Students will develop knowledge and understanding of key concepts and skills relevant to Electronics.
Objective
Development Of Students' Knowledge And Skill
During their enrollment in the program students will be required to complete assignments that require students to demonstrate competency in key areas of Electronics.
Indicator
Student Completed Assignments In Advanced Electronics
All students enrolled in the program must complete the Advanced Electronics course in their final year of enrollment. The course addresses key concepts and skills relevant to the field of electronics. Each semester seven randomly selected student assignments from the Advanced Electronics course will be reviewed by faculty members with expertise in the field. Faculty members will score the assignments using a scale of 1 - 5 with 5 being the highest.
Criterion
Faculty Evaluation Of Students' Performance
At least 70% of the assignments scored will be scored at a 3 or higher.
Finding
Faculty Evaluation Of Students' Performance
70% of the assignments selected for scoring were assigned a score of 3 or higher. Faculty agreed that students who failed to score a 3 or better tended to display a weak grasp of the course objectives. Faculty found several weaknesses with the evaluation process. First, in some instances faculty differed in the scores they gave each assignment. Second, faculty used slightly different criteria when evaluating the assignments.
Action
Faculty Evaluation Of Students' Performance
Improving the Evaluation Process: In the summer of 2010 faculty will develop a detailed grading rubric to be used by all faculty involved in the evaluation process. A detailed grading rubric should allow for more consistent scoring and ensure that all faculty are using the same criteria when evaluating assignments. We expect that faculty scores will not vary in the vast majority of cases and when there is a difference in scores the difference will not be greater than a single point. If faculty scores do differ beyond a single point, faculty will be asked to review the grading rubric and discuss its application.
Improving Students' Performance: Faculty teaching the Advanced Electronics course will place greater emphasis on concepts related to the course objectives.
Goal
Professional Development Of Students
Students will learn the skills necessary to compete in the professional marketplace.
Objective
Development Of Students' Knowledge And Skill
During their enrollment in the program students will be required to complete assignments that require students to demonstrate skills and their ability to compete in the professional marketplace.
Indicator
Student Completed Assignments In IT 490
year of enrollment. IT 490 addresses the skills necessary to compete for employment in the field of Industrial Technology. Faculty members with expertise in the field of IT will meet to discuss students’ performance on key assignments in IT 490.
Criterion
Faculty Evaluation Of Students' Performance
At least 70% of the students will receive passing grades on their first attempt and all students will receive a passing grade on their second attempt.
Finding
Faculty Evaluation Of Students' Performance
80% of the students passed on their first attempt and all students passed on their second attempt. Faculty identified common problems found in students' professional portfolios that did not receive a passing grade on the first attempt. Students failed to format their resumes correctly and they failed to match their resume content to the content of their job application. Faculty also found several weaknesses with the evaluation process. First, in some instances faculty differed in the scores they gave each assignment. Second, faculty used slightly different criteria when evaluating the assignments.
Action
Faculty Evaluation Of Students' Performance
Improving the Evaluation Process: In the summer of 2010 faculty will develop a detailed grading rubric to be used by all faculty involved in the evaluation process. A detailed grading rubric should allow for more consistent scoring and ensure that all faculty are using the same criteria when evaluating assignments. We expect that faculty scores will not vary in the vast majority of cases and when there is a difference in scores the difference will not be greater than a single point. If faculty scores do differ beyond a single point, faculty will be asked to review the grading rubric and discuss its application.
Improving Students' Performance: Faculty will also take action to correct the weaknesses identified in students' professional portfolios. Faculty teaching IT 490 will place more classroom emphasis on matching resume content to job application content and on the formatting of resumes.