential equations.
MAP3401 contributes the following to the BSET program outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1
X
X
X
X
CO2
X
X
X
X
CO3
X
X
X
X
CO4
X
X
X
X
CO5
X
X
X
X
- Ewen, Gary, and Trefzger, Technical Mathematics with Calculus, Prentice
Hall, 2005, ISBN: 0-13-048822-4.
-
R. Silverman, Essential Calculus with Applications, Dover, New York, 1989,
ISBN: 0-486-66097-4.
Packed and Wagon, Animating Calculus, Springer-Verlag, Santa Clara, CA,
1997, ISBN: 0-387-94748-5.
Topics Covered:
Computer Usage:
Laboratory Exercises:
- Complex Numbers
- Matrices
- The Derivative
- Applications of the Derivative
- Derivatives of Transcendental Functions
- Partial Derivatives
- The Integral
- Applications of Integration
- Methods of Integration
- Double Integrals
- Series
- First Order Differential Equations
- Second Order Differential Equations
Computer software such as MathCAD will be used for solving
complex numbers, linear algebra, series, and calculus problems.
Homework will be assigned on a weekly basis in the form of math
exercises following the course material. A computer lab will be made
available for weekly tutoring sessions with the instructor and
students.
Required Equipment:
Computer. Access to the Internet. Access to WebCT.
Course Grading:
Course Grading Policies are left to the discretion of the individual
instructor.
Library Usage:
Students are encouraged to consult library and internet references to
aid in researching course material.
Course Assessment:
Useful methods for assessing the success of this course in achieving
the intended outcomes listed above:
Course Policies:
•
CO1: Homework and Traditional Exams.
•
•
•
• CO5: Homework and Traditional Exams.
All objections to grades should be made IN WRITING WITHIN
ONE WEEK of the work in question. Objections made
after this period has elapsed will NOT be considered, no
exceptions.
Additional Course
Information, Policies
and Expectations:
Exams
Excusal from Course
Assignments and
Exams
Academic dishonesty in any form will not be tolerated. Violations of
student academic behavior standards are outlined in The Golden
Rule, the University of Central Florida's Student Handbook. See
ttp://www.goldenrule.sdes.ucf.edu/ for further details.
Per university policy and plain classroom etiquette, mobile phones,
pagers, etc. MUST be silenced during all classroom lectures and
exams. Those not heeding this rule will be asked to leave the
classroom immediately so as to not disrupt the learning
environment.
Reading assignments are to be completed prior to class
discussion. The example problems and study questions in
the text should be studied and understood as part of the
reading assignment.
All exams are specified in the preliminary course schedule. Any
change to the schedule will be notified at least two weeks in
advance. Make-up exams will be given only under justifiable
circumstances.
All assignments are due on or BEFORE the scheduled due date and
time. Absolutely NO late assignments will be accepted.
All assignments must be submitted via WebCT, unless specified
otherwise
Students are encouraged to collaborate outside of class to discuss and
debate course concepts. However, all assignments MUST be
completed and written up individually. Each student is required
to turn in his or her own solutions. If the assignment has been
designated a team assignment by the instructor, one copy of the
assignment solutions containing the names of all team members
is required.
Attendance is mandatory not only by university regulations but also
by new immigration policies.
All exams will be on line. Students will be given a time window
during which the exam can be taken. If students have problems
submitting their exam for any reason (system is down etc.), they need
to get in touch with Kim Okamoto, the WebCT specialist for the
college at 407-823-5248 or email her at kokamoto@mail.ucf.edu.
Any other question about the exam should be directed to the
instructor.
• Excusal from submitting an assignment on-time:
- If an emergency arises and a student cannot submit the
homework on or before the due date, the student MUST give
notification to the instructor NO LESS THAN 24 HOURS
BEFORE the due date and NO MORE THAN 48 HOURS
AFTER the due date.
• Excusal from an exam:
- Excusal of a student from an exam due to an emergency such
as student illness, family illness or death, etc. requires valid and
provable documentation before the student is eligible for the
makeup exam. The documentation must be given to the
instructor NO LESS THAN 24 HOURS BEFORE the due date
Makeup Assignments
and Examinations
Course Coordinator:
and NO MORE THAN 48 HOURS AFTER the due date.
- Notification must be given to the instructor NO LESS THAN 24
HOURS BEFORE the scheduled exam for all other excuses such as
conference/workshops, business trips, etc.
• There will be no makeup assignments given.
• Makeup exams will be given towards the end of the semester, at a
date announced by the instructor. The makeup exams may be
different and more challenging than those administered on the
original date.
Eduardo Divo, Assistant Professor, edivo@mail.ucf.edu
ETG 3541 – Applied Mechanics
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
Relationship to
BSET Program
Outcomes:
Textbook:
References:
Topics Covered:
ETG 3541: Applied Mechanics -3 (3,0)
Coplanar, parallel, concurrent, and non-current force systems. Centroids, CG's,
moments of inertia. Principles of dynamics, rectilinear motion and rotation, work,
energy, power, impulse, momentum, and impact.
Students will develop an understanding of engineering mechanics, including vector
mathematics, static equilibrium, analysis of structures (trusses and frames),
kinematics, and basic kinetics principles.
CO1
• Students will have a thorough understanding of trigonometry and vectors and
their applicability to engineering mechanics
CO2
• Students have proficiency in analyzing 2D engineering structures, including
trusses and frames, and in the determination of reaction forces
CO3
• Students will have an understanding of the application of static equilibrium
to 3D parallel and coplanar force systems
CO4
• Students will have an understanding of kinematics for general plane motion
applications
CO5
• Students will have proficiency in kinetic analysis of dynamic systems using
both inertia (Newton’s 2nd Law) and work-energy methods
ETG 3541 contributes the following to the BSET program outcomes:
CO1
X
X
X
X
X
CO2
X
X
X
X
X
X
CO3
X
X
X
X
X
CO4
X
X
X
X
X
CO5
X
X
X
X
X
Keith M. Walker, "Applied Mechanics for Engineering Technology," 7th Edition,
2000, Prentice Hall (ISBN: 0-13-093375-9).
R.C. Hibbeler, Engineering Mechanics-Statics and Dynamics, 11th Edition, Prentice
Hall Publishing Company, 2006.
Beer, Johnston, and Clausen, Vector Mechanics for Engineers - Dynamics, 8th
Edition, McGraw-Hill, 2007.
Math Review
Forces and Vectors
Moments and Couples
Equilibrium
Structures and Members
Friction
Centroids and Center of Gravity
Moment of Inertia
Kinematics
Place Motion
Kinetics
Computer Usage:
Laboratory
Exercises:
Required
Equipment:
Work, Energy, and Power
Students are required to use internet for assignments and submissions.
No laboratory component to this course.
Computer and internet access is required to view course assignments and
announcements on WebCT.
Course Grading:
Course Grading Policies are left to the discretion of the individual instructor.
Library Usage:
Students are encouraged to consult library and internet references to aid in
researching course material.
Course
Assessment:
Useful methods for assessing the success of this course in achieving the intended
outcomes listed above:
•
CO1: Weekly Homework Problems and Traditional Exams.
•
•
•
• CO5: Weekly Homework Problems and Traditional Exams.
Grading Objections:
Course Policies:
All objections to grades should be made IN WRITING WITHIN ONE WEEK of the
work in question. Objections made after this period has elapsed will NOT be
considered, no exceptions.
Professionalism Academic dishonesty in any form will not be tolerated. Violations of student
academic behavior standards are outlined in The Golden Rule, the University of
and
Central Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for
Ethics:
further details.
Per university policy and plain classroom etiquette, mobile phones, pagers, etc.
MUST be silenced during all classroom lectures and exams. Those not heeding
this rule will be asked to leave the classroom immediately so as to not disrupt the
learning environment.
WebCT and e-mail will be used to communicate with students and disseminate
Additional
materials and assignments throughout the course. So LIVE and FEEDS students
Course
should check WebCT and their e-mail at least once per day.
Information,
Policies and
Reading assignments are to be completed prior to class discussion. The
Expectations:
example problems and study questions in the text should be studied and
understood as part of the reading assignment.
All exams are specified in the preliminary course schedule. Any change to the
schedule will be notified at least two weeks in advance. Make-up exams will be
given only under justifiable circumstances
• All assignments are due on or BEFORE the scheduled due date and time.
Course
Assignme Absolutely NO late assignments will be accepted.
• All assignments must be submitted via WebCT, unless specified otherwise.
nts
• All assignments must be submitted in a high-quality and professional manner. They
should be well-written and understandable. The steps/methods of solving the
problems should be clearly stated.
• Students are encouraged to collaborate outside of class to discuss and debate course
concepts. However, all assignments MUST be completed and written up individually.
Each student is required to turn in his or her own solutions. If the assignment has been
designated a team assignment by the instructor, one copy of the assignment solutions
containing the names of all team members is required.
Exams
All exams will be taken in class or at a local UCF campus/testing center. Both the
instructor and testing center must be notified of the location of where the student will
take the exam with at least one week notice. Online exams may be possible for
distance students with prior arrangement. Any questions about the exams should be
directed to the instructor.
Excusal from Course Assignments and Exams
- If an emergency arises and a student cannot submit the homework on or
before the due date, the student MUST give notification to the instructor NO
LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN 48
HOURS AFTER the due date.
- Excusal of a student from an exam due to an emergency such as student
illness, family illness or death, etc. requires valid and provable documentation
before the student is eligible for the makeup exam. The documentation must
be given to the instructor NO LESS THAN 24 HOURS BEFORE the due date
- Notification must be given to the instructor NO LESS THAN 48 HOURS BEFORE
the scheduled exam for all other excuses such as conference/workshops, business
trips, etc.
Makeup Assignments and Examinations
• There will be no makeup assignments or exam given, except in the cases listed above.
Course
Coordinator:
Instructor: Kevin Erhart
Email: kerhart@mail.ucf.edu
ETI 4448: Applied Project Management
Catalog
Description:
ETI 4448: Applied Project Management –3(2, 2). Course includes statement of work,
milestones, activity decisions, timelines, scheduling, and resource allocation methods. The
course will examine projects within the framework of planning, organizing, managing, and
control. Techniques are appropriate for a full range of management approaches including
large and small projects within commercial, academic, or non-profit organizations. The
course is applications oriented using Microsoft Project 2003 or 2007 as a tool to assist in
applying the project techniques.
To provide students with an understanding of managing or participating in a project
Goals/Objectives
of the course:
CO1
Course
•
Outcomes:
Students will have the capability to apply fundamental concepts of project
management
CO2
•
Students will be able to use project management tools.
CO3
•
CO4
•
Relationship to
BSET Program
Outcomes:
Textbook:
Students will be able to identify project risk and uncertainty.
ETI 4448 contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
X
X
X
CO3 X
X
X
X
CO4 X
X
X
X
X
•
•
References:
Students will be able to function as project management team member.
-
Wysocki, Robert K. Effective Project Management: Traditional, Adaptive, and
Extreme. Fourth Edition. Wiley Publishing, Inc. 2003.
ISBN: (978-0-470-04261-8)
Applied Project Management , Best Practice on Implementation, by Kerzner,
Wiley, ISBN (0-471-36352-9)
Topics Covered:
•
•
•
•
•
•
•
•
•
Computer Usage:
Overview and background
Organizational structure
Project planning
Project organization
Network scheduling
Computer use
Managing the project
Controlling
Case studies
o
o
o
o
o
Electronic mail
Word processing
WebCT
Visio 2003 or 2007
Microsoft Project 2003 or 2007
Replacement for lab work actual project
Required Equipment:
Course Grading:
instructor.
Library Usage:
Course Assessment:
•
Four assignment that covers all objectives
•
Two exams midterm and a final
Team project (find project for your team to work on), result
should be reported and presented
exceptions.
•
Course Policies:
Additional Course
and Expectations:
Exams
Excusal from Course
Assignments and
Exams
environment.
reading assignment.
circumstances.
otherwise
is required.
instructor.
AFTER the due date.
Makeup Assignments
and Examinations
Course Coordinator:
original date.
Nabeel Yousef, Visiting Assistant Professor, nyousef@mail.ucf.edu
ETI 3671: Technical Economic Analysis
Catalog
Description:
ETI 3671: Technical Economic Analysis –3(3,0). Course includes Application of
principles of engineering economy for establishment of equipment and system feasibility. The
course emphasize on economic evaluation of engineering alternatives. Primarily course
concern is calculating project costs, incorporating interest rates, tax implications, and
additional variables to assess the relative worth of engineering and generic investment
alternatives.
To Provide students with an understanding of analysis of cost elements in technical
operations and the basis for comparison of alternatives.
Goals/Objectives
of the course:
CO1
Course
Outcomes:
•
CO2
•
CO3
•
CO4
•
Relationship to
BSET Program
Outcomes:
Textbook:
Students will have the capability to Formulate and solve time value of money
problems.
Students will be able to identify sources of data and apply appropriate techniques
to solve economic problems.
Students will be able to understand the importance of making appropriate
economic decisions.
Students will be able to recognize the impact of engineering economics decisions
in a global and societal context.
ETI3671 contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
X
X
X
CO3 X
X
X
X
CO4 X
X
X
X
X
• Fundamentals of Engineering Economics, (ISBN 0130307912) by Park, Chang S.
Pearson, Prentice Hall Publishing, Inc.
References:
-
Capital Investment Analysis for Engineering and Management, by J. Canada,
W. Sullivan and J. White. Prentice Hall, ISBN (0-13-311036-2)
Topics Covered:
•
•
•
•
•
Computer Usage:
Cost accounting and time value of money relationships.
Comparing mutually exclusive and independent projects.
Including taxes in economy studies.
Including inflation in economy studies.
Risk and uncertainty.
o
o
o
o
Electronic mail
Word processing
WebCT
Excel
Lab work is replaced by case studies that can be discussed by the
class teams.
Required Equipment:
Course Grading:
instructor.
Library Usage:
Course Assessment:
•
Four assignment that covers all objectives
•
Two exams midterm and a final
Team assignment (case studies to be discussed between the
team members)
exceptions.
•
Course Policies:
Additional Course
and Expectations:
environment.
reading assignment.
circumstances.
Exams
Excusal from Course
Assignments and
Exams
Makeup Assignments
and Examinations
Course Coordinator:
otherwise
is required.
instructor.
AFTER the due date.
original date.
Nabeel Yousef, Visiting Assistant Professor, nyousef@mail.ucf.edu
ETI 3116- Applied Quality
Standard Course Outline (Updated: Fall 2007)
Catalog
Description:
ETI 3116 Applied Quality
(3 credits) Fundamentals of Industrial Quality Control, Technical Specifications,
Measurement Standards, Inspection and Gaging, and Process Control Techniques.
Course prerequisites: STA 2013
Goals/Objectives Applied Quality is a core class for all BSET students in the Engineering Technology
Department. This course will provide students with fundamentals of Industrial Quality
of the course:
Control, Technical Specifications, Measurement Standards, Inspection and Gaging, and
Process Control Techniques.
CO1
Course
Outcomes:
• Students will be proficient in determining fundamentals of quality control.
CO2
• Student will have an understanding technical specifications and measurement
standards.
CO3
• Students will have an understanding inspections and gaging techniques
CO4
• Students will be able to apply Statistics Process Control tools
CO5
• Students will be able to understand professional, ethical, and social
responsibilities
CO6
• Students will be knowledgeable about the need for engineering methods,
problem solving, benchmarking, and quality systems
Relationship to
PO1 PO2 PPO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
BSET Program
CO1 X
X
X
Outcomes:
CO2 X
X
CO3
X
CO4
X
CO5
X
CO6
X
Quality Control, 7th Edition. Dale H. Besterfield
Textbook:
ISBN 0-13-113127-3
1. Management and Control of Quality by James R. Evans and William M. Lindsay, 5th
References:
Edition, 2001.
2. Modern Methods for Quality Control and Improvement by Harrison M. Wadswoth,
Kenneth S. Stephens, and A. Blanton Godfrey. 2nd Edition, 2001.
3. Statistics for Engineering and the Sciences by William Mendenhall and Terry
Sincich. 4th Edition, 1994.
4. Introduction to Statistical Quality Control by Montgomery, Wiley, 4th Edition, 2004.
5. Quality by Donna Summers, Prentice Hall, 2003
6. Principles for Quality Control by Jerry Banks Wiley 1989
Topics Covered: Intro to Quality
Total Quality Management (TQM)
Continuous Process Improvement
Fundamental of Statistics
Central Tendency and Dispersion
The Normal Curve
Fundamental of Probability
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
The Binomial Distribution
The Poisson Distribution
Control Charts for Attributes and Variables
Acceptance Sampling
Reliability concept
Management and planning tools
Students are required to use word processing, spreadsheets, and statistical analysis tools
N/A
N/A
Course Grading Policies are left to the discretion of the individual instructor
Students are encouraged to consult library and Internet references to aid in researching
course material, complete written projects, and prepare oral presentations.
•
CO1: Individual Assignment
•
CO2: Traditional Exams
•
CO3: Case studies and Traditional Exams
•
CO4: Case studies, Traditional Exams, and Project
•
CO5: Case studies
• CO6: Case studies, Traditional Exams, and Project
Grading Objections:
work in question. Objections made after this period has elapsed will NOT be considered,
no exceptions.
Professionalism and Ethics:
Academic dishonesty in any form will not be tolerated!!! Violations of student academic
behavior standards are outlined in The Golden Rule, the University of Central Florida's
Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details.
Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST be
silenced during all classroom lectures and exams. Those not heeding this rule will be
asked to leave the classroom immediately so as to not disrupt the learning environment.
Computer Skills/Usage
• WebCT and e-mail will be used to communicate with students and disseminate materials
and assignments throughout the course. So students should check WebCT and their e-mail
at least once per day.
• When sending e-mail to the instructor, please begin the “Subject:” of the message with
the following:
ETI<space>3136:<space>
- <space> means insert a space.
• Students are expected to have access to and be familiar with a word processing
application (e.g., Microsoft Word) as all assignments will require its use.
• Students are expected to have access to and be familiar with a spreadsheet application
(e.g., Microsoft Excel) as some assignments will require its use.
Course Assignments
• All assignments are due on or BEFORE the scheduled due date and time. Absolutely
NO late assignments will be accepted.
should be well-written and understandable. The steps/methods of solving the problems
should be clearly stated.
Exams
All exams will be online. Students will be given a time window during which the exam
can be taken. If students have problems submitting their exam for any reason (system is
down, etc.), they need to get in touch with Kim Okamoto, the WebCT specialist for the
college at 407-823-5248 or email her at kokamoto@mail.ucf.edu. Any other question
about the exam should be directed to the instructor.
- If an emergency arises and a student cannot submit the homework on or before
the due date, the student MUST give notification to the instructor NO LESS THAN
24 HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the
due date.
before the student is eligible for the makeup exam. The documentation must be
given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and
NO MORE THAN 48 HOURS AFTER the due date.
- Notification must be given to the instructor NO LESS THAN 24 HOURS BEFORE the
scheduled exam for all other excuses such as conference/workshops, business trips, etc.
• Makeup exams will be given towards the end of the semester, at a date announced by
the instructor. The makeup exams may be different and more challenging than those
administered on the original date.
Course
Coordinator:
Karla Alvarado, Researcher, kalvarad@mail.ucf.edu
ETI 4635- Technical Administration
Catalog
Description:
ETI 4635 ECS-ENT 3(3,0) Technical Administration: PR: Junior
Standing. Techniques of applying management principles to
professional positions held by Engineering Technologists.
Management functions of planning, organizing, motivating, and
controlling, production, sales, and service. Fall, Spring.
Goals/Objectives Technical Administration is a required course for all students in the BSET
of the course:
degree. This course provides an overview of the techniques of applying
management principles to professional positions held by Engineering
Technologists and Engineers. The management functions of planning,
organizing, leading, and controlling are discussed with their role in managing
technology.
Course
Outcomes:
CO1: Define and apply the basic management functions
CO2: Describe concepts, practices, and ethical responsibilities involved in the
practice and management of technology.
CO3: Function as a member of a team
CO4: Demonstrate competence in written work
CO5: Demonstrate a respect for diversity and global issues
CO6: Understand the importance of lifelong learning
Relationship to
BSET Program
Outcomes:
CO1 X
X
X
CO2
X
X
CO3
X
X
CO4
X
CO5
X
CO6
X
X
Managing Engineering and Technology, Lucy C Morse and Daniel L
Babcock, 4th Edition, Prentice Hall.
ISBN: 0131994212
Non-textbook Books covering the topics in the field and approved by the
Instructor.
Planning
Decision Making
Organizing
Leadership
Financial Controls
Research
Engineering Design
Planning Production Activity
Managing Production
Quality
Customer
Project Management
Ethics
Textbook:
References:
Topics Covered:
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course Grading:
Lifelong Learning
Diversity
Globalization
Professional Activities
Students are required to use word processing, and PowerPoint
N/A
N/A
Library Usage:
Students are encouraged to consult library and Internet references to aid in
researching course material, complete written projects, and prepare oral
presentations.
Course
Assessment:
Useful methods for assessing the success of this course in achieving the
intended outcomes listed above:
•
•
CO2: Traditional Exams and Team Project
•
•
•
CO5: Team Project
• CO6: Traditional Exams
Course Policies: Grading Objections:
All objections to grades should be made IN WRITING WITHIN ONE WEEK of
the work in question. Objections made after this period has elapsed will NOT
be considered, no exceptions.
Academic dishonesty in any form will not be tolerated!!! Violations of student
academic behavior standards are outlined in The Golden Rule, the University
of Central Florida's Student Handbook. See
Per university policy and plain classroom etiquette, mobile phones, pagers,
etc. MUST be silenced during all classroom lectures and exams. Those not
heeding this rule will be asked to leave the classroom immediately so as to
not disrupt the learning environment.
Additional
Course
• WebCT and e-mail will be used to communicate with students and
Information,
disseminate materials and assignments throughout the course. So LIVE and
Policies and
FEEDS students should check WebCT and their e-mail at least once per day.
Expectations:
• Students are expected to have access to and be familiar with a word
processing application (e.g., Microsoft Word) as all assignments will require
its use.
Course Assignments
Absolutely NO late assignments will be accepted.
• All assignments must be submitted via WebCT, unless specified
otherwise.
• All assignments must be submitted in a high-quality and professional
manner. They should be well-written, including good English and spelling
and understandable. The steps/methods of solving the problems should be
clearly stated.
• Students are encouraged to collaborate outside of class to discuss and
debate course concepts. However, all assignments, with the exception of
the project, MUST be completed and written up individually. Each student is
required to turn in his or her own solutions. If the assignment has been
assignment solutions containing the names of all team members is
required.
Exams
All exams will be live and on line. Students will be given a time window during
which the exam can be taken. If students have problems submitting their
exam for any reason (system is down etc.), they need to get in touch with
Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email
her at kokamoto@mail.ucf.edu. Any other question about the exam should be
- Notification must be given to the instructor NO LESS THAN 24 HOURS
BEFORE the scheduled exam for all other excuses such as
• There will be no makeup exams given.
Course
Coordinator:
Lucy Morse, Associate Professor , morse@mail.ucf.edu
CET 2364 - System Applications in C/C++
Catalog Description:
Goals/Objectives of the
course:
Course Outcomes:
Relationship to BSET
Program Outcomes:
Textbook:
References:
CET 2364 - System Applications in C/C++ 3(3,0). Use of C language in
control of system processes, DOS and BIOS interrupts, and interfacing with
assembly language. Introduction to programming techniques and the C/C++
programming languages.
This course will cover the basic concepts of programming, structured program
organization, and the C/C++ programming languages. Topics covered will
include software design and planning techniques, data types, variables,
operators, control statements, pointers, functions, and basic data structures.
Additionally, the course will provide an introduction to Object-Oriented
programming techniques.
CO1
• Students will have the capability to plan and flowchart a software
development project.
CO2
• Students will be able to setup a programming environment to
undertake a software development project.
CO3
• Students will be able to generate the C/C++ code and control
structures to handle an intermediate programming project.
CO4
• Students will understand and be able to implement pointers and data
structures in the C/C++ programming language.
CO5
• Students will be able to plan a programming project using ObjectOriented programming techniques in the C/C++ programming
language.
CET2364 contributes the following to the BSET program outcomes:
CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1
X
X
X
X
X
CO2
X
X
X
X
X
CO3
X
X
X
X
X
CO4
X
X
X
X
X
CO5
X
X
X
X
X
- Deitel and Deitel. Simply C++: An Application-Driven Tutorial
Approach. Pearson-Prentice Hall.
-
Topics Covered:
Deitel and Deitel. C++ How to Program. 4th and 5th Editions. Prentice
Hall.
Johnston. C++ Programming Today. Prentice Hall.
Hanly and Koffman. C Program Design for Engineers. Second
Edition. Addison Wesley.
Kerninghan and Ritchie. The C Programming Language, Second
Edition. Prentice Hall.
Introduction: What is C? What is C++? What is a program? Compilers and
compiling. Good source code.
Computer Usage:
Programming Techniques: Algorithm design. Debugging.
Basics: Data types. Variables. Operators.
Program Flow: Control statements. Loops.
Pointers (part 1): Memory organization and allocation.
Addressing/Indirection.
Functions: Program structure. Returning values. Passing parameters. Scope of
variables. Call by reference. Call by value.
Advanced Topics: Arrays. Data structures. Dynamic data structures. Object
oriented programming.
Microsoft Visual C++ will be provided for software development. Students
will be expected to use WebCT for online assignments and tests.
Computer projects will be assigned on a weekly basis in the form of
programming exercises. A computer lab will be made available for weekly
tutoring sessions with the instructor and students.
Required Equipment:
Computer. Access to the Internet. Access to WebCT. Access to a compiler.
Course Grading:
Library Usage:
Course Assessment:
Useful methods for assessing the success of this course in achieving the
intended outcomes listed above:
Course Policies:
Additional Course
and Expectations:
•
CO1: Programming Projects and Traditional Exams.
•
•
•
• CO5: Programming Projects.
All objections to grades should be made IN WRITING WITHIN ONE
WEEK of the work in question. Objections made after this period
has elapsed will NOT be considered, no exceptions.
Academic dishonesty in any form will not be tolerated. Violations of student
academic behavior standards are outlined in The Golden Rule, the
University of Central Florida's Student Handbook. See
Per university policy and plain classroom etiquette, mobile phones, pagers,
etc. MUST be silenced during all classroom lectures and exams. Those
not heeding this rule will be asked to leave the classroom immediately so
as to not disrupt the learning environment.
Reading assignments are to be completed prior to class discussion.
The example problems and study questions in the text should be
studied and understood as part of the reading assignment.
schedule will be notified at least two weeks in advance. Make-up exams
will be given only under justifiable circumstances.
All assignments are due on or BEFORE the scheduled due date and time.
All assignments must be submitted via WebCT, unless specified otherwise
Students are encouraged to collaborate outside of class to discuss and debate
course concepts. However, all assignments MUST be completed and
Exams
Excusal from Course
Assignments and
Exams
Makeup Assignments
and Examinations
Course Coordinator:
written up individually. Each student is required to turn in his or her own
solutions. If the assignment has been designated a team assignment by the
instructor, one copy of the assignment solutions containing the names of
all team members is required.
Attendance is mandatory not only by university regulations but also by new
immigration policies.
All exams will be on line. Students will be given a time window during which
the exam can be taken. If students have problems submitting their exam for
any reason (system is down etc.), they need to get in touch with Kim
Okamoto, the WebCT specialist for the college at 407-823-5248 or email her
at kokamoto@mail.ucf.edu. Any other question about the exam should be
- If an emergency arises and a student cannot submit the homework on
or before the due date, the student MUST give notification to the
instructor NO LESS THAN 24 HOURS BEFORE the due date and NO
MORE THAN 48 HOURS AFTER the due date.
- Excusal of a student from an exam due to an emergency such as
student illness, family illness or death, etc. requires valid and provable
documentation before the student is eligible for the makeup exam. The
documentation must be given to the instructor NO LESS THAN 24
HOURS BEFORE the due date and NO MORE THAN 48 HOURS
AFTER the due date.
BEFORE the scheduled exam for all other excuses such as
• Makeup exams will be given towards the end of the semester, at a date
announced by the instructor. The makeup exams may be different and more
challenging than those administered on the original date.
EST 3543C - Programmable Logic Applications and Device Integration
EST 3543C: Programmable Logic Applications and Device Integration –3(2,2).
This course presents logic fundamentals, programming technologies, integrated
circuits, and number systems to operate and test systems using programmable logic
protocol. Use of program control instructions and Data Manipulation with I/O
instructions and addresses in laboratory exercises.
Goals/Objectives To be able to understand and use Logic Controls and Programmable Technologies.
To be able to design, install, and program PLCs. To have the ability to plan and
of the course:
conduct efficient experiments with Input/Output and Device Integration.
CO1
Course
Outcomes:
• Students will have the capability to plan an automation process.
CO2
• Students will be able to setup the input and output devices to undertake the
control of an automation process.
CO3
• Students will be able to generate the Ladder Logic diagrams to program the
steps of an automation process.
CO4
• Students will be able to integrate programmable logic technologies with the
input/output devices necessary to control an automation process.
CO5
• Students will have the capability to generate intermediate to advanced PLC
programs that include timing, counting, sequencing, and math control.
Catalog
Description:
Relationship to
BSET Program
Outcomes:
Textbook:
References:
EST3543C contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
X
X
X
CO3 X
X
X
X
CO4 X
X
X
X
X
CO5 X
X
X
X
- PROGRAMMABLE LOGIC CONTROLLERS Third Edition, (ISBN 0-07829852-0) by Frank D. Petruzella, McGraw Hill Publishing Company.
-
PROGRAMMABLE LOGIC PLDs AND FPGAs by R.C. Seals and G.F.
Whapshott Published by McGraw Hill Publishing Company (ISBN 0-070572607).
Manufacturers Documentation: Allen Bradley and others.
Control Logix by Allen Bradley and Rockwell Corporation.
Topics Covered:
Computer Usage:
Programmable Logic Controllers (PLC): Principles and
Applications.
PLC Hardware Concepts: I/O Modules and Specifications. CPU,
Memory Design, and Recording/Retrieving Data.
Number Systems and Codes: Comprehensive Review of Number
Systems.
Logic Fundamentals: Comprehensive Review of Logic, Hard Wired
versus Programmed Logic. Word-Level Logic Instructions.
PLC Programming: Processor Memory Organization. Relay
Instructions and Ladder Diagrams. PLC Languages.
PLC Wiring and Ladder Type Programs: Control Relays, Motor
Starters, and Switches. Transducers and Sensors. Connecting Relay
Ladder Diagrams into PLC Ladder Programs.
Programming Timers and Counters: Instructions and Incremental
Encoder-Counter Applications. Timer Instructions. Counter
Instructions. Combining Functions.
Program Control Instructions and Data Manipulation: I/O
Instructions, Addresses, Safety, and Fault Routines. Selectable Timed
Interrupts. Transfer Compare and Set-Point Control. Data Compare
and Data Manipulation.
Math, Sequence and Shift Register Instructions: Device
Integration with Lab Applications. Industrial Processes and Data
Acquisition Systems. Computer Integrated Devices and Data
communications.
Use of internet to perform inquiries for added information. Use of
computer development software for programmable logic devices,
testing of components, feedback analysis, and report preparation.
Lab assignments are scheduled by topic. Logic and Boolean algebra
applications, hardware setup, software configuration, logic
programming, and timers, counters, and math programming, are some
of the topics to be applied in Lab sessions.
Required Equipment:
Computer. Access to the Internet. Access to WebCT. PLC equipment
and PLC programming software (available in the lab).
Course Grading:
instructor.
Library Usage:
Course Assessment:
Course Policies:
•
•
•
•
• CO5: Programming Projects and Traditional Exams.
Additional Course
and Expectations:
Exams
Excusal from Course
Assignments and
Exams
exceptions.
environment.
reading assignment.
circumstances.
otherwise
is required.
instructor.
AFTER the due date.
Makeup Assignments
and Examinations
Course Coordinator:
original date.
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
EET 3085C- Electricity and Electronics
EET3085C- Electricity and Electronics
Basic theorems and circuit analysis techniques. Instruments and measurements.
Introduction to integrated circuits. Prerequisites: MAC 1500
This course is a comprehensive treatment of traditional topics in dc and ac analysis,
suitable for electrical/nonelectrical engineering technology majors. While the course
emphasizes the development of analysis skills, some examples and exercises that
can be used to teach practical applications and troubleshooting will be given. Since
most practical circuit analysis is performed in support of one of those two activities, it
is certainly appropriate for technology students to gain experience developing the
mental processes needed for that kind of problem solving.
CO1: Students will be able to state and utilize the current-voltage relationships of
resistors, capacitors, inductors, and independent and dependent current and
voltage sources in solving dc circuits and calculating power and energy.
CO2:
Students will be able to apply the fundamental laws and theorems of electric
circuits such as Kirchoff’s voltage and current law, Thevenin, Norton and
Superposition theorems to analyze complex dc and ac linear circuits.
CO3:
Students will be able to prove and explore through hands-on experimentation
fundamental laws and circuit theorems.
CO4:
Relationship to
BSET Program
Outcomes:
Textbook:
Reference:
Topics Covered:
Computer
Usage:
Students will be able to operate adequately basic instruments such as the
Multimeters, Power Supplies, Oscilloscope, Ammeters, Voltmeters, Signal
Generators and Simulators.
EET 3085C contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
CO3 X
X
X
X
CO4 X
X
X
X
Essentials of Circuit Analysis by Robert L. Boylestad, Prentice Hall, 2004,
Basic Engineering Circuit Analysis by J. David Irwin, 5th Edition, 1996
TOPICS
CHAPTER
Introduction
1
Current and voltage (dc)
2
Resistance
3
Ohm’s law, power, and energy
4
Series dc circuits
5
EXAM I
Parallel dc circuits
6
Series-parallel dc circuits
7
Method of analysis (dc); mesh and nodal
8
Network theorems; superposition, Thevenin,
9
and maximum power transfer
EXAM II
Capacitors
10
Inductors
11
Sinusoidal alternating waveforms
12
The Basic Elements and Phasors
13
FINAL EXAM
Wednesday April 24
We will be using PSPICE for circuit simulation and word processing for Lab notebook.
Laboratory
Exercises:
instructional materials and some assignments throughout the course. Students should
check WebCT and their e-mail at least once per day.
The use of the discussion board is highly encouraged. Please limit the use of the
discussion board strictly to class issues.
Lab session will take place every week to review and apply experimentally the
material covered in the lectures. All information regarding the labs will be available in
WebCT.
The laboratory experiments are intended to help the student develop skills for test
circuit design and set up as well as for obtaining useful data, interpreting the data, and
reporting the results. The course involves 10 laboratory projects utilizing major
equipment and instrumentation; Multimeters, Power Supplies, Oscilloscope,
Ammeters, Voltmeters, Signal Generators. Laboratory sessions will consist of
experiments based on written instructions provided in advance. For the most part,
each experiment is designed to be performed in one lab session. All lab work will be
recorded using the guidelines posted in WEBCT.
Throughout the course, the lectures are supported by experimental works that make
use of the hardware and computer-aided facilities available in the department.
Tentatively, the following projects are considered in this course.
1. Ohm’s law and power relationship
2. Resistive dc series circuit and resistive parallel circuit
3. DC series-parallel circuit and combined parallel-series circuit
4. Voltage divider and Kirchhoff’s voltage postulate
5. Current divider rule and Kirchhoff’s current postulate
6. Introduction to Electronics Workbench
7. Maximum power transfer and the superposition theorem
8. Thevenin/Norton theorem and source conversion theorem
9. Time constant in an RC circuit, use of the oscilloscope and RC ac circuit
10. RL and RLC ac circuits.
Course Grading:
Exam 1
20%
Exam 2
20%
Assignments
10%
Labs
15%
Final Exam
35%
Library Usage:
Course
Assessment:
Course Policies:
•
CO1: Homework exercises, exams and laboratory experiments.
•
CO2: Homework exercises, exams and laboratory experiments.
•
CO3: Laboratory experiments.
• CO4: Laboratory experiments.
Per university policy and plain classroom etiquette, mobile phones, pagers, etc. MUST
be silenced during all classroom lectures and exams. Those not heeding this rule will
Additional
Course
Information,
Policies and
Expectations:
Course
Assignments
Exams
Excusal from
Course
Assignments
and Exams
Makeup
Assignments
and
Examinations
Course
Coordinator:
be asked to leave the classroom immediately so as to not disrupt the learning
environment.
• WebCT and e-mail will be used to communicate with students and disseminate
materials and assignments throughout the course. So students should check WebCT
and their e-mail at least once per day.
• All assignments must be turned in at the beginning of the class on the due date.
• Students are encouraged to collaborate outside of class to discuss and debate
course concepts. However, all assignments and exams MUST be completed
individually.
All exams will be given in class. Any other question about the exam should be directed
to the instructor.
- Excusal of a student from an exam due to an emergency such as student illness,
family illness or death, etc. requires valid and provable documentation before the
student is eligible for the makeup exam. The documentation must be given to the
instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE THAN
48 HOURS AFTER the due date.
scheduled exam for all other excuses such as conference/workshops, business trips,
etc.
• Make-up labs, homework and exams will only be permitted under extreme
circumstances.
• Makeup labs and exams will be given towards the end of the semester, at a date
DR. A. RAHROOH
ETI 4640 Operations Management for Technologists
Catalog
Description:
ETI 4640 Operations Management for Technologists
(3 credits) Scheduling techniques (PERT), (CPM), are presented.
Time Study Methods, Work Sampling and MTM are covered.
Course pre-requisites: ETI 4635 (or equivalent), or CI
Goals/Objectives The objective of this course is to present a broad introduction to the field of operations
in realistic, practical hands on fashion. Operations management includes a blend of
of the course:
topics from accounting, industrial engineering, management, management science,
and statistics. The course will help on the understanding of how Operations
Management affects the society.
Course
Outcomes:
CO1:
•
CO2
•
CO3
•
CO4
•
Relationship to
BSET Program
Outcomes:
Textbook:
References:
Topics Covered:
Computer
Usage:
Laboratory
Students will be able to understand the fundamentals of Operations
Management
Students will be able to learn and utilize different scheduling techniques.
Students will be able to use PERT Charts, and CPM.
Students will be able to use time study methods and Method Time
Measurements.
CO1 X
X
X
X
X
X
CO2 X
X
X
X
X
X
CO3 X
X
X
X
X
X
CO4 X
X
X
X
X
X
th
Operations Management, By Jay Heizer and Barry Render, 8 Edition, Prentice Hall
An introduction to Management Science, 10th Edition, by Anderson Sweeny Williams, South
Western
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Operations and Productivity
Operations Strategy in a Global Environment
Forecasting
Design of Goods and Services
Process Strategy
Locations Strategies
Layout Strategy
Work Measurement
Supply Chain Management
Inventory Management
Material Requirements Planning (MRP) and ERP
Students are required to use Word Processing, Spreadsheets, MS Project, MS Visio
Case Studies
Exercises:
Required
Equipment:
Course
Grading:
Personal Computer
Course Grading Policies are as follows: an average of 90 or more for the course will
earn an A, 87 or more a B+, 83 or more a B, 80 or more a B-, 77 or more a C+, 73 or
more a C, 70 or more a C-, and 65 or more a D.
Library Usage:
Course
Assessment:
Assignments
Case Studies
Exam 1
Final Exam
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
40%
30%
15%
15%
Grading Objections:
further details.
be silenced during all classroom lectures and exams. Those not heeding this rule will
be asked to leave the classroom immediately so as to not disrupt the learning
environment.
materials and assignments throughout the course. So LIVE and FEEDS students should
• Students are expected to have access to and be familiar with windows operating
systems (XP, Server 2003), and how to install and uninstall software packages
Course Assignments
Exams
All exams will be online. If students have problems taking the exam for any reason,
they need to get in touch with instructor via email or provided phone number in the
syllabus document.
trips, etc.
Course
Coordinator:
Nabeel Yousef, Visiting Assistant Professor , nyousef@mail.ucf.edu
ETI 3690 ECS-ENT 3(3,0) Technical Sales
Standard Course Outline. 4/02/08 First Draft
Catalog
Description:
ETI 3690 ECS-ENT 3(3,0) Technical Sales
Description: PR: Junior standing or C.I. Application of technical
knowledge to sales and service. Relationship of technical sales
organization to production, customers, and competitors. This is the old
catalog description. Our courses change with time, so description may
be changed effective end of Sp08 term.
Goals/Objectives How to find relevant information helpful in Tech Sales now and in the future via the
web and web forums. Master use of more than seven powerful search engines.
of the course:
Course
Outcomes:
CO1: Able to (a) find, (b) understand, and (c) summarize
relevant information on all aspects of Tech Sales..
CO2: Master web search engines and forum search engines.
Relationship to
BSET Program
Outcomes:
ETI 3690 contributes the following to the program outcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
a
b
c
d
e
f
g
h
i
j
CO1 X
X
CO2 X
X
Textbook:
Textbook: Web and forum sites. Tutorial and other information.
PO11
k
X
X
Lab Manual: Step-by-step eTutorials on finding relevant useful information on web via
advanced searching and 10 different search engines.
References:
Internet, eHandouts, Department avi files, and websites.
Topics Covered:
Research List 1 to Research List 4 for Test1 to Test4
See attached brief summary. Two pages.
Examples
1. Google Advanced Searching. Ten other powerful search engines.
2. Fundamentals of Sales
3. Usergroups (Forums) for Sales
4. Personal Traits for Sales Success
5. Sale Differences--Equipment, Services, Consumer, ...
6. Referral (Affiliate) commissions
7. Tech Sales as a gateway to success.
8. Closing Techniques See posting 381
9. Building a Clientele.
10. Customer Complaints
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
11. etc
This course is a hands-on computer usage course, using web search engines, four
browsers, and powerful documentation software such as web pages to annotated pdf
files.
Classes are hands-on use of browsers and search engines. See Topics attached.
PC with fast internet connection.
25 percent each for four hands-on lab-oriented tests. Requires researching web and
webct postings and attachments..
Library Usage:
Physical paper library--minimal or none. Internet used as textbook. Webct eHandouts and avi
files are an electronic library.
Course
Assessment:
CO1: Online tests 1 to 4. Three hour online tests. Webct postings of summaries of
research. Research1 to Research4 notebooks.
CO2: Online tests 1 to 4. Three hour online tests. Webct postings of summaries of
research. Research1 to Research4 notebooks.
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
further details.
MUST be silenced during all classroom lectures and exams. Those not heeding this
rule will be asked to leave the classroom immediately so as to not disrupt the learning
environment.
1Computer Skills/Usage
• WebCT and e-mail will be used to communicate with students and disseminate materials and
assignments throughout the course. So LIVE and FEEDS students should check WebCT and
their e-mail at least once per day.
2Course Assignments
0• All assignments must be submitted via WebCT, unless specified otherwise.
concepts. However, all WebCT assignments and exams MUST be completed
individually.
Exams
All exams will be on line. Students will be given a time window during which the
exam can be taken. If students have problems submitting their exam for any reason
(system is down etc.), they need to get in touch with Kim Okamoto, the WebCT
specialist for the college at 407-823-5248 or email her at kokamoto@mail.ucf.edu. Any
other question about the exam should be directed to the instructor.
trips, etc.
1• Make-up labs, homework and exams will only be permitted under extreme
circumstances.
Course
Coordinator:
King Osborne, osborne@mail.ucf.edu
ETI 4186- Applied Reliability
Catalog
Description:
(3 credits) Practical application of reliability concepts and the analysis applicable to
design, development, production, logistic, and operation phases of system components.
Course prerequisites: ETI 3116
Goals/Objectives Applied Reliability is an elective course for the students in the Engineering
Technology Operations Concentration. This course will provide students with an
of the course:
introduction to ensure reliable system design though prediction, testing, maintainability,
and redundancy.
CO1
Course
Outcomes:
• Students will be proficient in determining probabilities and confidence limits
CO2
• Student will be proficient in determining reliability for series and parallel
components
CO3
• Students will have be proficient in applying reliability methods and analysis
CO4
• Students will have an understanding of designing reliable system through
prediction, testing, maintainability, and redundancy
CO5
• Students will be able to understand professional, ethical, and social
responsibilities
CO6
Relationship to
BSET Program
CO1 X
X
X
Outcomes:
CO2 X
X
CO3
X
X
CO4
X
X
CO5
X
CO6
X
nd
Reliability for the Technologies, 2 Edition by Leonard A. Doty
Textbook:
ISBN 0-83-113024-5
1. Practical Reliability Analysis by Ken Neubeck, 2004.
References:
2. Productivity and Reliability – Based Maintenance Management by Matthew P.
Stephens.
3. Statistics for Engineering and the Sciences by William Mendenhall and Terry Sincich,
4th Edition, 1994.
Topics Covered: Intro to Quality
Total Quality Management (TQM)
Reliability Concepts
Fundamental of Statistics
The Normal Distribution
Fundamental of Probability
The Binomial Distribution
The Poisson Distribution
Component Reliability
System Reliability
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
Confidence Limits
Maintainability and Availability
Sampling Plans
Lean Six Sigma and Reliability
Control Charts
Reliability and Design
Safety
Reliability Management
Product Liability
N/A
N/A
•
CO1: Individual Assignment
•
•
•
•
CO5: Case studies
• CO6: Case studies and Traditional Exams
Grading Objections:
academic behavior standards are outlined in The Golden Rule, the University of Central
Florida's Student Handbook. See ttp://www.goldenrule.sdes.ucf.edu/ for further details.
be silenced during all classroom lectures and exams. Those not heeding this rule will be
materials and assignments throughout the course. So students should check WebCT and
the following:
Course Assignments
Exams
before the student is eligible for the makeup exam. The documentation must be
given to the instructor NO LESS THAN 24 HOURS BEFORE the due date and
NO MORE THAN 48 HOURS AFTER the due date.
the scheduled exam for all other excuses such as conference/workshops, business trips,
etc.
Course
Coordinator:
Karla Alvarado, Researcher, kalvarad@mail.ucf.edu
ETI 4700- Occupational Safety
Standard Course Outline (Updated: Summer 2007)
Catalog
Description:
Objectives of the
Course:
Course Outcomes:
Relationship to
BSET Program
Outcomes:
Textbooks:
References:
ETI 4700- Occupational Safety (3 credits)
Accident prevention and the operation of an industrial safety program. Basic
requirements of the occupational safety and Health Act standards.
Course prerequisites: Junior Standing
This course provides students with fundamentals of occupational safety and accident
prevention. After satisfactory completion of this course, the student should have the
ability to plan and conduct a safety evaluation, be knowledgeable about occupational
safety, and have an understanding of occupational health related issues. The class is
accompanied by live and remote discussions and case studies to provide the students
with hands-on application of what they learn in the course. Students are also
encouraged to share their first hand experiences with the class.
CO1:
• Students will be able to demonstrate mastery of the knowledge of the
fundamentals of occupational safety as used in today’s industry.
CO2:
• Student will be able to demonstrate ability to apply current industry
standards of accident prevention techniques, methods and procedures.
CO3:
• Students will be able to demonstrate understanding of the state-of-the-art
procedures and techniques to analyze and conduct safety evaluation of a
small to medium size industrial plant.
CO4:
• Students will be able to demonstrate understanding of the occupational
health-related issues.
CO1
CO2
CO3
CO4
PO1
PO2
PO3
X
X
X
X
X
X
X
X
X
PO4
X
X
X
PO5
PO6
PO7
X
X
X
X
PO8
X
X
PO9
PO10
PO11
X
X
Occupational Safety Management and Engineering (5th Edition) by Willie Hammer
and Dennis Price, Prentice Hall, 2001, ISBN: 0-13-896515-3.
1. Occupational Safety and Health for Technologists, Engineers, and Managers
(5th and 6th Edition) by David L. Goetsch, Prentice Hall.
2. Industrial Safety and Health Management (5th Edition) by C. Ray Asfahl
3. Handbook of Occupational Safety and Health by Louis J. DiBerardinis
(Editor), Published by John Wiley.
4. Fire Prevention: Inspection and Code Enforcement by David Diamantes
5. Ergonomics: How to Design for Ease and Efficiency (2nd Edition) by
K.H.E. Kroemer.
Topics Covered:
1. Introduction to Occupational Safety and Accident Losses
2. Liabilities and Safety Legislation
3. Workers’ Compensation
4. OSHAct and Its Administration
5. Standards, Codes, and Other Safety Documents
6. Engineers and Safety
7. Management and its Responsibilities
8. The Changing Role of Safety Personnel
9. Promoting Safe Practices
10. Appraising Plant Safety
11. Hazards and Their Controls
12. Work-Related Musculoskeletal Disorders
13. Heat and Temperature
Computer Usage:
Projects:
14. Case Studies
Most assignments involve utilization of computers and spreadsheet using MS Word
and Excel for assignments and projects. The use of the discussion board is highly
encouraged. Please limit the use of the discussion board strictly to class issues.
A total of 3 projects are conducted throughout the term to review and apply the stateof-the-art of steel design method to enhance the material covered in the lectures. All
information regarding the projects is available in class WebCT site.
Library Usage:
Students are encouraged to consult library and Internet references as needed to aid in
learning and researching course material.
Course
Assessment:
Technology
Requirements
E-mail:
WebCT:
Special tools:
•
CO1: Assignments, case studies and exams.
•
•
• CO4: Assignments, case studies and exams.
Expectations for Use
WebCT course mail and discussion board are used in this course. All mails and
discussions should be directly related to the course content or they will be removed
from the site. Use common sense and good judgment when posting, and avoid
personal messages on the course site. Use the discussion board if you would like
to discuss a topic among your classmates. Professor’s email address should be
used for direct contact. Emails will be answered as soon as possible. Students are
encouraged to learn more about effective use of WebCT tools from the available
resources.
WebCT will be used in this course for both live and remote classes. Students are
expected to login to their account as often as possible but no less than three times a
week for the latest updates and information. Projects, activities, organizations, and
their due dates will be posted on WebCT and discussed during the class.
None at this time
Tape recording:
Calculators:
Cellular and
Mobile Phones and
devices:
Oral and Written
Communication:
Calculus Usage:
Course Policies
and Guidelines:
Each class is video streamed, tape-recorded and is available via the internet.
Calculators are allowed in the classroom and are used in this course if necessary.
However, appropriate formulas and calculations must be defined and clearly
presented to receive proper credit.
Please make sure that they are completely off (no vibration mode) during the class
time.
All assignments and projects must be presented in a format that is clear, concise,
and professional.
No calculus is used in this course.
1. Exams: All exams are conducted online for this class. Students will be given a
time window during which the exam can be taken. If students have problems
submitting their exam for any reason (system is down, etc.), they need to get in
touch with Kim Okamoto, the WebCT specialist for the college at 407-823-2177 or
email her at kokamoto@mail.ucf.edu. Please consult the course WebCT site.
Make-up exams are not permitted. However, please consult with the instructor
only if you have missed an exam under unforeseen circumstances, such as the
death of an immediate family member. Such cases require valid and provable
documentation before the student is eligible for the make up exam. Such
documentation must be given to the instructor NO LESS THAN 24 HOURS
BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due date.
2. Assignments: Absolutely NO Late assignments will be accepted. There are no make-up
assignments. Assignments are assigned randomly in advance and due via WebCT, unless
specified otherwise, on or before the due date. Consult the class WebCT site for the due
dates. All assignments must be typed using MS Word in a high-quality and professional
format. They should be well-written, clear, and concise. The steps/methods of solving the
problems should be clearly stated. Students are encouraged to collaborate outside of class
to discuss and debate course concepts. However, all assignments MUST be completed and
written up individually. Each student is required to turn in his or her own solutions. If the
assignment has been designated a team assignment by the instructor, one copy of the
assignment solutions containing the names of all team members is required. Off-site
FEEDS students MAY have some assignment modifications because of logistics and
resource availability. However, off-site students must meet the due dates that are given to
them. If these dates cannot be met, the instructor must be notified immediately. Please be
mindful that assignments can be submitted BEFORE the due date.
3. Students are responsible for reading the textbook and other supplemental materials
assigned by the professor. Students are also responsible to attend all live classes and or
view all video-streamed live and taped lectures remotely. The class is accompanied by live
and remote discussions and case studies to provide the students with hands-on application
of what they learn in class. Students are also encouraged to share their first hand
experiences with the class. Students may require to present their assignments, projects, and
reports of case studies to the class if required by the professor.
4. Due to the nature of this course, there is always materials, examples, etc.
covered in class that is not from the text book. Therefore, to enhance their learning
process, the students should take and keep well-documented notes.
5. Academic Conduct: Students are subject to federal and state laws and local
ordinances as well as regulations prescribed by the University of Central Florida
and the Florida Board of Governors. The breach or violation of any of these laws
or regulations may result in disciplinary action. Detailed conduct regulations and
procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu).
A person applying for admission to UCF who has declared a violation of conduct
Course Grading
Policy:
policies at a previous college or university or has been charged with a violation of
the law (including traffic violations that resulted in a fine of $200 or more) may
have circumstances of the case reviewed by the Office of Student Conduct (SRC
154) to consider eligibility for admission.
6. Students should only present material that they can demonstrate they have
studied and learned from course documents and approved activities. Plagiarism
and cheating of any kind on an examination, quiz, or assignment will result at least
in an “F” for that assignment (and may, depending on the severity of the case, lead
to an “F” for the entire course) and may be subject to appropriate referral to the
Office of Student Conduct for further action.
Case Studies and Assignments 40%
Mid-term Exam
30%
Final Exam
30%
Total
Grading Scheme:
Disability Access:
Course Faculty
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
The University of Central Florida is committed to providing reasonable
accommodations for all persons with disabilities. This syllabus is available in
alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the professor at the beginning of the
semester to discuss needed accommodations. No accommodations will be
provided until the student has met with the professor to request accommodations.
Students who need accommodations must be registered with Student Disability
Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD
only phone (407) 823-2116, before requesting accommodations from the professor.
Dr. Ali Mehrabian: mehrabia@mail.ucf.edu
Office: ENG I, Rm. 213
Phone: (407)823-4754
Office Hours: M and W 2:00-4:00 pm and or by appointment.
ETI 4205- Applied Logistics
Catalog
Description:
(3 credits) Introduction to Logistics. Emphasis on practical applications. Includes
systems engineering, supply chain, cost effectiveness, reliability, maintainability,
systems functional analysis, logistics support analysis, and life-cycle cost analysis.
Goals/Objectives Applied Logistics is an elective course for the students in the Engineering Technology
Operations Concentration. This course will provide students with an introduction to the
of the course:
Logistics field.
CO1
Course
Outcomes:
• Students will be proficient in applying basic logistics methods and analysis
CO2
• Student will be proficient in insuring reliable system design and development
through systems engineering, supply chain, cost effectiveness, reliability,
systems functional analysis, logistics, support analysis, and life-cycle cost
analysis.
CO3
Relationship to
PO1 PO2 PPO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
BSET Program
CO1
X
X
X
X
X
Outcomes:
CO2
X
X
X
X
X
X
CO3
X
X
Logistics Engineering and Management, 6th Edition by Benjamin S. Blanchard
Textbook:
ISBN 0-13-142915-9
1. Besterfield, Dale H. “Quality Control”, 7th Edition
References:
2. Mendenhall, William and Sincich, Terry. “Statistics for Engineering and the
Sciences”, 4th Edition, 1994.
3. Leonard A. Doty, “Reliability for the Technologies,” 2nd Edition.
Topics Covered: Intro to Logistics
Logistics Management
Reliability
Supply Chain Operational Reference Model (SCOR)
Measures of Logistics and System Support
System Engineering Process
Logistics and Supportability Analysis
Logistics in System Design and Development
Logistics in the production/construction phase
Logistics in the system utilization, sustaining support, and retirement phases
Product Liability
Computer
Usage:
Laboratory
N/A
Exercises:
Required
N/A
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
•
CO1: Individual Assignments
•
CO2: Group Project
• CO3: Individual Assignments and Group Projects
Grading Objections:
work in question. Objections made after this period has elapsed will NOT be considered,
no exceptions.
• WebCT and e-mail will be used to communicate with students and disseminate materials
and assignments throughout the course. So students should check WebCT and their e-mail
at least once per day.
the following:
Course Assignments
Exams
Excusal from Course Assignments
- If an emergency arises and a student cannot submit the homework on or before the due
date, the student MUST give notification to the instructor NO LESS THAN 24 HOURS
Makeup Assignments
Course
Coordinator:
Karla Alvarado Moore, Researcher, kalvarad@mail.ucf.edu
EST 4502C- Metrology and Instrumentation
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
Relationship to
BSET Program
Outcomes:
Textbook:
References:
Topics Covered:
EST 4502C: Metrology and Instrumentation-4 (3,2)
An introduction to the basic concepts and terminology of metrology and
instrumentation. Theory, procedures, and techniques essential to industrial
measurement and laboratory practice are covered.
Students will develop an understanding of engineering measurements and
measurement systems, including error and uncertainty, the role of statistics, and the
various instruments used in experiments.
CO1
• Students will have an understanding of measurement errors and uncertainties
and their importance in experimental design
CO2
• Students will gain an understanding of statistics and the role they play in
measurement systems
CO3
• Students will have an understanding various measurement instruments,
including: strain gages, manometers, displacement gauges, and
thermocouples
CO4
• Students will gain understanding of transport properties (viscosity, thermal
conductivity, etc) and experiments used to obtain their values
CO5
• Students will develop abilities to read engineering tables and charts needed
for use of various measurement devices
EST 4502C contributes the following to the BSET program outcomes:
CO1
X
X
X
X
X
X
X
CO2
X
X
X
CO3
X
X
X
X
X
X
X
CO4
X
X
X
CO5
X
X
X
Experimental Methods for Engineers, 7th edition, by Jack Holman, (ISBN 0-07366055-8), McGraw Hill Publishing Company, NY.
Figliola, R.S., Beasley, D.E., Theory and Design for Mechanical Measurements, 3rd
edition, 2000.
Evans, J., Lindsay, W., Management and Control of Quality, 3rd edition, 1996.
Leitnaker et. al, The Power of Statistical Thinking – Improving Industrial Processes,
1996.
Evans, D.H., Probability and Applications for Engineers, 1992.
Groover, Mikell, Fundamentals of Modern Manufacturing – Materials, Processes,
and Systems, 1996.
Standards
Basic Concepts in Measurement Systems
Uncertainty and Probability
Regression Analysis
Displacement and Area Measurements
Micrometers and Vernier Calipers
Computer Usage:
Laboratory
Exercises:
Dimensional Measurements and Gage Blocks
Force and Torque Measurements
Stress-Strain Measurements
Electrical Measurements and Sensing Devices
Temperature Measurements
Pressure and Flow Measurements
Thermal and Transport Properties
Motion and Vibration
Thermal and Nuclear Radiation
Air Pollution Sampling
Data Acquisition and Processing
Students are required to use word processing and spreadsheets.
Students are required to complete a weekly Lab/Homework assignment which relates
to the material covered each week in the lectures.
Required
Equipment:
Course Grading:
Library Usage:
Course
Assessment:
•
CO1: Weekly Homework/Labs and Traditional Exams.
•
•
•
• CO5: Weekly Homework/Labs and Traditional Exams.
Grading Objections:
Course Policies:
and Ethics:
further details.
Additional
Course
Information,
Policies and
Reading assignments are to be completed prior to lab/discussion. The
Expectations:
Course
Assignments
Exams
take the exam with at least one weeks notice. Online exams may be possible for
trips, etc.
Course
Coordinator:
Kevin Erhart, kerhart@mail.ucf.edu
ETG 3533C – Applied Engineering Strength of Materials
ETG 3533C: Applied Engineering Strength of Materials – 4(3,2). Relationship
between external forces and action of members of a structure. Topics include stress,
shear, moment, deflections, columns, connections, and Mohr's circle.
Goals/Objectives To gain an understanding of fundamental analysis and design techniques used
throughout engineering including stress, strain, torsion, beam analysis, and column
of the course:
analysis. Using these techniques the students will be able to determine the best
course of action for a typical engineering problem and apply what they have learned
in this course to complete an appropriate analysis.
CO1
Course
•
Students will learn the basic relationship between loading and internal
Outcomes:
stresses and strains.
CO2
• Students will learn how material and geometric properties affect the strength
of structures.
CO3
• Students will learn how to analyze the basic engineering structures including
torsional bars, beams, and columns.
CO4
•
Students will learn how the combined effect of stresses can change how a
complex structure will behave.
CO5
• Students will begin to gain awareness and experience as to how complex
engineering problems should be approached in real-world settings.
ETG 3533C contributes the following to the BSET program outcomes:
Relationship to
BSET Program
Outcomes:
CO1
X
X
CO2
X
X
CO3
X
CO4
X
CO5
X
X
X
X
Textbook:
− APPLIED STATICS AND STRENGTH OF MATERIALS Fourth Edition,
(ISBN 0-13-093826-2) by Spiegel & Limbrunner, Pearson Prentice Hall
References:
− APPLIED STRENGTH OF MATERIALS
(ISBN 0-02-4149705) by Spiegel & Limbrunner, Macmillian College Publishing Company.
− INTRODUCTION TO SOLID MECHANICS, Third Edition, (ISBN 0-13897323-7) by Shames & Pitarresi, Prentice Hall.
Topics Covered: Stresses and Strains: Understanding how stress and strain are related to material
properties and external loadings.
Catalog
Description:
Properties of Materials: Basic overview of material properties including the notion
of stress-strain relationship.
Centroids and Moment of Inertia: Understanding how cross-section properties
affect strength and how to analyze typical cross-sections.
Torsion: Applying the concept of stress and strain to analyze circular cross-sections
placed under torsional loads.
Beam Analysis: Understanding how to create shear and moment diagrams for beams
under various loading conditions.
Beam Stress: Using the previous beam analysis knowledge to relate the shear and
moment diagrams to internal stress.
Deflection: Understanding how to find the deflection in beams and how beam
deflection can be used to estimate more complex problems.
Combined Stresses: Determining how unlike stresses can be combined to produce
an equivalent stress that can be used during analysis.
Computer
Usage:
Laboratory
Exercises:
Columns: Introduction to buckling and basic underlying concepts that govern
column analysis.
Use of internet to perform inquiries for required class and additional information.
Students are required to use basic word processing and spreadsheets, and any
additional knowledge can be used for assignments.
Weekly problem solving exercises on the current material will be assigned and
expected to be completed during laboratory time.
Required
Equipment:
Course
Grading:
Computer with access to the Internet and to WebCT.
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
Three exams of equal weight (25% each)
Weekly homework assignments (25% total)
•
CO1: Lecture material and assigned reading
•
CO2: Lecture material and assigned reading
•
CO3: Lecture material and weekly assignments
•
CO4: Weekly assignments and exams
•
further details.
this rule will be asked to leave the classroom immediately so as to not disrupt
the learning environment.
given only under justifiable circumstances.
All assignments are due on or BEFORE the scheduled due date and time. Absolutely
All assignments may be submitted via WebCT or in person, unless specified
otherwise
Students are encouraged to collaborate outside of class to discuss and complete
homework assignments, though copying will not be tolerated. Each student is
designated a team assignment by the instructor, one copy of the assignment
solutions containing the names of all team members is required.
All assignments must be submitted in a high-quality and professional manner. They
Exams
Excusal from
Course
Assignments
and Exams
Makeup
Assignments
and
Examinations
Course
Coordinators:
Three exams will be given throughout the semester. Each exam will consist of an in
class portion which will cover the pertinent material from the current lectures as well
as some review material from previous lectures.
illness, family illness or death, etc. requires valid and provable
BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due
date.
BEFORE the scheduled exam for all other excuses such as conference/workshops,
business trips, etc.
• Makeup exams will be given towards at a time appropriate and acceptable for both
the professor and involved student. The makeup exams may be different and more
Dr. Eduardo Divo, edivo@mail.ucf.edu
Salvadore Gerace, sgerace@mail.ucf.edu
ETI 3421- Materials and Processes
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
Relationship to
BSET Program
Outcomes:
Textbook:
References:
Topics Covered:
ETI 3421: Materials and Processes -3 (3,0)
A study of fundamental properties of materials. Current industrial practices in
founding, forming, joining and shaping processes
Students will develop an understanding of engineering materials, including ferrous
and non-ferrous metals, polymers, composites, and ceramics, as well as the processes
used in manufacturing of products using these materials
CO1
• Students will have an understanding of basic properties of engineering
materials, including, ferrous and non-ferrous metals, polymers, composites,
and ceramics
CO2
• Students will have an understanding of metallic alloys and phase diagrams
CO3
• Students will have an understanding of several material processing
techniques such as casting, glass working, machining, heat treatment, etc.
CO4
• Students will gain proficiency at developing metal forming process design
specs, including rolling and extruding procedures
CO5
• Students will gain an understanding of material joining and assembly
methods such as welding and fasteners
CO1 X
CO2 X
CO3 X
X
X
CO4 X
X
X
CO5 X
X
X
Fundamentals of Modern Manufacturing: materials, processes, and systems by M.P.
Groover. 3rd Edition. John Wiley and Sons publish.
W.D. Callister, Jr. Materials Science and Engineering: An Introduction. Sixth
Edition. John Wiley and Sons. 2003.
M.F. Ashby and D.R.H. Jones. Engineering Materials Volume 1: An Introduction to
their Properties and Applications. Second Edition. Butterworth-Heinemann. 1996.
M.F. Ashby and D.R.H. Jones. Engineering Materials Volume 2: An Introduction to
Microstructures, Processing, and Design. Second Edition. ButterworthHeinemann. 1998.
Material Properties
Engineering Materials
Solidification Processes
Particulate Processing of Metals
Ceramics
Metal Forming
Sheet Metalworking
Material Removal Processes
Property Enhancing
Surface Processing Operations
Joining and Assembly Processes
Special Processing Technologies
Computer Usage:
Laboratory
Exercises:
Required
Equipment:
Students are required to use word processing and spreadsheets.
No laboratory component to this course.
Course Grading:
Library Usage:
Course
Assessment:
•
•
•
•
• CO5: Weekly Homework Problems and Traditional Exams.
Grading Objections:
and
Ethics:
further details.
Additional
Course
Information,
Policies and
Expectations:
Course
Assignments
• All assignments must be submitted in a high-quality and professional manner.
They should be well-written and understandable. The steps/methods of solving the
• Students are encouraged to collaborate outside of class to discuss and debate
course concepts. However, all assignments MUST be completed and written up
Course Policies:
individually. Each student is required to turn in his or her own solutions. If the
assignment has been designated a team assignment by the instructor, one copy of
the assignment solutions containing the names of all team members is required.
Exams
take the exam with at least one weeks notice. Online exams may be possible for
trips, etc.
Course
Coordinator:
Instructor: Kevin Erhart
Email: kerhart@mail.ucf.edu
ETM 4220 – Applied Energy Systems
ETM 4220 – Applied Energy Systems –4(4,0). Introduction to energy, work, and
thermal systems and processes. Applications of heat energy with emphasis on solar
energy.
Goals/Objectives This course is designed to help the students develop knowledge on energy in its
thermal, solar and nuclear forms. Several industrial applications and systems will be
of the course:
discussed for each form of energy. In-class and out-of-class interaction between the
instructor and students will be highly promoted. Homework assignments will be set
up in a fashion that effectively increases the students analytical, problem reading and
problem solving skills.
CO1
Course
Outcomes:
• Students will have the understanding and knowledge on the thermal, solar,
and nuclear energy.
CO2
• Students will be familiar with the operation of various thermal, solar and
nuclear energy systems commonly found in the industry.
CO3
• Students will be educated on current topics of interest related to energy by
working on an assigned research project.
CO4
• Students will improve their analytical, problem perception and problem
solving skills.
CO5
• Students will earn more confidence in their engineering judgment and in
communicating their ideas.
Catalog
Description:
Relationship to
BSET Program
Outcomes:
Textbook:
ETM 4220 contributes the following to the BSET program outcomes:
CO1
X
X
X
CO2
X
X
X
CO3
X
X
X
X
CO4
X
X
X
CO5
X
X
R.A. Henrichs and M. Kleinbach, Energy, Its Its Use and the Environment, Fourth
Edition, Thomson Brooks/Cole. 2006; ISBN 0-495-01085-5.
References:
Topics Covered:
-
Y. Cengel, Introduction to Thermodynamics and Heat Transfer, First Edition,
McGraw-Hill, 1996.
D. Bodansky, Nuclear Energy: Principles, Practices, and Prospects. Second Edition,
Springer, 1996.
Motion, Energy, Work and Power principles
The Ideal Gas and Phase Charts
The First Law of Thermodynamics
Control Volume Analysis of Energy
The Second Law of Thermodynamics and Heat Engines
Power Cycles and Aero-Propulsion Systems
Combustion and Thermo-chemistry
Heat Transfer Principles
-
Computer
Usage:
Projects:
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Cheating
Exams
Excusal from
Course
Assignments
and Exams
Solar Collectors and Heating Systems
Photovoltaic Cells
The Atom and Its Nucleus
Fission and Fusion
Nuclear Processes and Reactors
Students are expected to use WebCT to download materials and submit assignments.
Also, they are encouraged to use the internet for course-related and independent
research.
One research project will be assigned for the students to widen their knowledge on
current topics of interest concerning energy.
The final grade consists of a 60% load from the exams and a 40% load from the
assignments. The research project counts towards an extra grade.
Students are encouraged to visit the library and check out the references that are relevant
to the course materials.
• CO1: Conceptual questions on assignments and exams.
•
CO2: Conceptual questions on assignments and exams.
•
CO3: Solving assignments and exam problems.
•
CO4: The research project.
• CO5: Class participation and communication with the instructor.
All complaints about grades should be made IN WRITING WITHIN TWO WEEKS upon the
grade reception date. Complaints made after the one-week period will be dismissed.
further details.
asked to leave the classroom immediately so as to not disrupt the learning
environment.
All the exams are paper-based. Each exam comprises of a conceptual questions part plus
a problem solving part.
The exam dates are specified at the beginning of the semester. If students have problems
submitting their exam for any reason (system is down etc.), they need to get in touch
with Kim Okamoto, the WebCT specialist for the college at 407-823-5248 or email
her at kokamoto@mail.ucf.edu. Any other question about the exam should be
Long distance learning students are not supposed to take any exam in-class, rather they
are responsible of scheduling their exams at off-campus testing centers.
- If an emergency arises and a student cannot submit the homework on or before the
due date, the student MUST give notification to the instructor NO LESS THAN 24
HOURS BEFORE the due date and NO MORE THAN 48 HOURS AFTER the due
date.
Makeup
Assignments
and
Examinations
Course
Coordinator:
scheduled exam for all other excuses such as conference/workshops, business trips,
etc.
• Makeup exams will be given if at least five or more students have missed a particular
exam. Otherwise, the missed exam grade will be averaged out from the other exams.
Zaher El Zahab, Adjunct Instructor, zelzahab@mail.ucf.edu
ETM 4512C – Applied Design of Machine Elements
ETM 4512C: Applied Design of Machine Elements – 3(2,2). Design of basic
machine elements, including cams, gears, bearings, and coupling, taking into account
loads, stresses, and strength of materials.
Goals/Objectives To gain an understanding of fundamental machine elements used throughout
engineering. To be able to both analyze and design complex parts and features using
of the course:
the basic machine elements covered in this course. To gain a better understanding of
how to approach complex engineering design problems.
CO1
Course
•
Students will have the understanding necessary to assess engineering
Outcomes:
problems and determine the best course of analysis
CO2
•
Students will gain a better understanding of how basic machine elements can
be combined to complete complex tasks
CO3
• Students will learn how their previous course material can be applied to
many different engineering disciplines and applications
CO4
• Students will gain awareness and experience as to how complex engineering
problems should be approached in real-world settings
CO5
• Students will undertake several design problems using engineering
computational tools
ETM4512C contributes the following to the BSET program outcomes:
Relationship to
BSET Program
Outcomes:
CO1 X
CO2 X
X
CO3 X
X
X
X
CO4 X
X
X
CO5 X
X
X
X
X
X
Textbook:
− MECHANICAL ENGINEERING DESIGN Seventh Edition, (ISBN 0-07252036-1) by Shigley, Mischke & Budynas, McGraw Hill Publishing
Company.
References:
− MECHANICS OF MATERIALS Fifth Edition,
(ISBN 0-471-58644-7) by Riley, Sturges, & Morris,
John Wiley & Sons Publishing Company.
Topics Covered: Properties of Materials: Basic review of previous course material including the
notions of stress and strain.
Catalog
Description:
Stresses and Strains: Understanding how stress and strain effect material properties,
and the role they play in machine design.
Torsion: Relating previous knowledge of torsion to applications in shafts, power
transmission, gears, etc.
Deflection: Demonstrating how deflection causes material and part failure, and
demonstrate new ways to treat these problems.
Columns: Review of Euler Buckling, and introduction of additional column
constraints.
Failure from Static Loading: Various static failure theories including maximumBSET ABET Self Study – Appendix A – Page 61
shear-stress, distortion-energy, and Coulomb-Mohr.
Failure from Dynamic Loading: Covering of various fatigue failure theories
including fatigue-life methods, and endurance limit methods.
Design of Non-Permanent Joints: Design and analysis of screws, fasteners, rivets,
and other non-permanent joints.
Design of Permanent Joints: Design and analysis of welds, bonds, and other
permanent joints.
Computer
Usage:
Laboratory
Exercises:
Bearing Design and Selection: Selection and analysis of bearings from strength,
effectiveness, and lifetime perspectives.
Gear Design and Selection: Design of complex gear and power transmission
systems, and proper gear selection.
Weekly problem solving exercises on the current material will be assigned and
expected to be completed during laboratory time.
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
Four exams of equal weight (20% each)
Weekly homework assignments (20% total)
•
CO1: Design based take home exams
•
CO2: Exams and course material presented in lecture
•
CO3: Weekly assignments and lecture material
•
CO4: Design based take home exams
further details.
otherwise
Exams
Excusal from
Course
Assignments
and Exams
Makeup
Assignments
and
Examinations
Course
Coordinator:
Three exams will be given throughout the semester, with a final, cumulative exam
given during exam week (four exams in total). Each exam will consist of two parts,
an in class (during lab time) portion and a take home portion. Both parts will be
graded equally so that your total grade for each exam is an average of in class and
take home portions.
date.
Salvadore Gerace sgerace@mail.ucf.edu and Dr. Ahmad Sleiti asleiti@mail.ucf.edu
ETC 4206- Construction Estimating
Catalog
Description:
Objectives of the
course:
Course
Outcomes:
ETC 4206- Construction Estimating (3 credits)
Techniques of making estimates and computations of materials, labor, equipment,
overhead costs and profits. Software packages are utilized.
Course prerequisites: MAC 1114 & EGN 1111 or equivalent & ETC 4241 all with
grades of C or better.
This course provides students with an in-depth understanding of fundamentals of
estimating the costs of various construction projects, using both modern and
traditional construction materials and methods, used in today’s construction industry.
Topics included but not limited to cost estimating of construction materials such as
steel, reinforced concrete, wood, masonry, and nonstructural components such as
doors and windows. The students will also learn about labor cost-estimating and
calculations and cost-reduction techniques. As a result of successfully completing
this course, students will be able to describe and effectively use procedures to
estimate the cost of a construction project, devise take-offs for a variety of
components of building construction, use Rules of Thumb for construction cost
estimating, prepare basic estimates using commercial cost estimating software
programs, and approximate overhead and profit. Students will have five hands-on
projects on project cost estimation including the latest materials and construction
techniques to enhance their learning. From time to time, guest speakers are invited
to the class to present practical aspects and to provide first-hand implementation of
the techniques and their applications.
CO1: Students will be able to demonstrate mastery of the knowledge of construction
cost-estimating of construction materials, techniques, skills, and labor.
CO2: Student will be able to demonstrate ability to apply current construction costestimating business practices in analyzing the back-bone of diverse construction
projects, and adapt to applications of construction cost-estimating techniques and
technology to design residential and commercial structures.
CO3: Students will be able to demonstrate understanding of the state-of-the-art
procedures to estimate the cost of a construction project and devise take-offs for a
variety of components of building construction for earthmoving operations, building
foundations, reinforced masonry construction, construction of metal buildings, and
wood construction for simple construction projects.
CO4: Students will be able to apply basic construction techniques according to the
latest version of standard codes for construction such as Florida Building Code.
CO5: Students will be able to describe and use Rules of Thumb for construction cost
estimating and labor-saving techniques, planning, scheduling, and construction
economics of simple construction operations.
CO6: Students will be able to demonstrate and apply fundamental principles and
basic knowledge to prepare basic estimates using commercial cost estimating
software programs, and approximate overhead and profit.
Relationship to
BSET Program
Outcomes:
ETC 4206 contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
X
X
X
X
CO3 X
X
X
X
CO4 X
X
X
X
X
CO5 X
X
X
X
CO6 X
X
X
X
X
Estimating in Building Construction by F. Dagostino and L. Feigenbaum, Sixth
Edition, Published by Prentice Hall, ISBN: 0-13-060405-4
1. Book: Construction Equipment Guide (2nd Edition) by David A. Day and Neal
References:
B. H. Benjamin, Published by Wiley (ISBN: 0-471-88840-0)
2. Book: Fundamentals of Construction Estimating by David Pratt, Delmar
Publishers, Albany, NY, 1995.
3. Book: Construction Estimating and Bidding in Building Construction, 2nd
Edition, by the Associated General Contractors of America, 2005.
4. Book: Construction Graphics: A Practical Guide to Interpreting Working
Drawings, by K. A. Bisharat, Published by Wiley (ISBN: 0-471-32438-8)
5. website: http://www.construction.com (McGraw Hill Company)
1. Introduction to Estimating & Spec’s
Topics Covered:
2. The Estimate
3. Overhead and Contingencies
4. Labor and Equipment
5. Excavation
6. Concrete
7. Masonry
8. Metals
9. Wood
10. Thermal and Moisture Protection
11. Doors and Windows
12. Finishes
All assignments involve utilization of computers and spreadsheet using MS Word
Computer
and Excel. The use of the class discussion board is highly encouraged.
Usage:
Projects:
A total of 5 projects are conducted throughout the term to help with teaching
students the mastery of the knowledge of construction estimating and quantity takeoffs. All information regarding the projects is available via class website.
Library Usage:
Course
Assessment:
Textbook:
•
CO1: Assignments, projects
•
•
•
•
Technology
Requirements
E-mail:
WebCT:
Special tools:
Tape recording:
Calculators:
Cellular and
Mobile Phones:
Oral and Written
Communication:
Calculus Usage:
Policies and
Guidelines:
• CO6: Assignments, projects
resources.
None at this time
time.
All assignments must be presented in a format that is clear, concise, and
grammatically correct.
death of an immediate family member.
Course Grading
Policy:
Projects
50%
50%
Assignments
Total
Grading Scheme:
Disability Access:
Course Faculty
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
Phone: (407)823-4754
ETC 4241C- Construction Materials and Methods
Course Outline (Updated: Fall 2007)
Catalog
Description:
Objectives of the
Course:
Course Outcomes:
ETC 4241C- Construction Materials and Methods (3 credits)
Construction principles, details, materials, and methods used as related to the
construction of buildings and other facilities.
Course prerequisites: ETG 3541 – Applied Mechanics, with a grade of C or better
This course provides students with an in-depth understanding of materials and
methods, both modern and traditional, used in today’s construction industry.
Topics included but not limited to construction materials such as steel, reinforced
concrete, wood, masonry, construction organizations, effective management and
cost-reduction techniques, and construction methods and machinery. Students will
have projects on structural damage detection techniques, construction automation,
and application of latest materials and construction techniques to enhance their
learning. From time to time, they visit nearby construction sites to witness first
hand the implementation of these construction techniques and their applications
and report on them in details.
CO1:
• Students will be able to demonstrate mastery of the knowledge of
construction materials, techniques, skills, and the application of modern
tools used in today’s construction industry.
CO2:
• Student will be able to demonstrate ability to apply current construction
business practices in analyzing the back-bone of diverse construction
companies and teams, and adapt to applications of construction
engineering techniques and technology to design residential and
commercial structures.
CO3:
soil stabilization techniques, analyze and design earthmoving operations,
excavating, lifting, loading and hauling, and compacting and finishing for
simple to complex construction projects.
CO4:
• Students will be able to apply basic construction quality control techniques
according to the latest version of codes such as UBC, AASHTO, and
Florida Building Code.
CO5:
• Students will be able to describe, analyze, and design fundamental
principles of planning, scheduling, and construction economics of simple
construction operations.
CO6:
• Students will be able to demonstrate and apply fundamental principles and
basic knowledge of foundations design, wood construction, reinforced
concrete form design and shoring, reinforced concrete and steel
construction, and masonry construction.
Relationship to
BSET Program
Outcomes:
Textbook:
References:
Topics Covered:
Computer Usage:
Projects:
ETC 4241C contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
X
X
X
X
CO3 X
X
X
X
CO4 X
X
X
X
CO5 X
X
X
X
X
CO6 X
X
X
X
PO11
X
X
X
Construction Methods and Management by S.W. Nunnally, Seventh Edition
6. Construction Equipment Guide (2nd Edition) by David A. Day and Neal B.
H. Benjamin, Published by Wiley (ISBN: 0-471-88840-0)
7. Construction Project Management (4th Edition) by Richard H. Clough,
Glenn A. Sears, S. Keoki Sears, Published by Wiley (ISBN: 0-471-32438-8)
8. Construction Planning, Equipment, and Methods (7th Edition) by Robert L.
Peurifoy, et al., Published by McGraw Hill (ISBN: 00-729-64-200)
9. Project Management in Construction (5th Edition) by Sidney M. Levy,
Published by McGraw Hill (ISBN: 0071464174)
10. Professional Construction Management (3rd Edition) by Donald S. Barrie,
i.
Introduction to construction materials, technology, and construction teams
ii.
iii.
Earthmoving
Excavating and lifting
iv.
Loading and hauling
v.
Compacting and finishing
vi.
Foundations
vii.
Wood construction
viii.
Concrete construction
ix.
Concrete form design
x.
Steel construction
xi.
Masonry construction
xii.
Building Codes
xiii.
Planning and scheduling
xiv.
Construction economics
Most assignments involve utilization of computers and spreadsheet using MS
Word and Excel for assignments and projects. The use of the discussion board is
highly encouraged. Please limit the use of the discussion board strictly to class
issues.
A total of 3 projects are conducted throughout the term to review and apply the
state-of-the-art of construction automation techniques and damage detection and
rehabilitation techniques to enhance the material covered in the lectures. All
Library Usage:
Course
Assessment:
Technology
Requirements
E-mail:
WebCT:
Special tools:
Tape recording:
Calculators:
Cellular and
Mobile Phones and
devices:
Oral and Written
Communication:
Calculus Usage:
Policies and
Guidelines:
•
CO1: Assignments, projects and exams.
•
•
•
•
• CO6: Assignments, projects and exams.
resources.
None at this time
time.
Course Grading
Policy:
Reports and Assignments
40%
Exam 1
20%
Exam 2
20%
Final Exam
20%
Total
Grading Scheme:
Course
Coordinator:
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
Dr. Ali Mehrabian, Assistant Professor: mehrabia@mail.ucf.edu
Phone: (407)823-4754
Disability Access:
Course Faculty
Office Hours: TU and TR 6:00-7:30 pm and or by appointment.
Phone: (407)823-4754
ETC 4242C- Construction Contracts and Specifications
Catalog
Description:
Objectives of the
course:
Course
Outcomes:
ETC 4242C- Construction Contracts and Specifications (3 credits)
The role of construction contracts, architectural specifications, product
specifications, industry standards and building codes in the process of building
construction.
Course prerequisites: None
This course provides students with an in-depth understanding of construction laws,
contracts, and specifications. The role of construction contracts, architectural
specifications, product specifications, industry standards and building codes in the
process of building construction will be covered in this class. Engineering and
engineering technology students should be well aware of the laws and regulations
governing their field of interest. Practical examples from construction industry will
enhance students’ hands-on learning of the world of construction and its legal
challenges. The class is accompanied by live and remote discussions and case
studies to provide the students with enhanced hands-on application of what they
learn in class.
CO1: Students will be able to demonstrate mastery of the knowledge of
construction laws, contracts, and specifications used in today’s construction
industry.
CO2: Student will be able to demonstrate ability to apply current construction
business practice laws in analyzing the back-bone of diverse construction industry
litigations, and adapt to build better construction documents to shield against costly
litigations.
CO3: Students will be able to demonstrate understanding of the recent construction
legal issues for simple to complex construction projects.
CO4: Students will be able to apply basic construction contracts using the latest
version of American Institute of Architects (AIA) documents.
CO5: Students will be able to examine, describe, analyze, and argue legal cases
using fundamental principles of construction law used in planning, scheduling, and
construction.
CO6: Students will be able to demonstrate understanding of the role of construction
contracts, architectural specifications, product specifications, industry standards and
building codes in the process of building construction.
CO7: Students will be able to read, examine, comprehend, and write professional
legal papers and reports.
Relationship to
BSET Program
Outcomes:
CO1
CO2
CO3
CO4
CO5
CO6
CO7
PO1
X
X
X
X
X
X
X
PO2
X
X
X
X
X
X
PO3
X
X
X
PO4
PO5
PO6
PO7
PO8
X
PO9
PO10
PO11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Legal Aspects of Architecture, Engineering, and Construction by Sweet and
Schneider (7th Edition, 2004, Thompson, ISBN 0-534-46467-X)
11. Book: Construction Contracting by Clough and Sears, 7th Edition, John Wiley
References:
and Sons
12. Book: Project Management in Construction (5th Edition) by Sidney M. Levy,
13. Website: http://www.aia.org/docs_newtitles_2005 (American Institute of
Architects)
14. Website: http://www.construction.com (McGraw Hill Company)
15. website: http://www.asce.org (American Society of Civil Engineers)
Topics Covered: 1. Introduction to Introduction to Construction Process and Teams
2. Forms of Association
3. Agency
4. Contract Formation
5. Compensation and Organization
6. Contract Documents
7. Contract Interpretation
8. Changes
9. Performance Problems
10. Defects
11. Owner Contractor Agreement
12. General Conditions
13. Performance Bonds
14. Subcontractors
All assignments and projects involve utilization of computers and spreadsheet using
Computer
MS Word and for assignments and projects. The use of the discussion board in
Usage:
class website is highly encouraged.
Projects:
A total of 7 Case Studies are conducted throughout the term to review, examine,
argue, and apply the latest and classical construction legal cases to enhance the
material covered in the lectures.
Library Usage:
Students are highly encouraged to consult library and other references to aid in
Course
Assessment:
Textbook:
•
•
•
•
Technology
Requirements
E-mail:
WebCT:
Special tools:
Tape recording:
Calculators:
Cellular and
Mobile Phones
and devices:
Oral and Written
Communication:
Calculus Usage:
Policies and
Guidelines:
•
•
personal messages on the course site. Use the discussion board if you would like to
discuss a topic among your classmates. Professor’s email address should be used for
direct contact. Emails will be answered as soon as possible. Students are
resources.
None at this time
time.
only if you have missed an exam under unforeseen circumstances, such as the death
of an immediate family member. Such cases require valid and provable
2. Assignments: Absolutely NO Late assignments will be accepted. There are no
make-up assignments. Assignments are assigned randomly in advance and due via
WebCT, unless specified otherwise, on or before the due date. Consult the class
WebCT site for the due dates. All assignments must be typed using MS Word in a
high-quality and professional format. They should be well-written, clear, and
concise. The steps/methods of solving the problems should be clearly stated.
Students are encouraged to collaborate outside of class to discuss and debate course
concepts. However, all assignments MUST be completed and written up
Course Grading
Policy:
Grading
Scheme:
Disability
Access:
resource availability. However, off-site students must meet the due dates that are
given to them. If these dates cannot be met, the instructor must be notified
immediately. Please be mindful that assignments can be submitted BEFORE the due
date.
3. Students are responsible for reading the textbook and other supplemental
materials assigned by the professor. Students are also responsible to attend all live
classes and or view all video-streamed live and taped lectures remotely. The class is
accompanied by live and remote discussions and case studies to provide the students
with hands-on application of what they learn in class. Students are also encouraged
to share their first hand experiences with the class. Students may require to present
their assignments, projects, and reports of case studies to the class if required by the
professor.
4. Due to the nature of this course, there is always materials, examples, etc. covered
in class that is not from the text book. Therefore, to enhance their learning process,
the students should take and keep well-documented notes.
ordinances as well as regulations prescribed by the University of Central Florida and
the Florida Board of Governors. The breach or violation of any of these laws or
regulations may result in disciplinary action. Detailed conduct regulations and
the law (including traffic violations that resulted in a fine of $200 or more) may have
circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to
consider eligibility for admission.
6. Students should only present material that they can demonstrate they have studied
and learned from course documents and approved activities. Plagiarism and cheating
of any kind on an examination, quiz, or assignment will result at least in an “F” for
that assignment (and may, depending on the severity of the case, lead to an “F” for
the entire course) and may be subject to appropriate referral to the Office of Student
Conduct for further action.
Case Studies and Assignments 50%
Exam 1
15%
Exam 2
15%
Final Exam
20%
Total
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
semester to discuss needed accommodations. No accommodations will be provided
until the student has met with the professor to request accommodations. Students
who need accommodations must be registered with Student Disability Services,
Course Faculty
Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone
(407) 823-2116, before requesting accommodations from the professor.
Phone: (407)823-4754
ETC 4414C- Applied Structural Design I – Steel
Catalog
Description:
Objectives of the
course:
Course Outcomes:
Relationship to
BSET Program
Outcomes:
Textbooks:
References:
ETC 4414C- Applied Structural Design I – Steel (3 credits)
Introduction to indeterminate analysis, design of steel members, components and
connections using current code and specification requirements.
Course prerequisites: ETG 3533 – Strength of Materials, with a grade of C or
better.
This course provides students with fundamentals of steel design and an in-depth
understanding of steel as a construction material, both modern and traditional, used
in today’s construction industry. Topics included but not limited to review of
determinate and indeterminate methods of structural analysis as they pertain to
multi-span, multi-story structural design, design of steel members, components,
connection, and structures using the latest version of LRFD method. Students are
required to have projects on designing steel structures and their members
depending on the class time.
CO1:
fundamentals of steel design as used in today’s construction industry.
CO2:
• Student will be able to demonstrate ability to apply current LRFD design
method to design steel residential and commercial structures and their
components.
CO3:
steel design techniques to analyze and design structures and their
components.
CO4:
• Students will be able to apply basic structural analysis techniques,
methods, and tables for analysis of indeterminate and determinate
structures.
CO5:
• Students will be able to analyze and design steel tension members,
compression members, beams, beam-columns, and steel connection
design.
CO6:
• Students will be able to demonstrate and apply fundamental principles and
basic knowledge of lessons learned from failures of steel connections to
new designs.
CO1 X
X
X
X
CO2 X
X
X
X
X
X
CO3 X
X
X
X
X
X
CO4 X
X
X
X
CO5 X
X
X
X
X
CO6 X
X
X
X
X
X
X
LRFD Steel Design by W. T. Segui, 3rd Edition
LRFD Steel Design Manual Published by AISC, 3rd Edition
16. Metal Building Systems: Design and Specifications by Alexander Newman
Topics Covered:
Computer Usage:
Projects:
Published by McGraw Hill Companies.
17. Steel Structures: Design and Behavior by Charles G. Salmon, John E. Johnson,
Published by Harper Collins College Publishers.
18. Advanced Analysis and Design of Steel Frames by Gougiang Li, Published by
John Wiley.
19. Simplified Design of Steel Structures, 8th Edition, by James Ambrose, Patrick
Tripeny, Published by John Wiley (ISBN: 0-470-08631-9).
i.
Introduction
ii.
Concepts in Steel Design
iii.
Review of Structural Analysis
iv.
Tension Members
v.
Compression Members
vi.
Beams
vii.
Beam-Columns
viii.
Connections
Most assignments involve utilization of computers and spreadsheet using MS
Word and Excel for assignments and projects. The use of the discussion board is
highly encouraged. Please limit the use of the discussion board strictly to class
issues.
A total of 3 projects are conducted throughout the term to review and apply the
state-of-the-art of steel design method to enhance the material covered in the
lectures. All information regarding the projects is available in class WebCT site.
Library Usage:
Students are encouraged to consult library and Internet references as needed to aid
in learning and researching course material.
Course
Assessment:
Technology
Requirements
E-mail:
WebCT:
Special tools:
•
•
•
•
•
resources.
None at this time
Tape recording:
Calculators:
Cellular and
Mobile Phones and
devices:
Oral and Written
Communication:
Calculus Usage:
Course Policies
and Guidelines:
time.
All assignments and projects must be presented in a format that is clear, concise,
and professional.
Course Grading
Policy:
Reports and Assignments
40%
Exam 1
20%
Exam 2
20%
Final Exam
20%
Total
Grading Scheme:
Disability Access:
Course Faculty
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
Phone: (407)823-4754
ETC 4415C- Applied Structural Design II – Concrete
Catalog
Description:
Course
Objectives:
Course
Outcomes:
Relationship to
BSET
Program
Outcomes:
Textbooks:
ETC 4415C- Applied Structural Design II – Concrete (3 credits)
Strength design of reinforced concrete members, foundations, slabs, and walls.
Current code and specification requirements.
Course prerequisites: ETG 3533 – Strength of Materials, with a grade of C or better.
This course provides students with an in-depth understanding of design of reinforced
concrete structural members, foundations, slabs, and walls. Strength design method is
used in a practical approach to the design and analysis of reinforced concrete structural
members using numerous examples and a step-by-step solution format. Reference is
made throughout the course to the latest Building Code Requirements for Structural
Concrete (ACI 318) of the American Concrete Institute (ACI) and Florida Building
Code to familiarize students with concrete design codes of standard practice.
Application of concrete as a construction material, both modern and traditional, used
in today’s construction industry is discussed. The class is accompanied by practical
design project (s) to provide the students with a hands-on application of what they
learn in class. Students may also visit nearby construction sites to witness first hand
the implementation of reinforced concrete construction techniques and their
applications. Students will present their projects and reports to the class if required by
the instructor.
CO1:
fundamentals of concrete as a construction material as used in today’s
construction industry.
CO2:
reinforced concrete design techniques to analyze and design structures and
their components such as beams, slabs, columns, foundations (footings) and
walls.
CO3:
• Student will be able to demonstrate the ability to apply current ACI Code
design method to design reinforced concrete residential and commercial
structures and their components.
CO4:
• Students will be able to apply basic structural analysis techniques, methods,
and tables for analysis of continuous (indeterminate) and determinate slabs,
beams, girders, and frames.
CO1
CO2
CO3
CO4
PO1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Reinforced Concrete Design by G.F. Limbrunner and Abi Aghayere, 6th Edition
(2007), Published by Prentice Hall, ISBN: 0131187678.
Strongly Recommended:
References:
Topics
Covered:
Computer
Usage:
Projects:
1. ACI Code 318-02 - Building Code Requirements for Structural Concrete
with Commentary (31802) & Notes on ACI 318-02 by ACI Committee
318 & Portland Cement Association (Year of Publication: 2002, 1323
pages).
2. Florida Building Code (2001 Edition) – Available online at
http://www2.iccsafe.org/florida_building_code/
20. Book: Design of Reinforced Concrete by J.C. McCormac (According to ACI
318-05 Code), 2006 Edition, Published by Wiley, ISBN: 978-0-471-76132-7
21. Book: Design of Concrete Structures” by Nilson, Darwin, Dolan, “13th edition,
McGraw Hill, ISBN 0-07-248305-9
22. website: http://www.aci-int.org (American Concrete Institute)
23. website: http://www.cement.org (The Portland Cement Association)
24. website: http://www.asce.org (American Society of Civil Engineers)
ix.
Introduction
x.
Materials and Mechanics of Bending
xi.
Beams and Slabs (Tension)
xii.
xiii.
T-Beams
Shear in Beams
xiv.
Development Length
xv.
xvi.
Review of basic structural analysis
Continuous construction Design
xvii.
Serviceability
xviii.
Walls and columns
xix.
Footings and foundations
xx.
Detailing
Most assignments involve utilization of computers and spreadsheet using MS Word
and Excel for assignments and projects. The use of the discussion board is highly
encouraged. Please limit the use of the discussion board strictly to class issues.
A total of 3 projects are conducted throughout the term to review and apply the stateof-the-art of steel design method to enhance the material covered in the lectures. All
Library Usage:
Students are encouraged to consult library and Internet references as needed to aid in
learning and researching course material.
Course
Assessment:
Technology
Requirements
E-mail:
•
CO1: Assignments, lab projects and exams.
•
•
• CO4: Assignments, lab projects and exams.
WebCT:
Special tools:
Tape recording:
Calculators:
Cellular/Mobile
Phones:
Oral and
Written
Communicatio
n:
Calculus
Usage:
Course Policies
and
Guidelines:
personal messages on the course site. Use the discussion board if you would like to
discuss a topic among your classmates. Professor’s email address should be used for
direct contact. Emails will be answered as soon as possible. Students are encouraged
to learn more about effective use of WebCT tools from the available resources.
None at this time
However, appropriate formulas and calculations must be defined and clearly presented
to receive proper credit.
time.
All assignments and projects must be presented in a format that is clear, concise, and
professional.
1. Exams: All exams are conducted online for this class. Students will be given a time
window during which the exam can be taken. If students have problems submitting
their exam for any reason (system is down, etc.), they need to get in touch with Kim
Okamoto, the WebCT specialist for the college at 407-823-2177 or email her at
kokamoto@mail.ucf.edu. Please consult the course WebCT site. Make-up exams
are not permitted. However, please consult with the instructor only if you have
missed an exam under unforeseen circumstances, such as the death of an immediate
family member. Such cases require valid and provable documentation before the
student is eligible for the make up exam. Such documentation must be given to the
specified otherwise, on or before the due date. Consult the class WebCT site for the due dates.
All assignments must be typed using MS Word in a high-quality and professional format. They
should be well-written, clear, and concise. The steps/methods of solving the problems should
be clearly stated. Students are encouraged to collaborate outside of class to discuss and debate
course concepts. However, all assignments MUST be completed and written up individually.
containing the names of all team members is required. Off-site FEEDS students MAY have
some assignment modifications because of logistics and resource availability. However, offsite students must meet the due dates that are given to them. If these dates cannot be met, the
instructor must be notified immediately. Please be mindful that assignments can be submitted
BEFORE the due date.
3. Students are responsible for reading the textbook and other supplemental materials assigned
by the professor. Students are also responsible to attend all live classes and or view all videostreamed live and taped lectures remotely. The class is accompanied by live and remote
discussions and case studies to provide the students with hands-on application of what they
learn in class. Students are also encouraged to share their first hand experiences with the class.
Students may require to present their assignments, projects, and reports of case studies to the
class if required by the professor.
Course
Grading
Policy:
4. Due to the nature of this course, there is always materials, examples, etc. covered in
class that is not from the text book. Therefore, to enhance their learning process, the
students should take and keep well-documented notes.
ordinances as well as regulations prescribed by the University of Central Florida and
the Florida Board of Governors. The breach or violation of any of these laws or
regulations may result in disciplinary action. Detailed conduct regulations and
procedures are presented in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). A
person applying for admission to UCF who has declared a violation of conduct
policies at a previous college or university or has been charged with a violation of the
law (including traffic violations that resulted in a fine of $200 or more) may have
circumstances of the case reviewed by the Office of Student Conduct (SRC 154) to
consider eligibility for admission.
6. Students should only present material that they can demonstrate they have studied
and learned from course documents and approved activities. Plagiarism and cheating
of any kind on an examination, quiz, or assignment will result at least in an “F” for
that assignment (and may, depending on the severity of the case, lead to an “F” for the
entire course) and may be subject to appropriate referral to the Office of Student
Conduct for further action.
Lab Projects and Assignments 40%
Exam 1
20%
Exam 2
20%
Final Exam
20%
Total
Grading
Scheme:
Disability
Access:
Course Faculty
100%
90 - 100 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
59.9 and below = F
alternate formats upon request. Students with disabilities who need accommodations
in this course must contact the professor at the beginning of the semester to discuss
needed accommodations. No accommodations will be provided until the student has
met with the professor to request accommodations. Students who need
accommodations must be registered with Student Disability Services, Student
Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 8232116, before requesting accommodations from the professor.
Phone: (407)823-4754
ETI 4381: Ground System Design
Catalog
Description:
Goals/Objectives
of the course:
ETI 4381: Ground System Design – 3(3,0). Introduction to Ground System
elements, functions, abilities, theories and operations.
To teach the students the Communications needed for ground space systems, the
students the Ground System Architecture, the Ground System Elements,
Subsystems, System & Functional Requirements, Ground System Networks, Ground
System / Mission Operations, Hardware, Software & Operational Concerns, PLC’s
and Future of Ground Systems.
Course
Outcomes:
CO1
Students will learn the history of Ground Space Systems Design and
Communications needed for ground space systems
CO2
Students will be familiar with Ground System Architecture and Ground System
Elements
CO3
Students will learn how to analyze Subsystems and System & Functional
Requirements
CO4
Students will learn the Ground System Networks and Ground System / Mission
Operations
CO5
Students will begin to gain awareness and experience on Hardware, Software &
Operational Concerns, PLC’s and their use for ground space design and the The Future
directions of Ground Systems
Relationship to
BSET Program
Outcomes:
CO1
X
X
CO2
X
X
CO3
X
CO4
X
CO5
X
X
X
X
Textbook:
−
References:
−
Topics Covered:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
“Understanding Space, Introduction to Astronautics ," by Jerry John Sellers, McGrawInc. 1994, ISBN 0-07-057027-5
“Cost-Effective Space Mission Operations,” by Suibb, Boden and Larson, McGraw-Hill
Inc. 1996, ISBN 0-07-331321-1”
The history of Ground Space Systems Design
Communications needed for ground space systems
Ground System Architecture
Ground System Elements
Subsystems
System & Functional Requirements
Ground System Networks
Ground System / Mission Operations
Hardware, Software & Operational Concerns
PLC’s and their use for ground space design
11. The Future directions of Ground Systems
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Bi Weekly problem solving exercises on the current material will be assigned..
Three exams of equal weight (25% each)
Bi Weekly homework assignments (25% total)
Library Usage:
Course
Assessment:
Course Policies:
Additional
Course
Information,
Policies and
Expectations:
•
CO1: Lecture material, assignments and assigned reading
•
CO2: Lecture material, assignments and assigned reading
•
CO3: Lecture material and weekly assignments
•
•
further details.
otherwise
Exams
Excusal from
Course
Assignments
and Exams
Makeup
Assignments
and
Examinations
Course
Coordinator:
Three exams will be given throughout the semester. Each exam will consist of an in
class portion which will cover the pertinent material from the current lectures as well
as some review material from previous lectures.
date.
Dr. Ahmad Sleiti, asleiti@mail.ucf.edu
EMA 4103 Space Environment Technology
EMA 4103 Space Environment Technology
The space environment and how it affects manufacturing of space elements to withstand the
harsh space environment. Elements of the space environment: microgravity, hard vacuum and
outgassing, radiation, thermal gradients, magnetic moments, hazards of orbital debris, and
micrometeoroids.
Goals/Objectives of the To train the students in understanding the laboratory environment in which space
hardware must be manufactured. Instruct them on how to carry out transportation of
course:
space hardware to the launch pad. Also they should be able to calculate the view factors
of space hardware when outgassing occurs in space. Students will be able to understand
the effects of the elements of the space environment and how to prevent their damage to
spacecraft. Instruct the students on the characteristics of the solar wind and high-energy
particles; solar radiation degrading spacecraft elements, and shielding methods. The
students will learn the dangers posed by possible impacts from orbital debris and
micrometeoroids.
CO1:
Students will be able to calculate view factors related to outgassing of material
in space
CO2:
Students will have an understanding of all the elements of the harsh space
environment
CO3:
Students will have an understanding of the basic methodologies of hardening
space hardware to withstand the space environment
CO4:
Students will have an understanding on how to test space hardware for
withstanding launch vibrations and stage separations during space flights, and
deployment of spacecrafts in space
Relationship to BSET EMA 4103 contributes the following to the BSET program outcomes:
Program Outcomes:
CO1 X
X
X
CO2 X
X
X
CO3 X
X
X
CO4 X
X
X
The Space Environment; Implications for Spacecraft Design, Alan C. Tribble; Princeton
Textbook:
Course Outcomes:
University Press, Princeton NJ, 2003.
.
References:
1. Understanding Space: An Introduction to Astronautics, Jerry Jon Sellers, Third
Edition, McGraw Hill, 2005.
2. Space Vehicle Design, Michael D. Griffin and James R. French, AIAA Education Series,
American Institute of Aeronautics and Astronautics, Inc., 2001.
Topics Covered:
1. Introduction to the Space Environment (0.5 hr)
2. Instructor’s Notes on various space environment topics (1.5 hr)
3. The Vacuum Environment (2.0 hr)
4. The Neutral Environment (1.5 hr)
5. The Plasma Environment (1.0 hr)
6. The Radiation Environment (1.5 hr)
7. The Micrometeoroid/Orbital Debris Environment (2.0 hr)
8. Conclusions (1.5 hr)
Computer Usage:
Microsoft Excel.
Laboratory Exercises N/A
or projects:
Required Equipment: N/A
There will be two exams:
Course Grading:
Midterm Exam (02/27/07)
Final Exam (04/25/07)
Homework
40%
40%
20%
Library Usage:
course material and complete written projects.
Course Assessment:
CO1: Traditional exam and assignments
Grading Objections:
Academic dishonesty in any form will not be tolerated. Violations of student academic
Course Policies:
Additional Course
and Expectations:
• When sending e-mail to the instructor and/or GTA, please begin the “Subject:” of the
message with the following:
ETI<space>4838<space>
• Students are expected to have access to and be familiar with Microsoft Excel
Course Assignments
concepts. However, all projects if assigned MUST be completed and written up
assignment solutions containing the names of all team members is required.
Exams
All exams will be proctored in class or at FEEDS sites. Students will be given a time
window during which the exam can be taken.
due date.
instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE
THAN 48 HOURS AFTER the due date.
etc.
• There will be makeup assignments given if a student needs to improve his
grade in the course.
Course Coordinator:
Nebil Misconi, Professor, nmisconi@mail.ucf.edu
ETI 4835
Engineering aspects of current rocket propulsion technology, including among
many aspects, design, propellant types, flight performance, engine controls, no
designs, and testing. The course also includes such topics as rocket classification
definitions and fundamentals, combustion and thermodynamics relations, types
propulsion (monopropellant, bipropellant, and hybrids), and other current and
future exotic propulsion. 3(3,0)
Course prerequisites: PHY 3053C or equivalent
Goals/Objectives of
the course:
(1) Provide students with a broad view of the essential elements in the technical
aspects of rocket mechanics, design, and rocket system engineering, and a basi’
foundation in propulsion, flight performance, and engine performance.
(2) Provide sufficient in depth understanding of the physics and engineering
aspects of rocket propulsion and the skills needed to accomplish a rocket system
design.
(3) Bring the students to a level of understanding of the intricacies of rocket
mission design and the current propulsion technologies being used to the degree
where they can grasp the design of a specific component of currently used rock
which includes: definitions of mission requirements, making decisions on hardware
specifications, understanding of tradeoffs involved in analysis and decision making
on technology of a rocket system to be used in a mission.
(4) Provide the students with some experience in rocket construction and testing
and introduce them to the use of some laboratory equipment.
Course Outcomes:
COl:
• Students will be able to solve problems related to rocket propulsion for
liquid, solid, and hybrid rockets
CO2:
• Students will be introduced to the rocket propulsion equations and how to
apply them to chemical rockets as well as electromagnetic propulsion and
other exotic means of propulsion
CO3:
• Students will have an understanding of the basic elements of propulsion such
as combustion chambers, various nozzles designs, turbo-pumps, and
cryogenics
CO4:
• Students will have an understanding of how to calculate thrust power,
impulse and specific impulse, and efficiency ratings of rocket engines
Relationship to BSET
Program Outcomes:
P01
CO1 X
CO2 X
CO3 X
CO4 X
Textbook:
P02 P03
X
X
X
X
P05
P06
P07
X
X
X
X
P08
P09
P010 P011
X
X
X
X
Rocket Propulsion Elements," by George P. Sutton and Oscar Biblarz, Seventh
Edition, John Wiley
References:
PO4
&
Sons Inc. 2001.
Understanding Space, Introduction to Astronautics," by Jerry John Sellers,
Third Edition; McGraw-Hill Inc. 2005
Topics Covered:
1. Rocket
Science
2. Propulsion Systems
3. Launch Vehicles
4. Propulsion Classifications
5. Definitions and Fundamentals
6. Nozzle Theory and Thermodynamics
7. Relations
8. Flight Performance
9. Liquid Propellants Rocket Engine
10. Fundamentals
11. Thrust Chambers
12. Hybrid Propellant Rockets
13. Selection of Rocket Propulsion Systems
14. Rocket Testing
Computer Usage:
None.
Laboratory Exercises or
projects:
Required Equipment:
Course Grading:
N/A
N/A
There will be three exams:
Exam I (10/3/06)
Exam II (11/02/06)
Homework
33%
33%
33%
20%
Course Coordinator:
Orbit description and determination; orbital trajectory design; analysis of vehicle sustained gforces; vehicle vibration analysis; orbital maneuvering; atmospheric reentry; launch windows;
rocket apogee and down range computations; wind correction and launch angles.
Goals/Objectives of the To train the students in doing basic orbit calculations for Earth orbiting satellites in Low
Earth Orbit (LEO) and the Geosynchronous Orbit (GEO). Instruct them on how to do
course:
orbital maneuvers and orbital rendezvous. Also they should be able to calculate transfer
orbits for lifting satellites to the GEO orbit, and calculate the Hohmann Transfer orbit for
interplanetary travel. Students will be able to calculate trajectories for gravity assists by
making flybys by planets, and calculate launch angles and windows. Instruct the
students on how to stabilize satellites in their orbits and pointing them in space using
gyroscopes, momentum wheels etc., and how to dampen their spin and vibrations. The
students will learn how to maneuver during spacecrafts atmospheric reentry.
Course Outcomes:
CO1:
Students will be able to calculate satellites orbits and orbital maneuvers
CO2:
Students will have an understanding of interplanetary travel trajectories
CO3:
Students will have an understanding of basic methods to stabilize satellites in
their orientations and pointing
CO4:
Students will have an understanding of how to carry out gravity assists using planet
flybys.
Relationship to BSET ETI 4838 contributes the following to the BSET program outcomes:
Program Outcomes:
CO1
CO2
CO3
CO4
Textbook:
References:
Topics Covered:
PO1
X
X
X
X
X
X
X
X
X
X
X
X
Introduction to Spaceflights. Francis J. Hale, Prentice Hall, 1994.
.
Understanding Space : An Introduction to Astronautics, Jerry Jon Sellers, Third Edition,
McGraw Hill, 2005.
1. Introduction (0.5 hr)
2. Two-Body Orbital Mechanics
3. Geocentric Orbits and Trajectories (2.0 hr)
4. Time of Flight (0.5 hr)
5. Interplanetary Transfers (1.0 hr)
6. Vehicle and Booster Performance (0.5 hr)
7. Atmospheric Entry (1.0 hr)
8. Orbital Elements and Earth Tracks (1.5 hr)
9. The Ballistic Missile (1.0 hr)
10. Attitude Dynamics and Control (1.5 hr)
Computer Usage:
Orbit View Software.
Laboratory Exercises N/A
or projects:
Required Equipment: N/A
There will be three exams:
Course Grading:
Exam 1 (02/13/07)
Exam 2 (03/27/07)
Homework
25%
25%
40%
10%
Library Usage:
course material and complete written projects.
Course Assessment:
Grading Objections:
Academic dishonesty in any form will not be tolerated. Violations of student academic
Course Policies:
Additional Course
and Expectations:
• When sending e-mail to the instructor and/or GTA, please begin the “Subject:” of the
message with the following:
ETI<space>4838<space>
• Students are expected to have access to and be familiar with Microsoft Excel
Course Assignments
concepts. However, all projects if assigned MUST be completed and written up
assignment solutions containing the names of all team members is required.
Exams
All exams will be proctored in class or at FEEDS sites. Students will be given a time
window during which the exam can be taken.
due date.
instructor NO LESS THAN 24 HOURS BEFORE the due date and NO MORE
THAN 48 HOURS AFTER the due date.
etc.
• There will be makeup assignments given if a student needs to improve his
grade in the course.
Course Coordinator:
Catalog
Description:
Course covers history of photogrammetry, principles of aerial imaging, digital
imagery, geometry of aerial photography, image and object spaces, stereoscopy and
parallax, and topographic mapping
Goals/Objectives To introduce the basics of photogrammetry and data measurements from aerial
photography.
of the course:
CO1:
Course
Outcomes:
• Students will have understanding of the principles of aerial imaging, digital
imagery, and geometry of aerial photography.
CO2
• Students will be able to apply current photogrammetric knowledge and adapt
to emerging geospatial technology.
CO3
• Students will be able to professionally comply with established topographic
mapping standards.
Relationship to
BSET Program
Outcomes:
This course contributes the following to the BSET program outcomes:
CO1 X
X
CO2
X
CO3
X
X
CO4
X
X
Textbook:
Introduction to Modern Photogrammetry, Edward Mikhail, James Bethel, and J.
Chris McGlone, John Wiley and Sons, Inc., ISBN: 0-471-30924-9.
Topics Covered:
History of photogrammetry
Stages of developments of photogrammetry
Intro to metric, aerial, terrestrial, and extra-terrestrial photogrammetry
Elementary photogrammetry
Vertical and titled aerial photography
Sources of distortion and displacement in photogrammetry
Photogrammetric sensing systems
Elements of analytical photogrammetry
Aerial triangulation
Digital photogrammetry
None
Computer
Usage:
Required
Equipment:
Course
Grading:
Library Usage:
N/A
Final grades are based on the following:
90-100%:
A
80-89%:
B
70-79%:
C
60-69%:
D
Below 60%:
F
researching course material, complete assignments, and prepare lab reports.
Course
Assessment:
•
CO1: Homework assignments and exams
•
CO2: Homework assignments and exams
•
CO3: Homework assignments
Professionalism
and Ethics:
further details.
environment.
Course
Coordinator:
Tarig Ali, Assistant Professor , taali@mail.ucf.edu
Course covers spherical trigonometry, basic topics in geodesy including geodetic
reference systems and earth models, state plane coordinates, astronomic
observations, time systems, and satellite orbits.
Goals/Objectives To provide students with a foundation of geodesy, state plane coordinates basic
astronomy, time systems, and satellite orbits.
of the course:
CO1:
Course
Outcomes:
• Students will have basic understanding of the theory and practice of geodetic
science needed by surveyors and mappers, GIS professionals, and
photogrammetrists.
CO2
• Students will be able to apply current geodetic science knowledge practically
and adapt to emerging geospatial technology.
CO3
• Students will be able to perform astronomic observations for Latitude,
Longitude, and Azimuth in the field.
Catalog
Description:
Relationship to
BSET Program
Outcomes:
CO1 X
X
CO2
X
CO3
X
Textbook:
Jekeli, Christopher (2005) Geometric Reference Systems in Geodesy, Ohio State
University (available for free download from the website
https://kb.osu.edu/dspace/handle/1811/24301).
References:
Torge, Wolfgang (2001), Geodesy 3rd Ed. deGruyter.
Topics Covered:
Introduction to Geodesy
Spherical Trigonometry
Geometry of Sphere and Ellipsoid
Computation on the Ellipsoid
Geodetic-Cartesian transformations
Reference systems and frames
Basic astronomy
Astronomical coordinates
Time systems
Determination of Azimuth
Gravity
Satellite orbits
N/A
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Exercises include but are not limited to angular measurements using astronomic
observations for Latitude, Longitude, and Azimuth.
Theodolite and solar filter (will be provided by instructor)
Quizzes:
10%
Homework exercises:
One midterm exam:
Final exam:
30%
20%
40%
Library Usage:
Course
Assessment:
Course Policies:
•
CO1: Homework assignments, quizzes and exams.
•
CO3: Homework and field assignments
• CO3: Field assignments
Class policy:
1. Students are expected to attend class, take notes, be ready for discussion, and
turn in labs on time. Attendance will be taken each class, and three absences
without the instructor’s permission will result in an immediate F grade.
2. Students are responsible for and may be tested on material covered in reading
assignments, even if material is not covered in lecture.
3. Assignments are to be submitted in the format outlined in Homework Format and
Policy.
4. Any student having a disability or needing special accommodations is advised to
inform the instructor as early as possible.
5. The use of cell phones and/or pagers in the classroom is strictly prohibited. Any
student violates this policy will be asked to leave the classroom for that session
resulting in an absence for the class and zero grade on all due assignments.
6. Final Exam is to be given at the official scheduled time established and published
by the University.
7. Note: it is expected that an average student put in an additional 2-3 hours of work
for every credit hour of this course. This means some students will have to put in
even more time to learn the material presented in this course.
Homework Policy:
In order to facilitate the grading of submitted homework assignments, the following
must be adhered to. Failure to comply with these requirements will result in a zero
grade on the homework.
1. Use 8.5 x 11 inch engineering paper (National 5 square or similar) or special
graph paper as required. Large plots, computer output, etc., are acceptable when
necessary. No torn out sheets.
2. The first sheet of your work shall have the following information across the top:
Course number, Course Title, H.W. number and Name (last, first).
3. Keep each homework set separate and staple each set at the upper left hand
corner. If you submit a homework set unstapled, you will receive an immediate
zero grade on the homework.
4. All work is to be submitted in dark pencil, written on one side of the paper, with
clean erasures (not scratched out work). Colored pencils or computer-generated
graphs can be used if you feel they will clarify presentations.
5. Keep problems in the order assigned and separate each problem by a heavy line
across the entire sheet. Identify answers by underlining or boxing.
6. All written text should use lower case and capital letters as per the English
language. Do not write in all capitals except for headings, titles, etc., if you so
desire.
7. Label all plots completely as to title and axes, including dimension and scales.
8. Present your work in a neat and orderly manner being sure to include details on
computations, schematics on how charts were used, reference to tables or charts
employed. Complete or partial credit will only be given if work can be followed.
9. Include the proper complete units associated with the quantities calculated. Use
the standard nomenclature of the S.I. or English system unless others are
specified.
10. Homework is due on the assigned date at the beginning of the lecture. Late
submittals will not be accepted unless legitimate hardship can be shown. All
assignments are to be turned in. Failure in submitting any assignment will result
in an F grade in the course.
11. Strict adherence to this rule permits homework to be graded consistently and
returned quickly.
1.
further details.
environment.
Course
Coordinator:
Catalog
Description:
Course covers nature of measurement, statistical analysis of random errors in
measurements, propagation of errors, analysis of errors and mistakes in indirect
measurement, mathematical methods used in surveying sciences, weights of
observations, precision of indirectly determined quantities, least squares adjustments
of survey data with applications to observed data with redundant measurements.
Goals/Objectives The objective of this course is to give the students the mathematical tools necessary
for geospatial analysis.
of the course:
Course
Outcomes:
CO1:
•
CO2:
•
CO3:
•
CO4:
•
Students will have understanding of the fundamentals of geospatial
computations.
Students will be able to perform pre-analysis of surveying measurements.
Students will be able to perform statistical analysis of random errors as well
as propagation of errors in geospatial measurements. Students will also be
able to analyze errors and mistakes in indirect measurement.
Students will be able to use/apply least squares adjustments approaches to
observed geospatial data with redundant measurements.
Relationship to
BSET Program
Outcomes:
CO1
X
X
CO2
X
X
CO3
X
X
X
CO4
X
X
X
X
Textbook:
Adjustment Computations: Spatial Data Analysis, Charles Ghilani and Paul Wolf,
Wiley.
Topics Covered:
Nature of measurement
Statistical analysis of random errors in measurements
Propagation of errors
Analysis of errors and mistakes in indirect measurement
Mathematical methods used in surveying sciences
Weights of observations
Precision of indirectly determined quantities
Least squares adjustments of survey data with applications to observed data with
redundant measurements.
Computer
Usage:
Required
Equipment:
Course
Students will use matrix software that comes with text book.
N/A
Grading:
Library Usage:
Course
Assessment:
Professionalism
and Ethics:
Course
Coordinator:
90-100%:
A
80-89%:
B
70-79%:
C
60-69%:
D
Below 60%:
F
•
CO1: Homework assignments & traditional exams.
•
•
• CO4: Homework assignments & traditional exams.
further details.
environment.
Course covers professional liability, ethics, boundaries creation, property surveying
and ownership, retracement surveys, evidence & preservation of evidence,
easements, and role of surveyor in court.
Goals/Objectives To provide students with a background and basic understanding of the laws and
procedures relating to the practice of boundary surveying.
of the course:
CO1:
Course
Outcomes:
• Students will have solid understanding of the basics, laws and procedures
relating to the practice of boundary surveying.
CO2:
• Students will be able to carry out good root of title through property records
search and understand the importance of public recording of property
records.
CO3:
• Students will be able to establish the location of section corners of
sectionalized lands.
CO4:
• Students will be able to professionally comply with established surveying
standards, and understand the role of surveyor in court.
Relationship to
BSET Program
Outcomes:
CO1
X
X
CO2
X
X
X
CO3
CO4
X
X
Brown, Robillard and Wilson, Evidence and Procedures for Boundary Location, 4th
Ed, John Wiley & Sons, Inc. 1994
Textbook:
Catalog
Description:
Topics Covered:
Computer
Usage:
Homework
assignments:
Brown, Robillard and Wilson, Boundary Control and Legal Principles, 4th Ed, John
Wiley & Sons, Inc. 1995
Professional liability & ethics
Professional statute & role of the surveyor
How boundaries are created
Courthouse research
History of property surveying
History of property ownership
Creation of non-sectionalized boundaries
Sequential & simultaneous conveyances
Riparian & littoral boundaries
Retracement surveys
Evidence & preservation of evidence
Easements & writing of legal descriptions
The role of surveyor in court
Students are required to use ArcView 3.3, MS Word, and MS Excel.
Courthouse research: students will complete a historical research project of the
assigned property utilizing the county courthouse. The research is to include a
reverse and forward search of the property for a 100-year period.
Boundary plat: utilizing the information that will be provided by the instructor,
students are to complete a boundary plat of the property. Project should meet the
minimum requirements of the Florida Board of Examiners of Surveyors and
Mappers. Additionally, the student is to complete the courthouse research for the
project.
Legal briefs: these consist of review of a case assigned in class pertaining to the topic
of the lecture. Students will complete the assignment in a format that will be
provided during the lecture.
Legal Description: utilizing the information provided by the instructor, students are
to compile a complete and accurate description of the property. Once the description
is returned, the student will make correction to the document and return to the
instructor at the next class meeting.
Sectionalized lands: assuming that they are engaged to do a survey in a section
located in a public land survey system, students will be given a township info within
which this section to be subdivided under instructions that set closing corners on one
boundary of the township. Students are to set the corners of lots on the specified
boundary of the township.
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
N/A
90-100%:
A, A80-89%:
B+, B, B70-79%:
C+, C, C60-69%:
D+, D
Below 60%:
F
•
•
•
• CO4: Homework assignments & traditional exams.
further details.
environment.
Course
Coordinator:
Catalog
Description:
Goals/Objectives
of the course:
Course
Outcomes:
Course covers history of GPS, Reference System, GPS Signals, GPS Observables,
GPS errors, Differential GPS, Kinematic GPS, and data Adjustments.
To provide students with the basic concepts of GPS including GPS Signals,
Reference System, Observables, GPS errors, Differential GPS, Kinematic GPS, and
GPS data Adjustments. Students will learn GPS survey planning; figure design, data
processing, and adjustments utilizing Trimble Geomatics Office Software.
CO1:
• Students will have understanding of the theory and practice of
positioning/surveying with GPS.
CO2:
Students will be able to identify the suitable GPS surveying method for the
specific application, plan the GPS survey, complete data collection, be able
to observe and post-process GPS data
CO3:
• Students will be able to use GPS equipment in the filed to complete GPS
survey, real-time kinematic (RTK) or static.
CO4:
• Students will be able to perform GPS coordinate transformation and learn
about the tools available for datum transformation.
Relationship to
BSET Program
Outcomes:
CO1
X
X
X
CO2
X
X
X
CO3
X
X
X
CO4
X
X
X
Textbook:
GPS for Land Surveyors, 2nd ed. Van Sickle, Jan., CRC Press.
Topics Covered:
GPS satellite orbits
GPS Signals
Reference System in GPS
GPS Observables
GPS errors
Differential GPS
Kinematic GPS
PS data transformation
GPS survey planning;
GPS data processing.
Computer
Usage:
Required
Equipment:
Students will use Topcon tools and Trimble Geomatics Office GPS processing
software systems.
HiPer Lite + “base and rover” GPS Unit from Topcon ® and the Trimble® 5700
GPS
90-100%:
A, A80-89%:
B+, B, B70-79%:
C+, C, C-
Course
Grading:
Library Usage:
Course
Assessment:
Professionalism
and Ethics:
Course
Coordinator:
60-69%:
D+, D
Below 60%:
F
•
•
CO2: Field and Homework assignments
•
CO3: Field assignments
• CO4: Homework assignments.
further details.
environment.
Assorted topics in cartography are covered including coordinate systems, dot maps,
data models and map digitizing, multivariate mapping, data measurement,
typography, map compilation and map production.
Goals/Objectives To provide students with a theoretical foundation of cartography and the application
of cartographic and digital mapping systems.
of the course:
CO1:
Course
Outcomes:
• Students will have solid understanding of the theory and practice of map
making.
CO2
• Students will be able to apply current cartographic knowledge and adapt to
emerging geospatial technology.
CO3
• Students will be able to design, compile, and produce digital mapping
products.
CO4
• Students will be able to professionally comply with established mapping
standards.
Relationship to
BSET Program
Outcomes:
CO1 X
X
CO2
X
CO3
X
X
CO4
X
X
Catalog
Description:
Textbook:
References:
Robinson, Morrison, Muehrcke, Kimerling, and Guptill 1995, Elements of
Cartography, 6th edition, John Wiley.
1. Cartography; Thematic Map Design, 4th edition, Dent, B. 1996.
2. How to lie with Maps, 2nd edition, Monmonier, M. 1996.
Topics Covered:
Nature of Cartography
Basic Geodesy and Map Projections
Scale, Reference, and Coordinate Systems
Census and Spatial Sampling
Dot Maps & Dot Proportion/ Choropleth
Data models for Digital Cartographic Information
Map digitizing / Digital Databases
Isarithmic Mapping
Cartographic Design
Bivariate & Cartograms
Multivariate Mapping and Modeling
Data Measurement & Basic statistical processing
Color theory and models
Typography
Map compilation & Map production
Cartographic Abstraction
Computer
Students are required to use ArcView 3.3, MS Word, and MS Excel.
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Library Usage:
Course
Assessment:
Course Policies:
Lab#1:
Lab#2:
Lab#3:
Lab#4:
Lab#5:
Lab#6:
Lab#7:
Lab#8:
Lab#9:
Lab#10:
Lab#11:
Introduction to Arc/View 3.3
Basic Geodesy
Map Projections
Maps and Map Scale
Dot and Choropleth Maps Creation
Isarithmic Mapping
Thematic Map Design
Non-contiguous Cartograms
Regression Analysis
Map Generalization
Intro to Remote Sensing
N/A
Quizzes
5%
Weekly laboratory assignments
40%
Two mid-term exams
30%
Final exam (comprehensive)
25%
•
CO1: Weekly laboratory assignments
•
• CO3: Quizzes
In order to facilitate the grading of submitted laboratory assignments, the following
rules must be adhered to. Failure to comply with these rules and requirements will
result in an immediate zero grade on your lab assignment.
2. The software you will use for the course laboratory assignments is ESRI®
Arc/View 3.3.
3. Your laboratory report should be prepared in MS Word format and the first
sheet of your report shall have the following information across the top;
Course number, Course Title, Homework/laboratory assignment number and
Name (last, first).
• Your laboratory report should have the following sections:
• A title: The title of the laboratory/homework exercise.
• Objectives: State what the objectives or purpose of the laboratory/homework
exercise are with reference to the original handout.
• Procedures: A brief description of the step-by-step process of completing the
laboratory/homework exercise and getting the lab tasks done.
4. To include graphics, images or digital maps in your MS Word report, use the
“print screen” key in your keyboard to copy and paste into your document.
You may use the “Paint” software to edit what you capture with “print
screen” key before you insert it in your MS Word report. Submissions in any
format other than MS Word will not be accepted.
5. Laboratory assignments are due by 5:30 pm on the assigned due dates. Late
submittals will not be accepted unless legitimate hardship can be shown.
Professionalism
and Ethics:
Course
Coordinator:
Strict adherence to this rule permits homework to be graded consistently and
quickly.
6. Homework and lab assignments must only be submitted in hardcopy format.
E-mail submissions will not be accepted.
further details.
environment.
Standard Course Outline
Catalog
Description:
Course
Outcomes:
CO1: Understand most-used commands (icons tools) and when to select one
command versus another command. Examples: Extruded Boss, Extruded Cut, and
and Mirror.
Description: This course in computer-aided drafting/design provides the student with
the opportunity to approach detailed and intricate drafting/design problems from a
computer perspective.
[Revised] Course prerequisites: Junior Standing or CI.
Goals/Objectives CAD design for all areas of applied engineering, including mechanical and
architectural. Overview of value of 3D CAD designs because of all the useful
of the course:
analysis tools. Examples: (a) Automatic stress analysis and fill analysis. (b)
SolidWorks Cosmos pictorial stress analysis can be done with ---no--- prerequisite
knowledge of how stresses are calculated.
CO2: Understand concept of reusing and modifying things that are in your (a)
personal and (b) professional parts library. Understand concept of "never waste time
drawing something twice."
CO3: Understand design of entities, by doing series of tutorial real-world examples.
CO4: Understand how easy it is to obtain computer solutions related to analysis.
Examples: Cosmos stress analysis of oven rack.
Relationship to
BSET Program
Outcomes:
ETD 3350C contributes the following to the BSET program outcomes:
CO1 X
X
CO2 X
X
CO3 X
X
CO4 X
X
Textbook:
Textbook: Author: LUEPTOW
Title: SolidWorks Design Kit cd & book
Publisher: Prentice Hall
Edition: 7/18/2005
ISBN: 0132261812
Kit/Package/ShrinkWrap=isbn 0132261812. Retail Price about $70. Contains both
SolidWorks Design Kit dvd cdrom (0131722697) which has software, plus book
Learning SolidWorks (0131409743) Bundled together are isbn 0132261812
Lab Manual: Step-by-step eTutorials on the dvd rom above.
References:
Topics Covered:
Internet, eHandouts, Department avi files, and websites.
Lesson 1
- Parts
Mold Design
Computer
Usage:
Laboratory
Exercises:
Required
Equipment:
Course
Grading:
Lesson 2 - Assemblies
Lesson 3 - Drawings
AutoCAD and SolidWorks
3D Sketching
MoldflowXpress
Multibody Parts
Pattern Features
PDMWorks
Advanced Design
Advanced Drawings
Assembly Mates
COSMOSXpress
Design Tables
PhotoWorks
Revolves and Sweeps
Sheet Metal
SolidWorks Animator
SolidWorks API
eDrawings
SolidWorks Utilities
FeatureWorks
Surfaces
Fillets
Toolbox
Import/Export
Weldments
Lofts
This course is a hands-on computer usage course, using cad and documentation
software.
Classes are hands-on use of cad software. See Topics above.
PC with SolidWorks software.
33 percent each for 3 hour lab tests 1, 2, and 3. Optional grading is available for
100 percent attendance at all labs.
Library Usage:
Physical paper library--minimal or none. Internet used as reference. Webct eHandouts and
avi files are an electronic library.
Course
Assessment:
CO1: Create or modify real-world designs and document use of commands during a
lab test.
CO2:
Document using and modifying blocks in a lab test.
CO3:
Document choosing a good solution to engineering problems in a lab test.
CO4: Document solutions in a lab test. Example: Do Cosmos (a) stress analysis
or (b) fill analysis to create a part.
Course Policies:
Additional
further details.
environment.
3Computer Skills/Usage
Course
Information,
Policies and
Expectations:
• WebCT and e-mail will be used to communicate with students and disseminate materials and
assignments throughout the course. So LIVE and FEEDS students should check WebCT and
4Course Assignments
1• All assignments must be submitted via WebCT, unless specified otherwise.
concepts. However, all WebCT assignments and exams MUST be completed
individually.
Exams
All exams will be on line. Students will be given a time window during which the
exam can be taken. If students have problems submitting their exam for any reason
(system is down etc.), they need to get in touch with Kim Okamoto, the WebCT
specialist for the college at 407-823-5248 or email her at kokamoto@mail.ucf.edu. Any
other question about the exam should be directed to the instructor.
trips, etc.
2• Make-up labs, homework and exams will only be permitted under extreme
circumstances.
Course
Coordinator:
King Osborne, osborne@mail.ucf.edu
Catalog
Description:
Students are required to design individual or group projects involving project
definition, planning, development, testing, and evaluation. Progress reports and a
final oral presentation and formal written report are required.
Goals/Objectives This is the capstone course for all of the Engineering Technology majors. In this
course, students are required to come up with a proposal for an engineering project of
of the course:
interest to them, define, plan, develop, test, and evaluate the project.
CO1:
Course
Outcomes:
• Students will have an understanding of the basics of project’s proposal
writing.
CO2
• Students will be able to define, plan, develop, test, and evaluate an
engineering project.
CO3
• Students will be able to present, demonstrate, and defend their projects.
Relationship to
BSET Program
Outcomes:
CO1 X
X
CO2
X
X
X
X
CO3
X
X
X
None required.
Textbook:
Vary according to the student’s project. Students are encouraged to use the library
References:
and the World Wide Web to find references relevant to their projects.
MS Word, MS Project, MS EXCEL, MATLAB, CAD and any software chosen by
Computer
students to complete their projects.
Usage:
Equipments:
Any equipment chosen by students to complete their project.
Project Proposal
6%
Course
3 Progress Reports
9%
Grading:
Final Project Report
Final Oral Presentation & Project Demonstration
40%
45%
Library Usage:
researching material related to their topics.
Course
Assessment:
•
CO1: Project proposal, project progress reports, final project report, final
project presentation
•
CO2: Project proposal, project progress reports, final project report, final
project presentation
•
CO3: Project’s Oral presentation & project demonstration
Course
Policies:
Course
Coordinator:
Grading Objections:
further details.
environment.
As of Spring 2008, Dr. Ali Mehrabian: mehrabia@mail.ucf.edu
Phone: (407)823-4754
Senior Design Project – ETG4950C (3 credits)
-----------------------------------------------------------------------------------------------------------Overview of the Course
ETG4950 is a design course which consists of teams of one to three students approved by the professor.
It is an “all laboratory, hands on, minds on” course and time is managed by the individual or team
members. It is your responsibility to schedule time each week for research, design, and fabrication of
your project.
A project log-book will be kept in accordance with the rules included in this document. This project logbook can be a computer-generated document in which students keep track of their group discussions,
brain-storming, meeting minutes, crude calculations, time spent on the projects, etc.
The Senior Design Project must conform to the general guidelines outlined in this document and other
documents posted on WebCT. A written project proposal must be submitted in advance by the deadline
listed on the next page of this document and approved by the instructor. Any significant deviations must
be submitted in writing seven days in advance to the instructor for his approval. Approval will consist of
an initialed electronics copy of the project proposal and request for approval which should be attached to
the electronic copy of the project proposal.
An engineering project always involves a set of specifications. Before starting the design process, and
surely before any equipment is built and tested, a firm specification must be agreed upon by the customer
and the engineer. Therefore, start by preparing a set of specifications that include the absolute minimum
and maximum values of all crucial "design goals." You will not be graded on how well your final product
meets the prepared specifications; but the depth to which the original specifications goes and the extent to
which it truly specifies the anticipated product is part of your design project and will be graded. In other
words, the final result of your project will be graded based on your project proposal. You must complete
all of the goals that you outline in your proposal. The deadline for the submission of the project proposal
is given in the following page.
Note that when overhead and profit are considered, engineering time is quite expensive. Keep a daily
record of time spent on your project and use the rate of $25.00 per hour to determine the labor cost for the
project. An estimate of the overall project cost including the total labor should be included in you final
report.
The results of the design project will be: (a) presented orally by either you working as an individual or all
members of your team and (b) submitted as a written report prepared in accordance with the instructor's
guidelines (ONE WRITTEN REPORT PER GROUP). Oral presentations will be "open to the public"
and will be scheduled during the last week of the semester.
Course Grading Policy:
3 Project Progress Reports
Labeled as PR1* through PR3* at 30 points each
Project Proposal*
Final Project Report*
Oral Presentation & Project Demonstration*
Total
90 points (9%)
60 points (6%)
400 points (40%)
450 points (45%)
1000 points (100%)
Grading Scheme:
900 - 1000 = A
800 – 899 = B
700 – 799 = C
600 – 699 = D
599 & below = F
* For all due dates, please refer to the class website.
Part I - Rules for Project Log Book
1.
Notebooks are to be bound, no spiral binders or loose leaf. They can also be computer
generated but the same bounding rule applies.
2.
All pages must be numbered for the purpose of indexing.
3.
Each entry must be dated and the total time spent recorded.
4.
Each new activity/experiment must start on a new page.
5.
If the log book entries are not typed, DO NOT ERASE. Errors can be corrected by
drawing a single line through the entry, initialing and dating the correction. Use a pen!!!
6.
Graphs and other entries, including instruction sheets can be glued or stapled into the
notebook.
7.
The logbook is a chronological record of your work -- not an experiment-by-experiment
record.
8.
An index, showing each experiment and the pages on which approximate entries are
made should be started on the fourth page from the end of the notebook.
9.
Record all data directly in the notebook, not on a piece of scrap paper later to be
transferred in the notebook.
10.
Log books serve as scientific diaries and should include the following:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
All preliminary calculations and designs
All test circuits used in the experiment with all parts properly labeled
Observed data (be complete)
Calculated results
Curves - properly labeled
Record sketches. For example: Sketches of waveforms obtained
Conclusions
An account of all difficulties encountered and the methods used to overcome them.
The notebooks may be reviewed periodically by the instructor, and they will be collected for
grading at the end of the course as part of the Final Report Grade.
Part II – Project Oral Presentation & Project Demonstration
Project oral presentations and demonstration are scheduled during the last week or two of the
semester. These are open to the public. Non-participating students, faculty and administrators
are encouraged to attend and ask questions. Attendance by student members of the project is
mandatory. Do not, therefore, plan to give your presentation and report and then be absent from
all the others.
We expect these reports to be give on a highly professional level. Business dress during
presentation is required. Timing is very important. We will limit the formal talk to 15 minutes,
questions to and demonstration to 10 minutes. A five minute interval between presentations will
enable the next group to set up their demonstration.
Since timing is important, a prior practice session involving you and your partner (and invited
guests if you wish) will be necessary. Do not leave the timing to chance. You will surely run
over time or get involved in an embarrassing situation.
The presentation must be prepared in MS power point be split between the all members of your
team. One partner might, for example, handle the formal report and the other handle the
demonstration. However it is done; keep it on a smooth, professional level.
You can assume the audience has a technical background at the associate degree level. You
cannot assume that the entire audience knows what your project is trying to achieve. Several
minutes of overall introductory description of the project will keep the audience with you neglect of this section of the report will lose the audience before you start.
The presentation room will include a computer and an LCD projector. Your presentation must
be made using this equipment only. You may not utilize an overhead projector, whiteboard, or
paper easel.
You must bring your presentation on a CD. DO NOT bring only a USB memory key. However,
you may bring one as a backup measure. It is good practice to try the CD on another computer
to make sure that it will operate and that all pictures/movies are contained in the presentation.
Part III - Final Project Written Report
A comprehensive project report is one of the requirements for completion of ETG 4950C. The
requirements for this report are rather stringent. These requirements are outlined and discussed
in the following paragraphs.
In many companies all of your work as an engineering technologist will be presented in written
form. Your work and worth to the company will be judged by what you present on the printed
page.
The required format for reports for this course is:
1) Abstract
2) Background of the Topic
3) Review of Current Literature
4) Experimental Method
5) Experimental Results
6) Conclusions
7) List of References
8) Bibliography
9) Appendices – Including your project proposal.
1) The Abstract is a very concise synopsis of what your project is and what is contained
in the report. It will typically consist of one paragraph. It is usually written last once the
entire report is completed.
The next two topics are included for several reasons. It is vital that you learn to use standard
engineering library reference techniques. You will need them after graduation. Diligent use of
the library will also aid you greatly in your design project for this course. Each hour spent in the
library will save several, usually many, hours of design and experimental work.
2) The Background of the Topic is required to insure that you are aware of techniques
that have been applied to your project in the past. Include information on similar
products, projects or designs that have been attempted or completed by other people
working in the field. This section should essentially be a justification of why you are
attempting this project.
3) The Review of Current Literature should be of great help in your design project. We
are asking "How are other designers doing the job now?" In fast-moving fields,
references cited would typically be less than two years old. This also involves published
data about systems not yet available on the market. This information can also include
websites.
4) The Experimental Method section describes your work. It usually begins with a block
diagram then discusses the blocks. Circuits and software you designed and used will also
be discussed. It includes the design specifications.
5) Experimental Results include a verbal discussion supported by curves, tables, etc.
6) The Conclusion sums up the whole project. If you had to do it over, what would you
do differently? Discuss the cost of the project in terms of the material or parts and the
labor costs.
7) List of References includes all references cited in the paper including website.
8) Bibliography includes references not cited that were useful to you.
9) Appendices include materials that contribute to the paper but are too bulky or not
suited to the main body of the text. Example: computer printouts, lengthy calculations,
special data sheets, etc. Also include a copy of your original Project Proposal.
The report should be typed doubled spaced. The left margin should be one and one-half inches
wide. The right, top, and bottom margins of each page should be one inch wide.
In the body of the report, a note to a reference in the list of references should be placed in the line
with a number enclosed in parentheses. Numbered entries in the list of references and/or
bibliography should use the IEEE reference/bibliographic format for technical reports.
Each figure should have a figure number and a caption with the word figure abbreviated and
capitalized e.g.
Fig. 4 Block Diagram of Lunar Lander.
Landscape figures should be placed in the bound report so the figure number and caption
are to the right when you face the page, e.g. binding is to the left. Ideally, a reader should be
able to obtain all the information necessary to interpret a graph or a figure by studying the page
without having to refer to the text. The axes of a graph must be labeled, including the proper
units. Measured points on a curve should be so indicated with suitable symbols such as small
circles, small triangles, etc. Theoretical curves on graphs have no such symbols. Of course, the
curves are usually smooth and continuous. If more than one curve appears on a graph, use
different line types such as a solid line, a broken line, or a dash-dot line. You are encouraged to
use Excel or other relevant software for presenting graphs and curves.
Tables should be numbered with Roman numerals and should have a title, e.g.,
Table II Transistor Performance Data.
Equations should be numbered consecutively. Place the equation number on the right side of the
page and number the equations by sections. For example, the third equation in section IV of the
report would be (4-3). This procedure reduces the amount of work necessary in renumbering
equations as revisions are made in the report. Microsoft Word or other word processors can be
used for typing equations and for easily numbering them as well.
The written report should be stapled without a cover. DO NOT waste your money on
commercial covers as they are usually discarded before filing. Pages should be numbered except
for the first page or title page. This page should contain (just above center of the page):
the title of the project
your name,
your partner’s name
And the following words (just below center of the page):
Technical Report Submitted In Partial Fulfillment of the
Engineering Technology Project Course
ETG 4950C
Fall Semester, 2006
Submission date…..
The second page should be the table of contents. It will list the topics and the page numbers.
Following the table of contents, an index of symbols used in the technical report should be
included. This index contains the symbol and the meaning of the symbol. Acronyms can also be
included here. An index to figures should follow the index of symbols. This page will contain
the figure number, the figure caption, and the page number of the figure.
Lower case Roman numerals should be used for numbering the title page, the table of contents,
the index of symbols, and the index of figures. Although the title is page "i", do not place a
number on it. Starting with the abstract, use Arabic numbers for numbering this page and
following pages.
The form for reference/bibliographic entries varies somewhat from one technical journal or
publisher to another. The form to be used for reference/bibliographic entries for the technical
report is that used by the IEEE. See any of the IEEE journals or groups for the proper format or
consult the IEEE Author Kit.
WE EXPECT AND KNOW YOU WILL WANT TO DO A PROFESSIONAL JOB!
PROJECT PROPOSAL
References: Extensive use of the library will be required of each student team. Sufficient books
and journals such as those published by the IEEE and the Engineering Index are available in the
Library.
Goals: The Project Proposal is designed to increase the probability of each student’s success in
their chosen Senior Design project. The student is expected to do extensive research on a project
that is decided upon in consultation with the ENT Department faculty. Each student should
generate several ideas for his or her project. Each idea should then be researched and the student
should decide which idea would make a suitable project for the 15 week semester. Students may
seek advice and suggestions from their ENT faculty advisor. To successfully complete the
project proposal, students are expected to:
• Identify an appropriate and manageable topic that will be the basis for a senior project
that can be designed and built in a 15-week semester. A concise statement of objectives
and what you intend to design and build will be one of the outcomes in this course.
• Conduct a background history of the topic, a current literature search of the topic, and a
list of references pertaining to the topic and submit this material in IEEE format along with
the completed project proposal.
• Prepare the proposal appropriate to the objectives of the project, including a time line for
completing the various tasks to complete the project (see sample in this document), and
• Complete a written proposal for the senior project that you will design and build.
• The proposal should include an Engineering Specification (see sample in this document).
• The entire project proposal should not exceed 5 pages and should be submitted to the
instructor via email in Microsoft Word format.
NOTE: it’s very important to identify in your proposal an ENT faculty mentor,
who is familiar with the topic of your proposal and that he/she agrees to be your
project mentor.
REVIEW OF CURRENT LITERATURE
As you write about the Review of Current Literature for this course, please use the following as a guide. Pay
particular attention to the format of this part of the paper.
You are writing about the articles, Not about your project. You are trying to tell your audience whether the article
was useful to you. List only articles that have some relevance to your project -- no need to give reviews of articles
that have no relevance to your project. For each article reviewed you should:
1) Give the reference number from your reference listing, title, author, publication, and date of publication.
Underline the title. Please use the IEEE format style as was given to you earlier in the semester for the
actual reference list which will come later in the paper.
2) Present a one or two sentence synopsis of the contents of the article.
3) Tell whether the article contained useful circuit diagrams, component values, curves, flow charts,
photographs, bibliography, etc.
You are trying to tell your readers whether to invest their time and effort in finding the articles that you reviewed.
You are not trying to present a condensed version of the article.
Please see the next page for a sample write-up for the Review of Current Literature and a sample for the List of
References.
SAMPLE
Review of Current Literature Sample
[3] China’s Food, by Vaclav Smil, which appeared in The Scientific American, Dec. 1985,
provides a comprehensive discussion of China’s food needs and her success, or lack of it, in
meeting these needs.
The author points out that China was unable to provide adequate nutrition during drought and
flood years prior to the establishment of the Peoples Republic in 1949.
Initial U.S. estimates were that collectivization of farms between 1959 and 1961 was the cause of
16.5 million deaths by starvation. Recently released data has increased that number to 30 million
deaths and about 33 million lost or postponed births.
The author concludes that China’s nourishment, while less than developed countries, is adequate
at the present but is far from assured for the future.
The article includes three pages of color photographs, several clear and useful graphs, and a short
bibliography.
The following list of references would be placed on its own separate page.
List of References Sample
[1] ...
[2] ...
[3] Vaclav Smil, “China’s Food,” The Scientific American, vol. 43, pp. 45-50, Dec. 1985.
[4] ...
Sample Timeline
Week
Task1
Task2
Task3
Task4
Task5
1
2
3
4
5
6
7
8
9
10
*******
******************
**********
***********
***************
Include a detailed description of each task.
Preparation of Engineering Specifications
Your first task in ETG 4950C will be to prepare an engineering specification to cover the design
project. In some cases, it will not be an item of hardware you are specifying, but will be an
engineering study of some type.
In either case, your specification should be written under the assumption that someone else will
be doing the work and you are telling the person what you expect. What is the least you will
accept? On what basis will you decide that the person or company has adequately supplied the
goods or services? At the beginning, include a short paragraph describing such things as
operating conditions, environment, lifetime, duty cycle, who will operate the equipment, etc.
An example of each type of specification is given below:
25 Watt Audio Amplifier
This amplifier will be used in a residential environment. It is expected that this amplifier will
operate over eight years without major repairs. This equipment shall be safely operable by a
wide age range of family members. Controls shall easily be viewed and operable from the front
panel.
Power Output:
Frequency Response:
Hum and Noise:
Inputs:
Output Impedance:
Controls:
Active Devices:
Power Required:
Maximum Overall Size:
Maximum Weight:
Operating Ambient Temperature:
Case:
25 Watts with less than 1.5% distortion
± 2dB, 20-18, 000 Hz
70 dB below rated output
Microphone, 100,000 or 200 ohms unbalanced,
RCA jack
4, 8 and 16 ohms
Mike 1, Fader, Master Volume, Bass (+8 dB to
-19 dB at 50 Hz), Treble (+12 dB to -15 dB at
10 kHz), Power Switch
All semiconductors
105 - 125 VAC 50/60 Hz, 200 watts maximum
4” x 14” x 12”
10 pounds maximum
40 to 120 deg. F
Oak veneer plywood at least 3/8" thick
HYDROELECTRIC POWER PLANT STUDY
Objectives: To study the characteristics of all the hydroelectric power stations on the Susquehanna River.
Information of Interest:
A. Hydro
(a) Water head
(b) Flow rate
(c) Seasonal variations
(d) Type of turbines
(e) Ice problems
B. Electric
(a) Types and number of generators
(b) Excitation
(c) Frequency versus load
(d) Voltage generated and voltage of trunk lines
(e) Loading percentage as a function of time of day and season
(f) Reliability and maintenance
C. Cooling methods and characteristics
D. Esthetic, ecological, and environmental considerations
(a) Design for aesthetics
(b) Fish and other aquatic life
(c) Wetland considerations
The results of this study shall be presented in a technical report. The main emphasis shall be concerned with the
electrical equipment, but all the above characteristics shall be included for each station.
Brainstorming Guide
As mentioned previously in this document, you must select your project. A list of projects will not be supplied to
you. If you don’t already have an idea in mind then you may need to “Brainstorm.”
You can either brainstorm individually or with a group. It doesn’t necessarily need to be your future project group
but could be your parents or friends. Grab something to write on so you can record even your worst ideas. Start
with your interests. This doesn’t mean “well I liked op-amps so…” I mean your interests such as watching movies,
playing Xbox, playing guitar, listening to my MP3 player, sitting in the park, your real interests. Now let’s take one
of the interests I just listed such as Xbox (Xbox is a video game console). Start thinking about things you wish you
could do to improve your game playing experience. How about a wireless controller that takes any controller you
like and send the signal wirelessly to the console. Or maybe a low-frequency rumble seat that connects to your
sound system (sometimes called a kicker for low-frequency environmental (LFE) sounds). Maybe a rechargeable
battery power system to make it mobile. Back to the MP3 player…maybe a device that creates a laser light show
when attached to the headphone jack. For your guitar, maybe a music trainer. Brainstorming means that you just let
the ideas flow and start writing them down. After a session of brainstorming you then cut the bad ideas and the
impossible ones from the list. Then stop and go do something else. Come back to the list the next and start over. I
guarantee that after a few days one of these ideas will keep coming back and you will lock on to it. I can help you
decide if it is a good project idea. Good means that it is hard enough, or not too easy, or even possible using the
current state-of-the-art.
Here are some examples of past projects.
1. One student came to me and we started the brainstorming with “what are your interests.” He stated that he loved
working on and riding his motorcycle. After a few minutes he said one of the things he wished he could improve
was his taillight. I suggested maybe using LEDs. His response was that there were already LED taillights available
on the market. So my next question was what’s wrong with them and how can they be improved. He decided that
he really wanted them to blink rapidly when the brake was applied as a safety feature. He took this on as his senior
design project. The taillight consisted of 40 red LEDs mounted on a printed circuit board of his design. A
microcontroller received signals from the signal and brake switches on the bike. Then depending on the mode the
microcontroller turned the LEDs on and off. At the end of the project the taillight was mounted on his bike and fully
operational.
2. A student said his interest was basketball. He enjoyed reading all of the statistics for the different teams and
trying to predict the out come of each game. After brainstorming he decided to build a real-time predictive website
database. The website engine consisted of a database formed from all current statistics and a prediction algorithm
which he fine tuned through research and trial and error. At the end of his project he had a website where you could
select two teams and it would predict the point spread for an up coming game. The accuracy over several games
was highly accurate.
3. One student’s family owned a construction company that builds beach front condominiums. After brainstorming
he came up with a problem with all large multistory condominiums. It turns out that the sliding glass doors leading
to the balconies of each unit lacked a handicap accessible track. The sliding glass doors utilized aluminum tracks
that the average wheelchair could not easily ride over. His project consisted of a new track that could meet
hurricane codes and could easily be compressed by the wheel on a wheelchair.
All of these ideas originated from necessity as do all great ideas. There must be something in your life that you
would like to improve.
“Necessity is the mother of all inventions”
Plato
Here are some ideas for you….
Renewable energy generation devices
Anti-Hurricane construction
Rechargeable battery powered hairdryer
Automatic fish feeder
Ultraviolet purifying pet water dish
G-force meter for your car
Altimeter for a model rocket
Keep thinking….
Please note: This document is intended to provide general information from the professor to the student
to clarify expectations and procedures and to enhance communication in the course. This syllabus and
any information contains within are not intended or implied as a contract. Changes to this document
may occur, in which case the professor will communicate them to the students by different means of
communication.
APPENDIX B – FACULTY RESUMES
•
Eduardo Divo ............................................................................................................2
•
Ahmad Sleiti ..............................................................................................................4
•
Ali Mehrabian ...........................................................................................................6
•
Lucy Morse ................................................................................................................8
•
Nabeel Yousef ..........................................................................................................10
•
Tarig Ali...................................................................................................................12
•
Alireza Rahrooh ......................................................................................................14
•
Ron Eaglin ...............................................................................................................16
•
King Osborne ..........................................................................................................19
•
Nebil Misconi...........................................................................................................21
•
Karla Alvarado-Moore...........................................................................................22
•
Kevin Erhart............................................................................................................25
BSET ABET Self Study – Appendix B – Page 1
1.
2.
3.
4.
5.
6.
7.
EDUARDO DIVO, Assistant Professor
Name and Academic Rank:
Degrees with fields, institution and date:
Ph.D. Mechanical Engineering, University of Central Florida, Orlando, FL, 08/98
M.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 05/96
Analyst, Statistical Control, Monterrey Institute of Technology, Mexico-Venezuela, 12/93
Eng. Mechanical Engineering, UNITEC, Valencia, Venezuela, 08/92
Tech. Mechanics, UNITEC, Valencia, Venezuela, 05/90
Tech. Computers and Information, UNITEC, Valencia, Venezuela, 05/90
University of Central Florida experience, (Appointment date and Positions held):
01/08 – current BSET Program Coordinator, ENT, UCF
08/03 – current Assistant Professor, ENT, UCF
08/05 – current Joint Appointment, Assistant Professor, MMAE, UCF
01/02 – 08/03 Visiting Assistant Professor, MMAE, UCF
08/98 – 01/02 Adjunct Professor and Research Scientist, MMAE, UCF
05/96 – 08/98 Teaching and Research Assistant, MMAE, UCF
Other related experience, teaching, industrial etc.:
01/99 – 12/99 Research Engineer, Dual Incorporated, Lake Mary, FL
01/96 – 08/98 Research Engineer, Applied Technologies, Orlando, FL
01/96 – 12/96 Design Engineer, Teslatronics, Orlando, FL
08/92 – 05/94 Special Project Coordinator and Assistant Professor, UNITEC, Valencia, Venezuela
Consulting, patents, etc.:
UCF Sponsored Research: Lockheed Martin Missiles and Fire Control (LM-MFC), Orlando, FL;
Siemens-Westinghouse Power Corporation (SWPC), Orlando, FL; DotDecimal, Sanford, FL;
Sciperio, Orlando, FL; nScrypt, Orlando, FL; State of Florida Turbine Initiative (SFTI); Florida
Space Research Initiative (SRI); Florida High-Tech I-4 Council; Space Alliance Technology
Outreach Program (SATOP), Titusville, FL; Dell Higher Education; and UCF Internal Programs.
Consulting: General Dynamics, Orlando, FL; Engineering Technology Incorporated, Orlando, FL;
ZONA Technology, Scottsdale, AZ; RINITech, Orlando, FL; NASA Glenn Research Center,
Turbomachinery Division, Cleveland, OH; Applied Technologies Associates, Orlando, FL; Dual
Incorporated, Lake Mary, FL; and Supervision International Inc., Orlando, FL.
State(s) in which registered:
Principal publication of last five years:
- Divo, E., Kassab, A.J., and Erhart, K., “Domain Decomposition Techniques for Boundary Elements.
Applications to Fluid Flow,” Ch. 5 in Parallel BEM and Mesh Reduction Methods, Popov, V.,
Power, H., and Skerget, L. (eds.), WIT Press, Billerica, MA, 2007, pp. 147-186.
- Divo, E. and Kassab, A.J., “An Efficient Localized RBF Meshless Method for Fluid Flow and
Conjugate Heat Transfer,” ASME Journal of Heat Transfer, Vol. 129, 2007, pp. 124-136.
- Divo, E. and Kassab, A.J., “Transient Non-linear Heat Conduction Solution by a Dual Reciprocity
Boundary Element Method with an Effective Posteriori Error Estimator,” CMC: Computers,
Materials, & Continua, Vol. 2, No.4, 2006, pp. 275-288.
- Divo, E. and Kassab, A.J., “Iterative Domain Decomposition Meshless Method Modeling of
Incompressible Flows and Conjugate Heat Transfer,” Engineering Analysis with Boundary
Elements, Vol. 30, 2006, pp. 465-478.
- Divo, E. and Kassab, A.J., “A Meshless Method for Conjugate Heat Transfer Problems,”
Engineering Analysis with Boundary Elements, Vol. 29, No. 2, 2005, pp. 136-149.
- Divo, E., Kassab, A.J., Kapat, J.S., and Chyu, M.K., "Retrieval of Multi-Dimensional Heat Transfer
Coefficient Distributions Using an Inverse-BEM-Based Regularized Algorithm: Numerical and
Experimental Examples," Eng. Analysis with Boundary Elem., Vol. 29, No. 2, 2005, pp. 150-160.
- Kassab, A.J., Wrobel, L.C., Bialecki, R.A., and Divo, E., “Boundary Elements in Heat Transfer,”
8.
9.
10.
11.
12.
13.
Chapter 4 in Handbook of Numerical Heat Transfer, Wiley, Vol. 1, 2nd Edition, 2005, pp. 125-166.
- Divo, E., Kassab, A.J. and Rodriguez, F., "A Parallelized Iterative Domain Decomposition
Approach for 3D Boundary Elements in Non-Linear Heat Conduction," Numerical Heat Transfer,
Numerical Heat Transfer, 2004, Part B: Fundamentals. Vol. 44, No. 5. pp. 417-437.
- Divo, E., and Kassab, A.J., "An Efficient Singular Superposition Technique for Cavity Detection
and Shape Optimization," Numerical Heat Transfer, 2004, Part B: Fundamentals, Vol. 45, pp. 1-30.
- Divo, E., Kassab, A.J., and Ingber, M.S., “Shape Optimization of Acoustic Scattering Bodies,”
Engineering Analysis with Boundary Elements, 2003, Vol. 27, pp. 695-703.
- Divo, E. and Kassab, A.J., Boundary Element Method for Heat Conduction: with Applications in
Non-Homogeneous Media, WIT Press, Billerica, MA, 2002.
Scientific and professional societies:
- American Society of Engineering Education (ASEE)
- American Institute of Aeronautics and Astronautics (AIAA)
- American Society of Mechanical Engineers (ASME)
- Society of Hispanics Professional Engineers (SHPE), UCF Chapter Faculty Advisor
- Pi Tau Sigma, National Mechanical Engineering Honors Society
Honors and awards: (last five years)
- State of Florida University System. Teaching Incentive Program, 2006-2007.
- Faculty Excellence Award. College of Engineering and Computer Science, 2006-2007.
- Fellow of the Wessex Institute of Great Britain, 2004-present.
- Teacher of the Year Award, Pi Tau Sigma, 2001-2002.
Institutional and professional service in the last five years:
- Program Coordinator for BSET, ENT, 2008-.
- Member of the CECS Scholarship and Excellence Awards Committees, 2008-.
- Faculty Mentor and Content Developer for the UCF EXCEL Program, 2007-.
- Member of the Editorial Board, Int. Journal of Engineering Analysis (Elsevier), 2007-.
- Member of the ASME K20 Committee on Numerical Heat Transfer, 2007-.
- Member of the International Scientific Advisory Board for BEM/MRM Conferences, 2007-.
- Member of the Research Incentive Award (RIA) and In-House Committees, 2006-.
- UCF/CECS Outreach Program High-School Faculty Trainer, 2006-.
- Member of the UCF/CECS Undergraduate Task Force Committee, 2006-.
- Developed iCLS Initiative for Classroom-less Content Delivery. Expanded the Initiative to CECS
and ENT Courses. Participated as an iCLS trainer for other CECS Faculty Members.
- Host to UCF-UC (University of Carabobo, Venezuela) agreement for Visiting Scholars.
- University Library Advisory Committee (LAC) 2005-.
- Mentor for the Undergraduate Research and Mentoring Program (RAMP), 2004-.
- Faculty Advisor for the Society of Hispanic Professional Engineers, 2003-.
- Advisor and Lecturer for the Summer Program for Academic Careers in Eng., 1997-2006.
- Reviewer for International Journals: JHT, IJNME, C&F, IPSE, EABE, and IJHMT.
Professional development activities in the last five years:
- BEM/MRM Conferences: ‘04, ‘05, ‘07, ‘08. (Delegate, speaker, and co-chair)
- ECCOMAS Conferences: ‘05, ‘07, ‘08. (Delegate, speaker, and session chair/organizer)
- ASME SHT and WAM Conferences: ‘03, ‘04, ‘05, ‘06, ‘08. (Delegate, speaker, session org.)
- AIAA Thermophysics Conferences: ‘03, ‘06. (Delegate, speaker, and session panelist)
- CIMENICS International Conferences: ‘06, ‘08. (Delegate, speaker, and session chair)
- IPDO Conferences: ‘03, ‘07. (Delegate and invited speaker)
- EUROTHERM NHT Conferences: ‘05 (Delegate, speaker, and session chair)
Percentage of time available for research, scholarly activities, or professional development:
- 25%
Percentage of time commitment to the program:
- 100%
1.
AHMAD SLEITI, Visiting Assistant Professor
2.
Degrees with fields, institution, and dates:
• Ph.D. in Mechanical Engineering-Thermal Fluids, University of Central Florida, 2004
• Master of Science, Mechanical Engineering, Thermal sciences, University of Jordan, 2001
• Bachelor and Master of Science in Mechanical Engineering, Rostov State Building University
(RISI), 1991
3.
University of Central Florida experience (Appointment dates and Positions held):
• 2007 – Present:
Visiting Assistant Professor
• 2005-2007:
Research Associate, Project Manager and Instructional Faculty
• 2004-2005:
Research Scholar/Scientist, Project Manager and Instructor
• 2001-2004:
Research and Teaching Assistant/Instructor
4.
• 11/03-05/04: Senior Mechanical Engineer, Electrodynamics Associates, Inc., Oviedo, FL
• 12/95-07/01: Project Engineer & Project Manager, Penta Group Engineering Co. Jordan
• 11/93-11/95: Design and Consulting Engineer, SIGMA Consulting Engineers, Jordan
• 10/91-10/93: R & Development Engineer, BETA Engineering Industries Co, Jordan.
5.
• Electrodynamics Associates, Inc., Oviedo, FL.
• Rini Technologies Inc., Oviedo, FL 32765
6.
7.
Principal publication in the last five years:
1. A. K. Sleiti and J. S. Kapat, 2005, " Fluid Flow and Heat Transfer in Rotating Curved Duct at High
Rotation and Density Ratios ”, ASME Journal of Turbomachinery, Volume 127, Issue 4, pp. 659667.
2. A. K. Sleiti and J. S. Kapat, 2006, " Effect of Coriolis and Centrifugal at High Rotation and Density
Ratios”, AIAA Journal of Thermophysics and Heat Transfer), Volume 20, No. 1, pp. 67-79.
3. R. Kumar, A. K. Sleiti and J. S. Kapat, 2006" Unsteady Laminar Buoyant Flow Through
Rectangular Vents in Large Enclosures”, AIAA Journal of Thermophysics and Heat Transfer, Vol.
20, No.2, pp. 276-284, April-June 2006.
4. A. K. Sleiti and J. S. Kapat, 2006 "An Experimental Investigation of Liquid Jet Array and Single
Phase Spray Impingement Cooling Using Polyalphaolefin", Experimental Heat Transfer Journal,
Volume 19, No. 2, pp. 149-163 April 2006.
5. A. K. Sleiti and J. S. Kapat, 2006" Comparison Between EVM and RSM Turbulence Models in
Predicting Flow and Heat Transfer in Rotating Rib-Roughened Channels”. Journal of Turbulence,
Volume 7. No.29, pp. 1-21, 2006.
6. A. K. Sleiti and J. S. Kapat, 2006 " Heat Transfer in Channels in Parallel-Mode Rotating at High
Rotation Numbers ”, AIAA Journal of Thermophysics and Heat Transfer, Vol. 20, No.4, pp. 748753, October-December 2006.
7. N R Nagaiah, A. K. Sleiti, S Rodriguez, J S Kapat, L. An and L. Chow, 2006 “A Novel Design and
Analysis of a MEMS Ceramic Hot-Wire Anemometer for High temperature Applications”. J. Phys.:
Conf. Ser. 34, pp. 277-282.
8. A. K. Sleiti , 2007, “Advanced cooling technology for rotors of high-power low-duty cycle
generators using polyalphaolefins” Journal of Synthetic Lubrication, Vol. 24, No.2, pp. 77-90,
March 2007.
9. A. K. Sleiti and J. S. Kapat, " Effect of Coriolis and Centrifugal Forces on Turbulence and Heat
Transfer at High Rotation and Buoyancy Numbers in Rib-Roughened Internal Cooling Channel”,
(Accepted by International Journal of Thermal Sciences), 2007.
10. A. K. Sleiti, Quan Liu, and J. S. Kapat, “Application of Pressure and Temperature Sensitive Paints
for Study of Local Heat Transfer to a Circular Impingement Air Jet”, Accepted by International
Journal of Thermal Sciences), 2007.
8.
9.
• Member of American Society of Mechanical Engineers (ASME),
• Member of American Institute of Aeronautics and Astronautics (AIAA),
• American Society of Heating, Refrigerating, and Air-conditioning Engineers (ASHRAE),
Honors and awards in the last five years:
• Full Tuition Waiver from Graduate Studies at UCF (2001-2004).
• Travel Grants (03–06),
• Graduate Merit Fellowship/UCF, 02-03 ($5000).
10.
• Session organizer in IMECE-2005;
• ASME Advanced Energy Systems Division Committee Member,
• Actively mentors and advises students;
• Stay in constant communication and provide technical assistance in need to local industry and
community.
• Book review: Fundamentals of Engineering Thermodynamics, 6th Edition by M. Moran and H.
Shapiro. John Wiley & Sons, Inc.,
• Peer Reviewer for Journal of Thermal Sciences, ASME, IMECE and more
11.
•
•
•
•
•
•
•
•
•
•
12.
SBIR/STTR Grant preparation workshop (2006)
Fuel Cell Workshop (2006)
Leadership Excellence Certificate, (2006)
Supervisory Skills Series Certificate, (2006)
Teamwork Series Certificate, (2005)
Time Management and Interviewer Certification (2005)
Networking Effectively, (2005)
Computational Fluid Dynamics (CFD) Training series (2002, 2003)
GTA Certificate: Preparation for College Teaching Program, (2003)
Short courses in developing superior research and teaching techniques at UCF (01-06)
Percentage of time available for research, scholarly activities, or professional development: 30%
13. Percentage of time commitment to the program: 100%
ALI MEHRABIAN, Assistant Professor
1.
2.
Ph.D. Civil Engineering, The University of Arizona, Tucson, Arizona, 08/2002
M.S. Civil Engineering, San Jose State University, San Jose, California, 08/1996
B.S. Civil Engineering, San Jose State University, San Jose, California, 12/1993
Associate Diploma, Architecture, National (Melli) University of IRI, 08/1987
3.
08/05 – current Assistant Professor
4.
Senior Research Engineer, West Coast Research Institute, Los Angeles, 2003-05
Civil Engineering Associate, Bureau of Engineering, City of Los Angeles, 2002-03
Research Associate and Co-PI, Program ACCESS, University of Arizona, 1998-02
Engineering Instructor, College of Engineering, The University of Arizona, Tucson, 1997-02
Research Assistant, College of Engineering, The University of Arizona, Tucson, 1996-97
Staff Engineer, MD Group, Danville, California, 1995-96
5.
Consulting on the future of Florida Building Code, Gerson Lehrman Group, New York, N.Y., 2006
8.
E-I-T, California
7.
Mehrabian, A., Haldar, A., and Moslehpour, S., “Nonlinear Analysis of Steel Frames with
Ductile Connections,” IJME-INTERTECH International Conference, New Jersey, NJ, 2006.
Huh, J., Haldar, A. and Mehrabian, A., “Time-domain Seismic Reliability of Nonlinear
Structures,” SĀDHĀNA – Academy Proceedings in Engineering Sciences, Special Issue on
Probabilistic Structural Dynamics and Earthquake Engineering, Vol. 31, Part 4, August 2006, pp.
359-382.
Huh, J., Haldar, A. and Mehrabian, A., “Reliability Evaluation Using Finite Element Method,”
Proceedings of 2006 ASME International Mechanical Engineering Conference and Exposition,
Chicago, IL, Nov. 2006.
Mehrabian, A., “Engineering and Technology Curriculum Development for Natural Hazard
Reduction,” American Society for Engineering Education (ASEE) Annual Conference, Chicago,
IL, 2006 (abstract accepted).
Mehrabian, A., Rahrooh, A., Moslehpour, S., “International Collaboration for Seismic Hazard
Reduction Education,” American Society for Engineering Education (ASEE) Annual Conference,
Chicago, IL, 2006 (abstract accepted).
Rahrooh, A., Mehrabian, A., Buchanan, W., “An inexpensive Computer Simulation Package
with Applications in Underdeveloped Nations for System Design,” American Society of
Engineering Education (ASEE) Annual Conference, Chicago, IL, 2006.
Mehrabian, A., Haldar, A., and A. Reyes-Salazar, “Seismic Response Analysis of Steel Frames
with Post-Northridge Connection,” International Journal of Steel & Composite Structures, Vol. 5,
No. 4, pp. 271–287, 2005.
Mehrabian, A., and Haldar, A., “Some Lessons Learned from Post-earthquake Damage Survey of
Structures in Bam, Iran Earthquake of 2003,” Structural Survey, Vol. 23, No. 3, 2005.
Huh, J., Mehrabian, A., and Haldar, A., “Seismic Reliability of Steel Frames with PostNorthridge Connections,” 9th International Conference On Structural Safety And Reliability
(ICOSSAR ’05), Rome, Italy, June 2005.
Mehrabian, A., and Haldar, A., “Seismic Performance of Steel Frames with a Post-Northridge
Connection,” Report No. CEEM-02-001, Department of Civil Engineering and Engineering
Mechanics, University of Arizona, Tucson, 2002.
Mehrabian, A., Olson, J., Ehlers, J., and Lovelock, A., “Encourage Students with Physical
Disabilities to Study Science, Mathematics, Engineering and Technology: Program ACCESS,”
American Society for Engineering Education (ASEE) Annual Conference, Albuquerque, 2001.
8.
American Society of Civil Engineers (ASCE)
Structural Engineering Institute (SEI)
American Society of Engineering Education (ASEE)
Member of Journal Review Board, Engineering Structures
Member of Editorial Board of Technology Interface, the journal for the Engineering Technology
Member of Advisory Board, Scientific Journals International (SJI)
International Association of Science and Technology for Development (IASTED)
Book Proposal Reviewer, John Wiley & Sons, Inc.
9.
10.
Honors and awards: (last five years )
TAU ALPHA PI National Honor Society
Faculty Judge, University of Central Florida’s Graduate Students Forum
Faculty Advisor, American Society of Engineering Technology (ASET)
Member of Undergraduate Research Committee, University of Central Florida
Industry Advisory Panel Meeting Group
11.
12.
OSHA self-study courses in Occupational Safety, 2006
Workshop Attended, Teaching Creatively: Ideas in Action, Faculty Center For Teaching And
Learning
Workshop Attended, Path to Tenure Workshop, March 2006
1.
Name and Academic Rank: LUCY C. MORSE, Associate Professor
2.
Degrees with fields, institution, and date:
Ph.D. Industrial Engineering University of Central Florida
M.S. Industrial Engineering University of Central Florida
A.B. Randolph-Macon Woman’s College
1987
1982
1959
3.
University of Central Florida experience, (Appointment date and Positions held)
8/97 – current Associate Professor, Engineering Technology
8/97 – current Director, Engineering Technology at a Distance
8/02 – current BSET Coordinator
8/94 – 8/97
Director, Central Florida Consortium of Higher Education
1/83 – 8/92
Assistant Professor/Instructor, Industrial Engineering
1/83 – 9/90
Coordinator, Special Projects – College of Engineering
4.
Other related experience, teaching, industrial etc:
9/59 – 6/60
Research Assistant, Harvard University Observatory
6/60 – 9/61
Cambridge Acoustical Associates, Inc., Cambridge, MA
1/62 – 12/65 Systems Analyst, The Badger Company, Cambridge, MA
6/90-6/93
National Science Foundation, Washington, DC
5.
Consulting, patents, etc:
04 – current
Contributing Scholar, National Technological University
1994
TeKONTROL, Winter Park, FL
6/93 – 2/94
Farragut Management Institute, Washington, DC
9/89 – 6/90
McDonnell Douglas Missile Systems, Titusville, FL
12/64 – 12/66 The Badger Company, Cambridge, MA
6.
7.
Principal publications of last five years:
Lucy C. Morse and Daniel L. Babcock, Managing Engineering and Technology, Prentice Hall,
2007.
8.
Scientific and professional societies
American Society for Engineering Education
Fellow, 2004 –present
Fellow, Nominating Committee, 2004College-Industry Partnerships Division – Chair 2000-2003: Director
Corporate Member Council – Program Chair, 2001-2003
CIEC Executive Board, Chair/Secretary, 2001-2002
ASEE Meriam/Wiley Award Committee, 2000
ASEE Constitution and By-Laws Committee, Member and Chair, 2001-2004
CIEC Planning Committee and Program Chair, 2000
ASEE Board of Directors, 1995-1997
ASEE Vice-President, Professional Interest Councils, 1997
Engineering Economy Division – Chair, 1993-1994
Women in Engineering Division – Director, 1990-1994
Project Management Institute
American Society for Engineering Management
Society for Information Management
Institute of Industrial Engineers
Tau Beta Pi
Phi Beta Kappa
9. Honors and awards (last five years):
Fellow, Faculty Center for Teaching and Learning, 2005-2007
Recipient of the Teaching Incentive Program (TIP) Award, 2004
Fellow, American Society for Engineering Education, 2004
Fellow, Academy for Teaching, Learning &Leadership, 2003
AAAS Lecture Series on Women in Science and Engineering, Alternate, 2002
10. Institutional and professional service in the last five years:
BSET Program Coordinator, Engineering Technology
Director, Engineering Technology at a Distance
Institutional Effectiveness Committee, Department Chair and CECS Member
Coordinator, NSF/REU Special Events, 2005-2006
11. Professional development activities in the last five years:
Fellow, Faculty Center for Teaching and Learning, 2005-2007
Fellow, UCF Academy for Teaching, Learning, and Leadership, 2003
Participation in Program Assessment, Part I and II, Center for Teaching and Learning, 2006
ABET Assessment Training, Washington, Pittsburgh, Orlando
NSF Engineering Education Conferences
12. Percentage of time available for research or scholarly activities: 25%
13. Percentage of time committed to the program: 25%
1.
2.
3.
4.
5.
6.
7.
NABEEL YOUSEF, Visiting Assistant Professor
a. Ph. D in Industrial Engineering and Management Systems, University of Central Florida
May, 2006
b. MS in Industrial Engineering and Management Systems, University of Central Florida
December, 2002
c. BS in Physics, Yramouk University in Jordan June, 1986
August 2006, Visiting Assistant Professor
September 2006, Director of IT and Infrastructure for NSF e-Design Center
August 2005, Coordinator for Computer Applications
January 2003, Programmer Analyst + Adjunct Professor
Visiting Assistant Professor at University of Central Florida, 2006 until present and taught:
ETI 4448 Applied Project Management Spring 2008
ETI 3671 Technical Economical Analysis Spring 2008
CET 4427 Applied Database I Spring and Fall 2007 and Spring 2008
ETI 4640 Operations Management for Technologist Fall 2007
CET 4505 Applied Operating Systems Fall 2007
CET 4429 Applied Database II Spring 2007
EIN 4545 IE Application for Service Industry Fall 2006
STA 3032 Probability and Statistic For Engineers Fall 2006
EIN 4118 Computer Application For Industrial Engineers Fall 2003 and 2004
Coordinator of Computer Application, and Programmer Analyst, 2001-2006
Programmer Analyst, Network and Database Consultant, 1998-2000
Physics High School Instructor, 1986-1998
Consulting, patents, etc.: Network and IT Consulting, System Integration
Refereed Journal Publications
Luis Rabelo, Don Ariely, J. Vila and N. Yousef. “A Comparison of Learning Schemes for Recommender
Software Agents: A Case Study in Home Furniture”. Industrial Journal of Technology Marketing, Vol. 1
No. 1, 2005, P 95-114
Refereed Conference Proceedings Publications
Paul Fishwick, Zach Ezzel, Nabeel Yousef, David Miranda, Haluk Akin, Luis Rabelo, and Jose
Sepulveda. Ontology-Centered Integration of Project Management, Cost and Resource Modeling with
Analysis, Simulation and Visualization: A Case Study of Space Port Operations. Proceedings of the 2007
Winter Simulation Conference, Washington DC, December 9-12
Y. Hosni, A. Saka, J. Selter, N. Yousef, and L. Morse. “Training Disaster Simulators – A technology that
Needs Management”; 16th International Conference on Management of Technology, Miami Beach, FL
May 13-17, 2007.
Derek Craig, Christopher Crawford, Nabeel Yousef, Jose Sepulveda. “Using RFID Technology to
Improve Health Care Service in Emergency Room”. Industry Engineering & Management Systems
(IEMS) Annual Conference. Cocoa Beach, Florida, March 12-14, 2007. Proceeding 2007, P 586-596
Nabeel Yousef,Abeer Sharawi, Adam Dalton, Sergio Quijada, Serge Sala-Diakanda, Luis and Jose
Sepulveda “a distributed simulation approach for modeling and
analyzing systems of systems”. Proceedings of the 2006 Winter Simulation Conference, Monterey, CA
December 3-6
Nabeel Yousef, and Jose Sepulveda. “The effect of Emerging Technologies on the need for a Flexible
Classroom Layout and Design.” IIE Annual Conference 2006 (IERC) Orlando, FL, May 20-24
Nabeel Yousef, Jose Sepulveda and Luis Rabelo. “A Framework for Cost Modeling a Supply Chain:
Concepts Definitions and Relationships.” IIE Annual Conference 2006 (IERC) Orlando, FL, May 20-24
Abeer Sharawi, Adam Dalton, Nabeel Yousef, Sergio Quijada, Serge Sala-Diakanda, Luis and Jose
Sepulveda. “Object Oriented Modeling Trends.” IIE Annual Conference 2006 (IERC) Orlando, FL, May
20-24
Nabeel Yousef, Luis Rabelo and Jose Sepulveda. “Framework for Cost Modeling the Supply Chain
Using ABC Costing”. IFIP 5.7 Advances in Production Management Systems Conference. Rockville,
MD, September 18-21, 2005
Nabeel Yousef, Luis Rabelo and Jose Sepulveda. “Cost Modeling the Supply Chain: Management
Accounting Perspective”. Industry Engineering & Management Systems (IEMS) Annual Conference.
Cocoa Beach, Florida, March 14-16, 2005. Proceeding 2005, P 586-596
Nabeel Yousef, Ahmad Rahal and Renee J. Butler: "Using System Dynamics as an Educational Tool in
Explaining the Supply Chain", Industry, Engineering, & Management Systems (IEMS) Annual
Conference. CocoaBeach, Florida, March 15-17, 2004. Proceeding 2004, P 546-554
Nabeel Yousef, Ahmad Rahal and Luis Rabelo: "Study of the Inventory Oscillation Through the Supply
Chain Using System Dynamics", Industry, Engineering, & Management Systems (IEMS) Annual
Conference. CocoaBeach, Florida, March 15-17, 2004, Proceeding 2004, P 555-561
Nabeel Yousef, Jose Sepulveda, Hesham Mahgoub: "The Use of Simulation in Hot Mix Asphalt
Trucking", IIE Annual Conference 2003 (IERC) Portland, Oregon May 17-21, 2003
Nabeel Yousef, Luis Rabelo, Joaquin Vila: "Personalization Using Software Agents Based on Fuzzy
ARTMAP Neural Networks", IIE Annual Conference 2003 (IERC) Portland, Oregon, May 17-21, 2003
8.
Institute of Industrial Engineers (IIE)
9. Honors, awards and Publications: (last five years)
First Simulation Scholarship, University of Central Florida, Fall 2002-2003
• Editor for the Journal of Management and Engineering Integration
• Search Committee Chair (Office Assistant Position) for the Department of Industrial
Engineering and Management Systems, June and August 2005
• Search Committee Member (Accountant Position) for the Department of Industrial
Engineering and Management Systems, May 2005
• Director of Information Technology - IEMS Annual Conference 2002-Present
• Information Technology Coordinator - IAB Conference. Orlando, Florida, 2004
11. Professional development activities in the last five years: Service Learning training,
Faculty Development Center
12. Percentage of time available for research or scholarly activities: 30%
13. Percentage of time committed to the program: 70%
1.
TARIG ALI, Assistant Professor
2.
• Ph.D. Geospatial Engineering and Surveying, the Ohio State University, 2003.
• M.S. Geospatial Engineering and Surveying, the Ohio State University, 1999.
• B.Sc. Civil Engineering, University of Khartoum, 1993.
3.
•
•
•
4.
Assistant Professor of Geomatics, August 2006 - Present.
Geomatics Program Coordinator, August 2007 - Present
Joint Appointment, Dept. of Civil and Envir. Engineering, October 2007 - Present
•
•
•
•
08/03 – 07/06 Assistant Professor, Technology and Geomatics, East Tennessee State University
06/00 – 09/00 Physical Scientist, the NOAA Great Lakes Environmental Research Labs, Ann Arbor, MI
01/99 – 05/00 Data Technician, TransMap Corporation, Columbus, Ohio.
08/98 – 07/03 Graduate Teaching/Research Associate, Civil Eng. Dept., the Ohio State
University
5.
6.
7.
•
•
•
•
•
•
•
•
Ali, T. and A. Mehrabian 2007, A New Dimension to Land Development and Subdivision Design:
Application of AutoCAD Civil3D, International Journal of Modern Engineering, 8(1), pp. 143-147.
Ali, T. 2006, Development of a New System for Evaluating the Positional Quality of Digital
Shoreline Features, the American Congress on Surveying and Mapping (ACSM) Conference,
Orlando, Florida, U.S.A., April 24-26.
Nave, J. and T. Ali 2005, Developing a GIS Database for the Gray Fossil Site, Tennessee, Based on
Modern Surveying, Journal of Surveying and Land Information Science, 65(4), pp. 259-264.
Ali, T., J. Nave, and M. Clark 2005, A new Bachelor Degree Curriculum at East Tennessee State
University, Journal of Surveying and Land Information Science, 65(3), pp. 195-200.
Ramirez, R. and T. Ali 2005, Development of Quality Metrics for Linear Features, Journal of
Surveying and Land Information Science, 65(2), pp. 105-110.
Niu, X., R. Ma, T. Ali, and R. Li 2005, Integration of Mobile GIS and Wireless Technology for
Coastal Management and Decision Making, Journal of Photogrammetric Engineering and Remote
Sensing, 71(4), pp. 453-459.
Ali, T. 2005, Study of the Correlation between the Mapped Shoreline-Change and ShorelineCurvature, the American Congress on Surveying and Mapping (ACSM) Conference, Las Vegas
NV, March 18-23.
Niu, X., R. Ma, T. Ali, A. Srivastava, and R. Li 2004, On-site Coastal Decision Making with
Wireless Mobile GIS, International Archives of Photogrammetry and Remote Sensing, Vol. 35(B2)
“Vol. XXXV(B2)”, pp. 1-6.
•
•
•
•
•
•
8.
Ali, T. 2004, On the Selection of Appropriate Interpolation Method for Creating Coastal Terrain
Models from LiDAR Data, Proceedings of the American Congress on Surveying and Mapping
(ACSM) Conference 2004, Nashville TN, U.S.A., April 16-21.
Ali, T., R. Ma, N. Xutong, V. Velissarou, K. Cheng, C. Kuo, X. Xu, and R. Li 2003, SpatioTemporal Decision Making System for Coastal Change Monitoring and Management, Proceedings
of the NSF National Conference for Digital Government Research, May 18-22, Boston MA, pp.
313-317.
Xutong, N., T. Ali, R. Ma, A. Elaksher and R. Li 2003, Implementation of a Coastal Decision
Making System using Internet and Wireless Technologies, Proceedings of the NSF National
Conference for Digital Government Research, May 18-22, Boston MA, pp. 275-288.
Ali, T. and J. R. Ramirez 2003, Metrics Development for Measuring Positional Accuracy of Spatial
Data, Proceedings of the 21st International Cartographic Association Conference, CD media,
Durban, South Africa.
Ali, T., R. Li, N. Xutong, R. Ma and A. Elaksher 2003, Development of a Web-based Mobile
Spatial System for On-site Decision Making, Proceedings of the American Society for
Photogrammetry and Remote Sensing (ASPRS) Conference, May 5- 9, Anchorage, Alaska, USA.
Ramirez, J. R. and T. Ali 2003, Development of Quality Metric System to Measure Positional
Accuracy of Spatial Data, Proceedings of the 3rd International Cartographic Association Symposium
on Digital Earth, September 21- 25, Brno, Czech Republic.
•
•
•
9.
Member of the American Society for Photogrammetry and Remote Sensing (ASPRS).
Associate Member, Florida Surveying and Mapping Society (FSMS)
Member of the American Association for Geodetic Surveying.
Honors and awards in the last five years:
•
•
•
•
•
•
10.
The 2006 ESRI Award for Best Scientific Paper in GIS.
The 2005 Faculty Excellence Award for Outstanding New Faculty, by the College of Business and
Technology, East Tennessee State University.
The 2004 Murrough P. O’Brien Educational Award, by the ASBPA.
The 2003 Duane C. Brown Jr. Award, by the Ohio State University.
The 2003 Research Paper Award, by the Ohio State University.
The 2003 Research Development Fellowship, by the Ohio State University.
•
•
•
•
11.
Member of the Board of Reviewers, International Journal of Modern Engineering (2004 - ).
Reviewers, Journal of Engineering Technology (2004 - ).
Member of East Tennessee State University Campus Safety Committee (2005 -2008).
Associate graduate faculty, School of Graduate Studies, ETSU (2004 -2006).
•
Attended Central Florida GIS Users Group workshop (UCF) and Autodesk Civil3D training (UCF)
12. Percentage of time available for research, scholarly activities, or professional development: 25%
1.
2.
3.
4.
5.
6.
7.
ALIREZA RAHROOH, Professor
Ph.D. Electrical Engineering, The University of Akron, Akron, Ohio, 05/90
M.S. Electrical Engineering, The University of Akron, Akron, Ohio, 05/86
B.S. Electrical Engineering, The University of Akron, Akron, Ohio, 05/79
05/07– current
Professor
05/99– 05/07
Associate Professor
08/94 – 05/99
Assistant Professor
08/97 – current BSEET Program Coordinator
08/95 – current Assistant Chair and Point of Contact for the College at Brevard campus
08/90 – 08/94 Assistant Professor, Electrical Engineering Technology, Penn State University
08/88 – 08/90 Instructor, Electrical Engineering Technology, Penn State University
09/84 – 12/86 Teaching Assistant, Electrical Engineering, University of Akron
07/79 – 05/84 Electronic and Control Engineer, Gharb Cement Factory, Kermanshah, Kurdestan.
Training the Process Analyst at Microfabrication Plant, Lucent Technologies, Orlando, FL.
Consultant for 21st Century Electronics Company, Orlando, FL.
Rahrooh, A.,“Innovative Technologies in Engineering Technology Power Systems Laboratory,”
Proceeding of ASEE Annual Conference, 2007.
Buchanan, W., Tapper, J. & Rahrooh, A., "Current Trends in Engineering Technology Education,"
Proceedings of 2007 International Conference on Engineering andComputer Education, Monguagua and
Santos, Brazil, March 2007.
Buchanan, W., Tapper, J. & Rahrooh, A., "The Advantage of Creating a Departmental Development
Council to Achieve a Margin of Excellence in an Engineering Technology Department at a Public
Institution," Proceedings 2007 ASEE Gulf-Southwest Section Conference, University of Texas-Pan,
South Padre Island, Texas, March 2007.
Rahrooh, A., “A Cost Effective and User Friendly Spectrum Analyzer for Educational Environment,”
Submitted to The Journal of Engineering Technology, Dec., 2006.
Rahrooh, A., Coowar, R., “Design of On-line Self Regulated Controller Using PC Matlab,” Computer
in Education Journal, Vol. XVI NO.4, pp 75-87, October 2006.
Rahrooh, A., “ An Adaptive Equalizer Using a Stabilized Extended Kalman Filter”, IEEE
International Symposium on Industrial Electronics (ISIE06) Proceedings, July, 2006 Montreal, Canada.
Rahrooh, A., Mehrabian, A., & Buchanan, W., “An Inexpensive Computer Simulation Package with
Applications in Underdeveloped Nations for Systems Design,” ASEE Annual Conference Proceedings.,
June 2006, Chicago IL.
Buchanan, W., Tapper, J. & Rahrooh, A.,”Using Industrial Advisory Committee as a Development
Council for Obtaining Resources foe Engineering Technology Programs”, Proceedings of the 2006
ASEE Gulf-Southwest Annual Conference.
Buchanan, W., Tapper, J. & Rahrooh, A., “Engineering Technology Education with Global
Applications,” Proceedings 2006 Global Congress on Engineering and Technology Education.
Buchanan, W., Tapper, J. & Rahrooh, A., “Advancing Engineering Technology Education with Global
Applications,” Proceedings 2006 Global Congress on Eng. &Tech. Education, held in Brazil, 3/06.
Rahrooh, A. Motlagh, B., & Buchanan, W., “Adaptive PID Controller Using PC Matlab,” ASEE
Annual Conference Proceedings, Portland Oregon, June 2005
Rahrooh, A., Motlagh, B., Kafashi, F. &Buchanan, W., “Innovative Technologies in the ET
Curriculum,” ASEE Annual Proceeding, June, 2004, Salt Lake City, UT.
Motlagh, B., and Rahrooh, A. “Redefining Education Methods Using New Technologies,” Proceedings
of the 2002 ASEE Annual Conference, June, 2002, Montreal, Quebec, Canada.
Ansary, O., Rahrooh, A., and Buchanan, W., “ Controversial Aspects of the New ABET Criteria and its
Implementation,” Proceedings of the 2002 American Society for Engineering Education (ASEE) Annual
Conference, June, 2002, Montreal, Quebec, Canada.
8.
9.
10.
11.
•
•
b
12.
13.
American Society of Engineering Education (ASEE)
ASEE Campus Rep., 2002-present
International Society for Computers and Their Applications (ISCA)
ETA KAPPA NU (In recognition of Excellent Scholarship)
Computers in Education Society (COED)
International Association of Science and Technology for Development (IASTED)
Institute of Electrical and Electronics Engineering (IEEE)
Member of the editorial board for Journal of Emerging Mechanical Engineering Technology
The editorial board for journal of International Society for Productivity Enhancements.
Tau Alpha Pi National Engineering Technology Honor Society.
Honors and awards: (last five years )
State of Florida Teaching Incentive Program (TIP), 2006-2007.
College of Engineering Excellence in Undergraduate Teaching Award, University of Central Florida,
2003- 2004.
ASEE Southeastern Section Outstanding Mid-Career Teaching Award, 2003.
Recipient of University Excellent in Academic Advising Award, University of Central Florida,
2002-2003
College of Engineering Excellence in Academic Advising Award, UCF, 2002-2003.
IEEE Certificate of Educational Achievement as an ABET/TAC Program Evaluator,2002
Awarded membership with full privileges from American Association for the Advancement of
Science, 2002.
BSEET Program Coordinator, Engineering Technology, Univ. of Central Florida
TAC-ABET Program Evaluator for Electrical/Computer Engineering Technology,
Electrical/Electronics Engineering Technology, and Eectromechanical Engineering Technology.
Attended the following conferences, workshops, trainings, etc.
• IEEE International Symposium on Industrial Electronics (ISIE06) July9-13, 2006, Montreal, Canada.
• ASEE Annual Conference, Chicago, Illinois , 6/18-6/21, 2006. •National Instrumentation, FL, 11/05.
• ASEE Annual Conference, Portland, Oregon, 6/12-6/16, 2005. • ABET Program Evaluator Training,
Oregon, 6/12/2005. • Making Transition to Active Learning, Portland, 6/13/05.
• ASEE Annual Conference, Salt Lake City, June 20-24, 2004. • ABET Program Evaluator Training,
Salt Lake City, UT, June 20, 2004. • Electronic Workbench to Enhance Eng., Salt Lake City, 6/21/04.
• Allen Bradley Automation Technical Program, Orlando Oct. 27-28, 2004.
• UCF Faculty Development, April 26-29, 2004.
• One-day workshop on new TAC/ABET Y2CK Criteria June 19, 2003, Nashville, TN.
• One-day workshop with National Instrument, NI Technical Symposium, 11/2003.
• Three-day workshop of ABET’s Technological Education Initiative (TEI) to promote continuous
quality improvement and outcome assessment in technological education through faculty guidance and
initiative, January 9-11, 2004, Orlando, FL.
• Training for TAC Program Evaluator, including background information on ABET and TAC, 11/02.
• ASEE Annual Conference, June 15-19, 2002, Montreal, Canada.
Percentage of time commitment to the program: 100%
1. Name, current academic rank, and tenure status:
RON EAGLIN, Associate Professor
2. University of Central Florida experience (Appointment dates and Positions held):
05/99 – current
08/94 – 05/99
Associate Professor, Chair
Assistant Professor, Assistant Dean
3. Degrees with fields, institutions, and dates:
Degree
Field
Institution
Date
Ph.D.
Environmental
Engineering
Environmental
Engineering
Mechanical
Engineering
The University of Central Florida
05/93
The University of Central Florida
05/91
The University of South Carolina,
Columbia
5/85
M.S.
B.S.
4. Courses taken or other ways to achieve Competence in Computer science if no formal degree: ECM 4804
Engineering Software Design, ECM 4723 Computer Cont Sys, EIN 6603 Expert Systems & AI, ECM 5806
Software Engineering I, ECM 5431 Expert Systems and Knowledge Engineering, MAN 6547 Expert Systems
Business Applications, STA 6236 Regression Analysis
5. Conferences, Workshops, and Professional development programs in the last five years:
Chairs workshops held monthly (full day workshop) and 2 day training retreat
Department workshops on research, ABET, teaching (biweekly)
Classroom Improvement workshop (FCTL) every 3 weeks
6. Other related computing experience, teaching, industrial etc. in the last five years (where, when, description,
and scope of duties):
08/93 – 08/94 Lead Software Developer, Haestad Methods, Waterbury Connecticut
05/85 – 08/89 Instructor Navy Nuclear Power School
7. Consulting, patents, etc. (list agencies and dates, and briefly describe each project):
PI, Brevard County Government Analysis and Enhancements, 400K
PI, Seminole County Integrated Government Analysis and Software, Seminole County, 1.25M
PI, Law Enforcement Technology Program FINDER enhancements, FLDE, 1.5M
PI, Development Enhancements for the FINDER Project, Law Enforcement Technology
Program, 572K
PI, FINDER Deployment and Enhancement, COPS Program Grant, 145K
PI, Seminole County Land File development, Seminole County Planning Department, $249,417,
complete
Co-PI, FINDER Development: Law Enforcement Data Sharing State Grant, Florida Department
of Law Enforcement, $525,000 (complete)
Co-PI, Development of analysis tools for the FINDER Application, National Institute of Justice,
$300,000 (complete)
PI, Seminole County Integrated Network Software development project, Seminole County,
$497,000 (complete)
CO-PI, Law Enforcement Data Sharing Consortium – FINDER Development, Various agencies,
$250,000 Annual (approximately)
Co-PI, Law Enforcement Data Sharing Consortium – Byrne Grant”, Orange County Sheriff’s
Office, $91,258, complete.
Co-PI, “EDI Automated Clearing House & OFX Server Projects”, Fiserv, $60,122.
PI, “PSTC: Development of an Online Warrants System for Publishing Active Arrest Warrants”,
Central Florida Crimeline, $26,326, complete
PI, “Development of a Critical Incident Management System for Altamonte Springs Police
Department, June 2003, $18,978, complete
PI, “Seminole County Integrated Services”, $467,000, August 2003, ongoing
Co-PI, “Development of a Distributed Data Sharing System for Law Enforcement”, May 2003,
$79,803, ongoing
Co-PI “Orange County Sheriff’s Office Crime Mapping System Enhancement and Multi-agency
Regional Data-sharing Project”, $415,456, 2002-ongoing
Co-PI “Drugnet Maintenance and Enhancement”. $23,838.
8. From 2003-2007, (for 4 years preceding the study) list all department, college, and/or university committees
of which you are/were a member including year(s) served:
9. Principal publications in the last five years (give in standard bibliographic format):
Olcay Kursun, Anna Koufakou, Abhijit Waukchaure, Michael Georgiopoulos, Kennerth
Reynolds, Ron Eaglin; ANSWER: Approximate Name Search with Errors in Large Databases by
Novel Approach based on Prefix-Dictionary; International Journal of Artificial Intelligence
Tools, October, 2006
Craiger, L. Ponte, C. Whitcomb, M. Pollitt, & R. Eaglin. Masters Degree in Digital Forensics.
To appear in Proceedings of the 41st Annual Hawiian International Conference for Systems
Science, 2006.
Conference Proceeding: O. Kursun, A. Koufakou, B. Chen, M. Georgiopoulos, K.M. Reynolds,
R. Eaglin, ANSWER: Approximate Name Search with Errors in Large Database Systems; IEEE
Intelligence and Security Informatics Conference (ISI 2006)
K Reynolds, K., Scott, E., Eaglin, R., Pan, P., Kursun, O. (2005) A GIS Based Artificial
Intelligence Clustering Algorithm to Detect Auto-Theft Recovery Patterns. The 3rd UK National
Crime Mapping Conference, London, UK
Kursun, O., Reynolds, K., Eaglin, R., Chen, B., Georgiopoulos, M. (2005) Detection and
Visualization of Auto Theft Recovery Patterns Across Jurisdictions. GIS Symposium 2005, Troy
State University, Troy, AL, USA
Koufakou, A., Wakchaure, A., Kursun, O., Georgiopoulos, M., Reynolds, K., Eaglin, R. (2005)
Burglary Data Mining - A Three Tiered Approach: Local, State, And Nation-Wide. GIS
Symposium 2005, Troy State University, Troy, AL, USA.
Kursun, O., Reynolds, K., Eaglin, R., Chen, B., Georgiopoulos, M. (2005) Development of an
Artificial Intelligence System for Detection and Visualization of Auto Theft Recovery Patterns.
Proceedings of the 2005 IEEE International Conference on Computational Intelligence for
Homeland Security and Personal Safety (CIHSPS 2005), ISBN 0-7803-9176-4, Orlando, FL,
USA, pp. 25-29.
Reynolds, K., Kurşun, O., Georgiopoulos, M., Eaglin, R. (2004) “Development of an Artificial
Intelligence Clustering Algorithm to Detect Auto-Theft Recovery Patterns”, The First Geographic
Information System (GIS) Symposium, Troy State University, Troy, AL, USA.
Watkins, R. C., Reynolds, K. M., Demara, R., Geogiopoulos, M., Gonzalez, A., and Eaglin, R.
"Tracking dirty proceeds: an examination of traditional and new innovative methodologies to
investigate money laundering", Policing Practice and Research, Forthcoming, Spring 2003.
10. Scholarly activities in the last five years (grants, sabbaticals, software development, etc.):
US Army Award for Public Service, 2006
Christopher Columbus Award, Innovation in Homeland Security, 2005
11. Courses taught this academic year 2007-2008 and last academic year 2006-2007 term-by-term (Fall,
Spring, Summer). If on sabbatical, report the previous year prior to the sabbatical. List each section of the
same course separately.
Term/Year
Course Number
Course Title
Fall 2006
Fall 2006
Spring 2007
Su 2007
Fall 2007
Fall 2007
Spring 2008
Spring 2008
CET4584
EGN4931H
EGN4931H
CET 4583
CET 4584
EGN4931H
CET 4429
EGN 4931H
Web Systems II
Research Methods Seminar
Web Systems I
Web Systems II
Applied Database II
Semester
Hours
3
3
3
3
3
3
3
3
Class
Size
12. Other assigned duties (committee membership, advising, etc.) other than for teaching during 2007-2008
with avg. hrs/week (indicate which carry extra compensation). If you are the course coordinator for courses
taught by other than full-time faculty, indicate which courses.
Administrative Department Char
0.50 FTE
13. Percentage of time devoted to scholarly and/or research activities for 2007-2008: 25%.
Give a brief description of your major research and scholarly activities:
Software and database design for web based systems in law enforcement and government.
14. If you are a full-time or part-time faculty member without full-time commitment to the program, indicate
for 2007-2008 what percentage of full-time you are assigned to the program: 100%.
1. Name and Academic Rank: KING OSBORNE, Professor
2. Degrees with fields, institution, and dates:
(1) Ed.D., (2). Master of Engineering, (3) BS in Engineering. (4) AA
preEngineering.
___ Ed.D. State-Funded Florida Atlantic Univ 1984. Curriculum and Instruction.
Included on-site visit of 39 industries to determine industry needs. Education
Doctorate from College of Education joint program with College of Engineering.
___ Master of Engineering, Univ South Florida 1974.
___ BS in Engineering, Univ South Florida 1969.
___ AA, preEngineering, Manatee Community College, 1966.
3. University of Central Florida experience (Appointment dates and Positions
held):
9/75-9/80 Professor of ENT. 9/83-Present Professor of ENT.
4. Other related experience, teaching, industrial etc.: Industry, Community
College, Research and Other:
___(1) Design, Product, and Project Engineer for international corporation
Schlumberger, Ltd. Included Analog, Digital, Electromechanical, Computer
Programs, Computer Aided Design. 1969-1974.
___(2) Three years part-time: research for Department of Defense Training and
Performance Data Center. Project: Technology Assessment and Data
Management Technologies.
___(3) Two terms part-time: State Voting Machines Research Project.
___(4) Teaching and leadership positions at Univ Central Florida, Brevard
Community College, and Virginia State University. Part-time teaching Univ
South Florida.
___(5) Average over five thousand dollars cash per year of relevant ENT selffunded research in Summers and during other times of years. Over seventeen
thousand dollars in cash in 2006.
5. Consulting, patents, etc.:
Over five thousand dollars cash per year for self-funded research for hardware,
software, engineering tools, etc for last 10 years. Example: I have five
networked computers at home used 95 percent for UCF job and related research.
Most recent research has been related to Computer Applications, Applied
Engineering in Residential Construction, Agricultural engineering related
Forestry for the future which would include design of innovative devices and
equipment.
6. State(s) in which registered: ____Florida PE #24064 _____ Starting 1977
and next renewal February 2009.
7. Principal publication in the last five years:
UCF Internal Publications: ___Lab Manuals (eg, 128 page EET3085 paper lab
manual bookstore sells for 11 dollars). ___Over 3000 pages of pdf eHandouts
with data files in various webcts (eg,
QuartusAnalyzeVHDLtextbookExamples7107.pdf), ___Over 60 perfect
resolution Tutorial Camtasia videos (eg, how create professional reports with
screen captures, cropping, enlarging, and annotating).
Smart Web Research and Current Computer Applications. plus cdrom. 6 pages, 2
columns. King Osborne and Ron Eaglin. 8th World Multiconference on
Systemics, Cybernetics, and Informatics (SCI 2004). Both paper and electronic
proceedings. July 2004.
WebPages for eBook Supplements. King Osborne Published by Schneiderman &
Associates, Tulsa, OK. October 2003. eBook on official web site that sells
eBooks.
My House Part 1. King Osborne. Published by Schneiderman & Associates,
Tulsa, OK. August 2003. eBook on official web site that sells eBooks.
My House Part 2 Published by Schneiderman & Associates, Tulsa, OK.
September 2003. eBook on official web site that sells eBooks.
Fast Web Browsing 120 pages. King Osborne. Published by Schneiderman &
Associates, Tulsa, OK. March 2003. eBook on official web site that sells
eBooks.
Shortcuts for Windows Menus 12 pages. King Osborne. Published by
Schneiderman & Associates, Tulsa, OK. March 2003. eBook on official web
site that sells eBooks.
KO Building Plans. My original Affordable and Designed for Expansion. I
designed original building plans (16 pages of 11x17 size, plus 6 special truss
designs). They included engineering design notes and copyright. Construction
completed in 2006.
8.
___Former local and national leaderships positions in ASEE and IEEE. Physics
Honor Society. Engineering and other honor societies. Building construction
societies including National Fire Protection Association (NFPA), which is the
home of all Electrical codes. P.E. in Florida since 1977. Active United Faculty
of Florida member.
9. Honors and awards in the last five years: Granted sabbatical. F01 and Sp02.
Note: I do not apply for awards.
10. Institutional and professional service in the last five years: __Typical
things that faculty do in this area.
11. Professional development activities in the last five years: See research etc
within number 5 above. PE license renewals require approved continuing
education. Average 400 hours of continuing education each year via searching
hundreds of the web sites and usergroup sites. Example: Learned all aspects of -applied engineering--- related to residential construction--tools--materials,
including detailed study of the National Electric Code, by designing and building
an innovative home for myself.
12. Percentage of time available for research, scholarly activities, or
professional development: 5 percent Fall and Spring. 100 percent Summer
13. Percentage of time commitment to the program. 95 percent Fall and Spring
1. Name and Academic Rank:
Nebil Y. Misconi, Professor
2. Degrees with fields, institution, and dates: Ph.D. in Astronomy & Space Science, State University of New
York at Albany, 1975
3.
Fall, 1995, Visiting Professor, MMAE Department, Fall 1996-to present, Professor, ENT Department.
Program Coordinator: Space Science Technology Program.
Joint Appointment with: The Material Mechanical & Aerospace Department, The Physics Department, and The
Florida Space Institute
4. Other related experience, teaching, industrial etc.:
Visiting Scientist, NASA’s Goddard Spaceflight Center 1978.
Teaching three courses per semester at the ENT department including one course at times at; the Material
Mechanical & Aerospace department; and the Physics department, since 1996 to the present.
5.
Consulting, patents, etc.: None
6.
State(s) in which registered: NA
7.
Principal publication in the last five years: Misconi, N.Y., (2004), "Numerical Simulations of Rotational Bursting of
coronal Dust in eccentric orbits Due to Coronal Mass Ejections,” Planetary and Space Science Journal, Vol. 52, 833
Misconi, N.Y. , (2007), Detecting the Light of the Night Sky in Mars,” Submitted to “Advances
in Astronomy” Journal.
8.
Scientific and professional societies: Member “INTERNATIONAL ASTRONOMICAL UNION” in two
commissions:
Commissions 21 (Light of the Night Sky) and 22 (Meteors and Interplanetary Dust),
ASEE
American Astronomical Society (AAS)
Fellow of The Royal Astronomical Society (F.R.A.S.)
Sigma XI (The Scientific Research Society of North America)
Sigma Pi Sigma
9.
Honors and awards in the last five years: Received the TIP Award in 2001
10. Institutional and professional service in the last five years: Chair and Member of the following
Committees: College of Engineering Promotion and Tenure Committee (three years); ENT Department Tenure
Committee; College of Engineering Research Incentive Awards (RIA);CECS Awards Committee; College of
Engineering TIP Award Committee; College of Engineering Sabbatical Committee.
11.
12.
13. Percentage of time commitment to the program 100%
1.
Karla Alvarado-Moore, Visiting Assistant Professor
PhD defense completed on April 1st, 2008 successfully. Dissertation: Value Mapping Framework Involving
Stakeholders to Improve Supply Chain Performance when Implementing IT Solutions.
MS in Industrial Engineering, Management Track. UCF, May 2004. Thesis: Roadmap for the Supply Chain
Operations Reference Model (SCOR) to apply it in service organizations
BS in Industrial Engineering. UNEXPO, Venezuela, August 2001.
2.
07/07-Present
University of Central Florida - Brevard County. Viera, Florida.
Project Manager
- County assessment for a Document Management System
- Develop, review, and document business processes
- IT Department assessment
01/06 – 12/07
University of Central Florida - Seminole County. Sanford, Florida
Project Manager, Land File clean-up Project (UCF-SCINET)
- Process improvement
- Design new system. Collect business and technical requirements
08/04 – Present
University of Central Florida. Orlando, Florida
Adjunct Professor, Engineering Technology Department, UCF
Instructor of Applied logistics, Spring 2008
Instructor of Applied Engineering Quality Assurance, Fall 2007
Instructor of Applied Reliability, Spring 2007
Instructor of Applied Reliability, Spring 2005
Instructor of Quality Engineering in the IEMS Department, Fall 2005
Instructor of Applied Logistics, Fall 2005
Instructor of Applied Engineering Quality Assurance, Fall 2004
08/03 – 12/07
Quality Assurance Specialist, UCF-SCINET Project
- Database integration
- Develop a set of software requirements for the business processes
- Supply Chain Operations Reference Model
3.
03/2008. Lean-Six Sigma Black Belt Certification from Harrington Institute Inc. Orlando, FL
01/2006. Six Sigma Black Belt Certification from Harrington Institute Inc. Orlando, FL
05/2005. Six Sigma Green Belt Certification from the Harrington Institute Inc. Orlando, Florida
04/2004. Project Engineering Certificate. Orlando, Florida
11/2000. Metrology Assurance Certificate. Venezuela
10/2000. Integral Security Management Certificate. Venezuela
07/2000 - 10/2000. Quality System Internal Audits. Internal Auditor Certificate. Venezuela
05/2000. Quality Manuals and Planning Preparation Certificate. Venezuela
05/1999. ISO 9000 Certificate. Venezuela
11/1998. Preventive and Corrective Maintenance Certificate. Venezuela
5. Consulting, patents, etc.: N/A
6. State(s) in which registered: N/A
7.
07/2008. “Stakeholder value mapping framework for supply chain improvement when implementing IT
solutions: A Case Study,” by Alvarado, K, Eaglin, R, and Rabelo, L. Proceedings of the 2008 Portland
International Center for Management of Engineering and Technology Conference. Cape Town, South Africa.
04/2008. “Stakeholder value mapping framework for supply chain improvement involving information
technology solutions,” by Alvarado, K, Eaglin, R, and Rabelo, L. Proceedings of the 2008 Industrial Engineering
Research Conference. Vancouver, Canada.
07/2007. “From Retention to Age Gap: Challenges of Younger Faculty in Academia” by Alvarado, Karla;
Mehrabian, Ali; Nahmens, Isabelina; Moslehpour, Saeid. The 5th International Conference on Education and
Information Systems, Technologies and Applications: EISTA 2007. Orlando, FL
07/2007. “Application of Technology in Project-Based Distance Learning” by Mehrabian, Ali; Alvarado, Karla;
Nahmens, Isabelina. The 5th International Conference on Education and Information Systems, Technologies and
Applications: EISTA 2007. Orlando, FL. Best Paper Award.
03/2006. “Six Sigma Framework: An Application for a Local High School” Conference paper by Karla
Alvarado, Daniel Luque, Lawrence Lanos, Ashley Park, Moorthi Rajendran, and Ariel Lazaruz.
12th International Conference on Industry, Engineering, and Management Systems, Cocoa Beach, FL
09/2005. Supply Chain Council User Seminar. Washington, DC
Conference Paper: “SCOR Roadmap for Local Government”
01/2005. “Application of SCOR to E-Government: A Case Study” International Journal of Simulation and
Process Modeling (IJSPM). Orlando, Florida, by: Alvarado, K. Rabelo, L., Moraga R., Gruber, F., Quijada, S.,
and Sepúlveda, J., scheduled for 2007, Vol. 5-6 Issue.
08/2004. Technology and Project Management in the creation of values. Lima, Peru
“E-government” Workshop
08/2004. ASEM Conference Paper. Washington, DC
“A Roadmap for the Supply Chain Operations Reference Model (SCOR)”
8.
07/03 – Present. Active Member of Supply-Chain Council. Orlando, FL
09/02 – Present. Active Member of Society of Women Engineering. Orlando, FL
04/03 – Present. Active Member of American Society of Quality. Orlando, FL. Part of the Leadership
Committee for the Orlando Section 1509
9. Honors and awards in the last five years: N/A
07/07-Present
University of Central Florida - Brevard County. Viera, Florida.
Project Manager
- County assessment for a Document Management System
- IT Department assessment
02/07-02/08. Department of Children and Family. Orlando, Florida
DCF –UCF Technology – Six Sigma Black Belt,
- Assess current IT infrastructure
- Perform statistical analysis
- Provided recommendations for improvements
01/06 –12/07
Project Manager, Land File clean-up Project (UCF-SCINET)
- Process improvement
- Design new system. Collect business and technical requirements
08/03 – 12/07
Quality Assurance Specialist, UCF-SCINET Project
- Database integration
- Develop a set of software requirements for the business processes
- Supply Chain Operations Reference Model
11. Professional development activities in the last five years:
08/05 – 12-05
University High School Data Mining and Analysis Project – Researcher Leader,
- Analyzed the 2004-2005 School Improvement Plan
- Perform statistical analysis
- Provided recommendations for improvements
- Received Black Belt Certification from the Harrington Institute Inc.
01/05 – 05/05
College Computer Support Reorganization Project – Researcher Leader,
- Analyzed the computer support key processes within the College of Engineering and Computer Science
- Provided a new design for the computer support structure based on Lean and Six Sigma tools and principles
to improve the service provided
- Received Green Belt Certification from the Harrington Institute Inc.
12. Percentage of time available for research, scholarly activities, or professional development: 70%
KEVIN ERHART, Graduate Teaching Associate
1.
2.
M.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 08/06
B.S. Mechanical Engineering, University of Central Florida, Orlando, FL, 05/04
3.
01/06 – Current, Graduate Teaching Associate, CEE/ENT/MMAE, UCF
10/02 – Current, Graduate Research Assistant, ENT/MMAE, UCF
01/03 – 08/07, Graduate Teaching Assistant, ENT/MMAE, UCF
4.
none
5.
UCF Sponsored Research and Consulting: Siemens-Westinghouse Power Corporation (SWPC),
Orlando, FL; DotDecimal, Sanford, FL; General Dynamics, Orlando, FL; Engineering
Technology Incorporated, Orlando, FL; NASA Glenn Research Center, Turbomachinery
Division, Cleveland, OH; Space Alliance Technology Outreach Program (SATOP), Titusville, FL.
9.
10.
- Erhart, K., Divo, E., Kassab, A., “An Evolutionary-Based Inverse Approach for the
Identification of Non-Linear Heat Generation Rates in Living Tissues Using a Localized
Meshless Method”, International Journal of Numerical Methods in Heat and Fluid Flow, Inpress (2008).
- Erhart, K., Divo, E., Kassab, A., “Boundary Element Method Thermo-Elastic Analysis For
Laser Drilling,” Int. Conf. on Computational Methods for Coupled Problems in Science and
Engineering, Barcelona, Spain, May 2007.
- Eduardo Divo, Alain J. Kassab, and Kevin Erhart, "Parallel Domain Decomposition Boundary
Element Method Approach for Large Scale Transient and Steady Non-Linear Heat Conduction,"
Chapter in Domain Decomposition Techniques in the Boundary Element Method, WIT Press,
2007.
- Erhart, K., Divo, E., Kassab, A., “Parallel Domain Decomposition Boundary Element Method
Approach for the Solution of Large-Scale Transient Heat Conduction Problems,” Journal of
Engineering Analysis with Boundary Elements, July 2006.
- Erhart, K., Divo, E., Kassab, A., Bialecki, R., “The Truncated Pod Laplace Inversion Method
for Transient Heat Conduction,” Cimenics VIII – International Congress on Numerical Methods
in Engineering and Applied Sciences, March 2006.
- Erhart, K., Divo, E., Kassab, A., “An Inverse Meshless Technique for the Determination of
Non-Linear Heat Generation Rates in Living Tissue,” Eurotherm 82, Krakow, Poland,
September 2005.
8.
American Society of Mechanical Engineers (ASME)
9.
Honors and awards: (last five years)
Award for Excellence in Graduate Student Teaching, 2007
Provost Graduate Fellowship, 2006-2008
Kersten Graduate Fellowship, 2004-2006
Outstanding Honors in the Major (HIM) Student Award, 2004
12.
-
11.
Advisor/Mentor UCF Mechanical Engineering Senior Design, 2004-2005.
- ASME Summer Heat Transfer Conference: 2004. (Speaker)
- ECCOMAS Thematic Seminars: 2007 (Speaker)
- CIMENICS International Conference: 2006. (Speaker)
- EUROTHERM NHT Conference Series: 2005 (Speaker)
12. Percentage of time available for research, scholarly activities, or professional development:
50%
13. Percentage of time commitment to the program
50%
APPENDIX C – LABORATORY EQUIPMENT
•
Lab Checklist ENGR1-183.............................................................................................2
•
Lab Checklist ENGR2-180.............................................................................................3
•
Lab Checklist ENG2-182................................................................................................4
•
Summary of ENT Laboratory Facilities .......................................................................5
•
ENGR2-201: Harris Computer Laboratory.................................................................6
•
ENGR2-101: Manufacturing/R & D Shop ...................................................................8
BSET ABET Self Study – Appendix C – Page 1
Lab Checklist
Dept:______ENT______
Lab Contact:___Lawrence Bales____
Name: _ENT Senior Design Lab_
Building: _Engineering 1__
Date__7/25/2007___
Room Number:__183__
Maximum Capacity of Students:___3_ (see miscellaneous comments)_
1. Physical Appearance
OK
Action Item
•
Paint, Carpet, etc.
•
Equipment – Broken, Obsolete
Comment:_____________________
_____________________________
•
Furniture – Broken, Old,
Insufficient, Cramped
Comment:_____________________
_____________________________
•
ADA Compliance for Wheelchair
Accessibility
•
Walls – Bulletin Board, Notices, Neat
2. Operation of Lab–Clearly Posted Notices
OK
Action Item
•
Lab Rules
•
Safety Rules – First Aid Kits
•
Computer/Equipment Operation Rules
•
Computer/Equipment Usage Policy
OK
Action Item
3. Software
•
Sufficient
•
Up-to-date
Comment:____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
4. Miscellaneous comments: Servers used primarily from remote so maximum capacity is not an issue.
Lab Checklist
Dept:______ENT______
Lab Contact:___Lawrence Bales____
Name: _ENT Electrical and Digital Lab_ Building: _Engineering 2__
Date__7/25/2007___
Room Number:__180__
Maximum Capacity of Students:___20__
OK
Action Item
•
Paint, Carpet, etc.
•
Comment:_____________________
_____________________________
•
Comment:_____________________
_____________________________
•
Accessibility
•
OK
Action Item
•
Lab Rules
•
•
•
OK
Action Item
3. Software
•
Sufficient
•
Up-to-date
Comment:____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
4. Miscellaneous comments:
Lab Checklist
Dept:______ENT______
Lab Contact: Lawrence Bales____
Name: ENT CAD/CAM Feedback Lab
Date__7/25/2007___
Building: _Engineering 2
Room Number:__182__
Maximum Capacity of Students:___20__
OK
Action Item
•
Paint, Carpet, etc.
•
Comment:_____________________
_____________________________
•
Comment:_____________________
_____________________________
•
Accessibility
•
OK
Action Item
•
Lab Rules
•
•
•
OK
Action Item
3. Software
•
Sufficient
•
Up-to-date
Comment:____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
Comment:_____________________
_____________________________
4. Miscellaneous comments:
Laboratory
Facilities
Building
& Room
ENGR1-183
Purpose of Laboratory,
Including Courses Taught
Equipment
Condition
Adequacy
Area
for
(sq. ft)
Instruction
Average
Adequate 108
Sr. Design Lab
CET 4915 Senior Design Projects
EET 5915 Senior Design Projects
1 - Dell 350 PE, 2 - Dell 1650 PE, 4 - Dell 1550
PE Computers
Electrical Circuits & Electronics Lab
CET 3323 Digital Technology
CET 3503 Microcomputer Technology
EET 2025 Electrical Circuits
EET 3085 Electricity & Electronics
EET 4158 Linear Integrated Circuits
CET 3198 Digital Systems
EET 4329 Communication Systems
EET 3143 Electronic Devices and Circuits
EET 4134 Microprocessor Electronics II
CET 4138 Digital Programmable Devices
ENGR2-182
Feedback & Power Lab
EET 4732 Feedback Control Systems
EET 4548 Power Systems
EST 3543 Programmable logic app. & Dev.
Integration
EST 4502 Metrl & Instrum
ETG 3533 Strength of Mat.
ETM 4512 Appl Design Mach. Elem.
20 - Computer Workstations
12 Electronic Workstations with Oscilloscope,
Power Supply, Multi-Meter, Sweep Generator
1 - Computer Server
2 - Printers
Excellent
Adequate
912
20 - Computer Workstations
1 - Lab Volt CNC Mill
3 - Allen Bradley Logix 5555 Processor
1 - Lab Volt Automation System
Excellent
Adequate
720
ENGR2-180
5 - Feedback Anyalog/Digital Servo Systems
4 - Lucas-Nulle Training Systems
1 - Printer
•
ENGR2-201: Harris Computer Laboratory
The Harris Computer Laboratory opened its doors to Engineering and Computer Science
students in August 2001. Two students are seated throughout the hours of operation of the lab at
the Harris Laboratory Student Monitor Help Desk (SMHD) to offer advice and help to those
students that need it. The CECS Computer Support team, located behind the Harris Computer
Lab, fully maintains and supports the facilities.
(ii) Access
The Harris lab is open Mondays thru Fridays, from 8AM to 8PM ; Saturdays and Sundays from
9AM to 6PM. The college operates a smartcard and database controlled building access system,
which replaces the traditional keyed door locks throughout the Engineering I and II buildings.
This system assists in managing access to each and every door in the buildings and providing for
transaction logs in each and every door, for a more secure work place. It also has other features
for a more reliable and modern system that can be managed with the touch of a button. The
smart card key contains an integrated circuit in it that can save account and access information
for each individual key user. This information helps trace each and every user in the system.
(iii) Description of Equipment
The Harris lab is 5,000 square feet and has equipment valued at $250,000. The main resource
for students is 30 Dell PC systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel
SoundMax Integrated audio, and a 100 Mbps Network Card. In addition, the laboratory has a
HP Laserjet B&W 9000 and a HP Laserjet 4650 Color volume, and one HP-5000 LaserJet
Printer, which provides for both black and color high-resolution document printing. It also has a
sunray terminal system, which includes 80 sunray terminal clients and 2 sun servers that connect
thru Windows Terminal Services to 4 Dell PowerEdge 2650 servers. The Harris Computer
Laboratory is one of the most advanced student computer resources at the University of Central
Florida. Some of the software packages provided by the College and installed on each system
include: MathCad 14, MatLab 2007a, AutoCAD 2008, MS-Office 2003, MS-Visual Studio,
Internet Explorer, Firefox, Pro/E, Solidworks, Visio, etc. At the Lab Monitor desk, there are
several useful peripheral devices which include 2 digital scanners that provide full color digital
scanning, a couple of digital senders to provide document scanning for rapid electronic email
capabilities, and 1 Fujitsu M4099D black and white High Volume Image scanner with a SCSI
interface, a 1000 page loading tray, capable of scanning up to 24 pages per minute. These
resources are there to offer needed capabilities to Engineering and Computer Science students
and are controlled from the Lab monitor desk.
The Harris Computer Laboratory also offers a separate area for students that have laptops
capable of connection to the CECS wireless LAN, as well as two areas for studying. Located at
the back of the Harris Computer Laboratory is the server control room, which contains 3 Dell
server racks with 25+ servers (Sun, Dell, Apple), to provide services for the Harris Lab, CECS
Administration and other college services (Web, etc). The control room also provides a quiet
area where CECS network support personnel perform their maintenance and server
administration functions.
(iv) Harris Seminar Room
The Harris Seminar Room is located at the rear of the Harris Computer Laboratory and has 20
Dell Intel based systems, each with 17-inch flat panel LCD monitors, 3.4 GHz Intel
SoundMax Integrated audio, and a 100 Mbps Network Card. The room includes a state-of-theart instructor’s console that contains a VCR for video capabilities, and a computer system (PC)
that is linked to a ceiling mounted projection and sound system. The software and hardware used
in the seminar room are similar to those used in the main laboratory. The seminar room is used
for special seminars, lectures, training and demonstrations for which the computers can be
specially configured easily for each use. This room is not scheduled for classes so that its
availability may be provided to the faculty and staff throughout the semester. In conjunction with
faculty needs, outside companies and instructors can rent and use this room to offer training and
workshops.
(v) Safety
Safety policies for the Harris Lab are:
Safety
Do NOT plug one power strip into another.
Do NOT use extension cords.
Do NOT place any object within 18 in. of the ceiling.
Do NOT lift more than you can handle.
Do NOT prop lab doors open.
Do NOT clutter walkways.
Do NOT remove college property from the lab.
Evacuation
In the event of a fire or other emergency requiring evacuation, please take your coat
and/or purse and immediately leave the building using the stairs at either end of the
building.
Emergency
In case of emergency contact campus police at (407) 823-5555 or dial 911. First Aid kits
can be found in rooms 246, 346, and 435.
Ergonomics
There are ergonomics evaluation checklists available for workstations and laboratories.
Software Copyrights
At no time should software belonging to UCF be copied and transferred to other computers.
Several sets of data that are used within the group, have limited site licenses and cannot be copied
or used for any other purposes other than those intended here at UCF.
(vi) Additions/Replacements Made Since 2002
The college replaced all Dell GX1100 computers (1Ghz Processor, 512MB RAM, etc) with 40
new Dell Optiplex SX280 (3.4Ghz Pentium 4 Processors, 1GB RAM, etc) at a cost of $45K+;
and 80 Sunrays terminal servers and 2 sun servers that connect thru Terminal services to 4 Dell
PowerEdge 2650 servers, $120K+. The college is also in the process of upgrading the memory
for all Dell Optiplex computers to 2GB RAM at a cost of $10K+.
•
ENGR2-101: Manufacturing/R & D Shop
The Advanced Manufacturing Laboratories offer more than 6,000 sq. ft. for machining,
fabricating, prototyping, and measuring equipment. These laboratories are jointly operated by the
Mechanical, Materials, & Aerospace Engineering Department, the Engineering Technology
Department, and the Industrial Engineering & Management Systems Department.
They serve as a teaching-learning Center where engineering students can design, build, fabricate,
measure, and test products, developing skills reinforced by hands-on experience. In courses
supported by the Center, students learn the significance of engineering specifications, design,
and methods needed for precision in manufacturing. Students use the facility to design, specify,
prepare and fabricate senior design projects. For example, the shop provides support to student
projects in design, to student professional society competitions such as the Mini-Baja vehicle and
the human powered vehicle and to experimental research. It also is used for the teaching of EIN
4391C, Manufacturing Engineering, a three credit approved elective course with approximately
75 students per semester and limited to fifteen students in the lab at a time necessitating multiple
lab sections. This CECS facility is supervised by an Electrical Engineer with 40 years
experience in manufacturing, metal fabrication, and machine work.
(ii) Description of Equipment
The facility is also a R&D Center where skills and industrial machinery can be demonstrated.
Equipment valued at $800,000.00 is housed in the Center. The equipment list is as follows:
I.
II.
III.
Manual lathes (quan. 5): Allows a range of working diameters from .05” to 12”,
and 6 ‘in length.
EDM (electrical discharge machine): used for student teaching in Manufacturing
Engineering Class on student required projects.
Manual Mill (quan 3): Student use for project use, senior design and class
instruction.
IV.
V.
VI.
VII.
VIII.
IX.
X.
CNC 4 axis VMC – Vertical machining center. (quan 2): Research support,
student project fabrication and support of university wide projects, including
Physical Plant..
CNC lathe: Support for student teaching and university wide projects.
Welding equipment, Arc, Tig, and gas available.
Starrett Rapid Check 2 CMM, full range of calipers and micrometers, PC based
CAD stations with graphics to CNC software.
Saws include; Chop saw (quan 2): vertical Band Saw: (quan 2): Horizontal Saw:
(1)
Grinding capabilities: Surface grinder: (quan 2): Automatic X-Y grinder.
Full software support of graphic import to part fabrication in house.
The Advanced Manufacturing Center, Room 101, is located adjacent to the Rapid Prototyping
Lab and the Metrology Lab operated by the Industrial Engineering and Management Systems
Department. These labs are equipped with stereolithography and thermojet rapid prototyping
equipment and advanced surface measurement equipment. The above named facility supports all
university activities from departments located through out the campus. Small business is also
welcomes to avail them selves of the expertise and equipment of the Manufacturing center.
The University of Central Florida Manufacturing Area is also certified to teach Feature CAM
software, in conjunction with, EGS (Engineering Geometry Systems).
(iii) Safety
State Fire Marshall safety inspections, in the Manufacturing area, are conducted routinely four
times a year. The inspection schedule for other labs in the university is a maximum of two times
a year. On site UCF Health and Safety inspections are conducted at random times through out
the year. This redundant policy of inspection, allows potential safety problems to be immediately
resolved and corrected.
A University wide safety manual is also issued to anyone needing access to the area and students
doing any type of work in the shop area.

ABET Self-Study Report - Engineering Technology Department Wiki

Transcription

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