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Southwest Tennessee Community College

Memphis, Tennessee

ACADEMIC AUDIT

Quality Assurance Technical Certificate

SELF STUDY REPORT

Submitted to the Tennessee Board of Regents

For an Academic Audit Review

Mechanical Engineering Technologies

Southwest Tennessee Community College

737 Union Avenue

Memphis, Tennessee 38103

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I. INTRODUCTION

The Quality Assurance certificate program (TCQA) was created to provide a student with basic skills needed for an entry level job in a technical field. Completion of the associate degree can take several years while the technical certificate gives the student a short term goal that can be achieved in two semesters. Mechanical Engineering Technology (MEET) students often can take only one or two classes a semester due to family or work obligations. Many of these students elect to complete the certificate program prior to completing the full degree program. Completing the certificate program can also strengthen a student’s fundamental technical skills. ENTC 1124 (Appendix 2) provides the students with the applied math skills needed to be successful in the later technology courses. After completion of the technical certificate, the student sometimes shows improvement on Compass test scores which eliminates the need for additional developmental courses. Many TCQA graduates do go on to complete the Associate of Applied Science degree in Mechanical Engineering Technology. Appendix 3 contains a detailed report on the program enrollment data.

The Quality Assurance Technical Certificate program (TCQA) was first implemented in 1998 under State Technical Institute and consisted of six courses. A list of required courses is included in Appendix 1, and course descriptions are included in Appendix 2. Three of the six required courses for the TCQA are also required for the AAS degree in Mechanical Engineering Technology (MEET). The MEET program is fully accredited by the Technology Accreditation Commission of Accreditation Board for Engineering and Technology (TAC/ABET).

The Quality Assurance Certificate Program provides the student with intensive measuring and testing skills. Major areas of study include skills using common measuring instruments and techniques using micrometers, gage blocks, and calipers; special measuring equipment and techniques using coordinate measuring machines, computer vision machines, and digital measuring devices; non-destructive testing covering magnaflux, ultrasonic, dye penetrant, radiographic, and eddy current equipment and techniques; materials testing covering stress and strain analysis, tension and compression tests; metallograph inspection and analysis; and hardness and strength studies involving heat treating.

Graduates of this certificate program can find employment opportunities in almost any manufacturing, industrial, or service organization. Certificate holders may also continue their education in the Mechanical Engineering Technology Associate Degree Program in either the Mechanical Design or Manufacturing Concentration. It is recommended that the Mechanical/Manufacturing CAD certificate be completed first for those who do not have the proper industrial experience or necessary technical skills. Cooperative education with industry is also available to qualified students.

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II. OVERALL PERFORMANCE

The Quality Assurance Technical Certificate Program (TCQA) is a strong, quality driven program. One major strength lies in its shared coursework with the MEET program which adheres to the Technology Accreditation/Accrediting Board for Engineering and Technology (TAC/ABET) accreditation standards. ABET is the highly respected accrediting body for college and university programs in applied science, computing, engineering, and technology. ABET has provided leadership and quality assurance in higher education for more than 75 years and currently accredits some 2800 programs at more than 600 colleges and universities nationwide. Since ABET does not offer accreditation for a certificate program, the TCQA program is not separately accredited by ABET. However, since three of the six courses contained in the technical certificate are also included in the Mechanical Engineering Technology AAS degree program and meet the high standards set by ABET, the TCQA program also benefits from this accreditation. The MEET program was reviewed for reaccreditation in the 2008 Fall semester and received notification of fully meeting all accreditation standards from ABET in the fall 2009 semester (letter dated October 23, 2009, Appendix 4). Program learning outcomes are well defined and methods for assessing those outcomes have been established for the TCQA certificate program. The outcomes for the TCQA were developed under the guidelines of the TAC/ABET criteria along with input from the MEET Advisory Committee.

The self-study process for this report began several years ago in preparation for the TAC/ABET site visit in 2008. The faculty members developed program and learning outcomes in 2005 using the TAC/ABET criteria as a foundation for the outcomes. The Advisory Committee reviewed and approved the outcomes in 2006. Engineering Technologies’ faculty members continually strive to improve the assessment processes within the department.

A recent addition to the assessment process is the college’s online Planning System and the use of a 4-column model to track program outcomes. This system streamlines the process and holds each program accountable for completing and tracking assessment data. This addition captures the program’s progress toward meeting objectives in a usable, concise manner and allows this information to be available to everyone throughout the college. Interrelated disciplines have access to assessment data that may impact their own programs’ outcomes.

Another strength of the TCQA program is the use of hands-on training for preparing students for work in industry. The labs are equipped with the same type of equipment the students will see in the field. The Advisory Committee is consulted in the purchase of new equipment to ensure that the latest technology is available to students. Also, the program strives to stay current by updating to the latest CAD/Microsoft Office software on a regular basis. New textbooks are also reviewed and incorporated as needed.

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One program weaknesses identified in Focal Area 1: Learning Objectives is the sharing of best practices among engineering technology faculty and adjuncts. Although best practices are shared on an informal basis, the department should establish a forum to support each other, especially giving support to the adjunct faculty. This meeting could be held at the beginning of each semester. A weakness discussed in Focal Area 4: Student Learning Assessments could also be addressed at this meeting. Each adjunct instructor could be given a contract with the required assessment data listed. The adjuncts would know the expectations for teaching the course and could see how the course supports the program outcomes. Although the adjuncts would have responsibility for supplying assessment data from the courses they teach, the compiling of the assessment results from different sections of the same course will belong to a full-time faculty member.

From Focal Area 2: Curriculum and Co-curriculum, a significant program weakness has been identified and modifications to the program’s curriculum should be made to satisfy the student learning objectives and meet the needs of industry. The SLO 2 which states: “students will demonstrate the ability to use Microsoft Office 2007, which includes Microsoft Word, Excel, Access and PowerPoint” is not represented in the current curriculum. The course INET 1004 – Technical Computer Applications should be added to the TCQA requirements. In addition, the advisory board requested that the students have an understanding of statistical process control. A course in the Mechanical Engineering Technology associate program that addresses that need is INET 2043 – Statistical Quality Control. These additions would help to strengthen the effectiveness of the program.

From Focal Area 3: Teaching and Learning, another weakness identified in the program is the lack of web-assisted methods in the TCQA courses. Other programs in Engineering Technologies have developed hybrid/web-assisted courses in their curriculum with great success. These courses have tests, homework and PowerPoint presentations accessible through the web. These methods improve student learning and make the courses more convenient for students. The use of online testing can also make assessment analysis more straightforward. Although not every course lends itself to be taught completely online, most courses can benefit from a web-assisted component.

III. PERFORMANCE BY FOCAL AREA

The purpose of this section is to address education quality processes related to the Quality Assurance Technical Certificate (TCQA) program at Southwest Tennessee Community College. This section will describe the processes in which faculty draw upon evidence to assess strengths, weaknesses and needs associated with the program in an effort to produce, assure, and regularly improve the quality of teaching and learning. Initiatives and recommendations for improvement to address identified needs are also presented in each of the focal areas.

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The five focal areas to be covered are learning objectives, curriculum and co-curriculum, teaching and learning, student learning assessment and systematic quality assurance. Each of these areas deals with issues that are critical to teaching and learning. Increasing survey response, increasing levels of collaboration among faculty, redesigning program curriculum, incorporating web-assisted methods in courses, improving cooperation of adjunct faculty and increasing the number of students being advised are all improvement needs which are addressed in detail in the following sections.

Focal Area 1: Learning Objectives

1.1.Process for Developing Program Learning Objectives

Student learning objectives have been explicitly defined for each course in the program and are listed on the standardized course syllabi. The TCQA student learning objectives were proposed and approved by the program faculty and the program advisory board through meetings and surveys. The program advisory board includes employers, former students, adjunct instructors, industry representatives and faculty from other institutions (see Appendix 6). Student learning objectives are flexible and are periodically reviewed by the program faculty and the advisory board for possible revisions. Proposed modifications to the objectives are carefully scrutinized to determine the continuous improvement value of the changes and to ensure that the objectives maintain reasonable alignment with the expectations of industry.

Course objectives are listed on the syllabi for each course. Those course objectives which are deemed as most important for a student’s later success in the field make up the program objectives. In choosing the program objectives, what a student should think, know, or be able to do as a result of completion of the program is considered. Each student learning objective is written in such a way as to be specific, time-based and measurable. Program learning objectives and the corresponding assessment plan are included in Appendix 8. In addition to industry requirements, ABET criteria are also instrumental in defining the program objectives. Three courses in the TCQA program are also included in the ABET accredited mechanical engineering technology associate degree program. These three courses are MEET 1134-Engineering Materials, MEET 1144-Machines Technology and MEET 1220-CAD Design II.

The program demonstrates strength in the area of developing learning objectives through the involvement of the advisory board and the adherence to ABET criteria.

1.2 Evidence-Based Learning Objectives

In the TCQA program the current student learning objectives have been developed based on several sources of data. Program surveys from employers and alumni/graduates were used in conjunction with Career Services’ surveys to develop the original student learning objectives. These surveys provided information on employment status and the adequacy of education.

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Information obtained from advisory board meetings was also compiled and utilized. The TCQA program objectives were further based on professional certification standards offered by the American Society of Quality (ASQ). The ASQ’s Certified Quality Inspector (CQI) exam, formerly known as the Certified Mechanical Inspector (CMI) exam, has been incorporated into INET 1220 - Precision Measuring Techniques. Further, three of the six courses in the curriculum meet the standards of ABET with extensive industry based research carried out in defining the evidence based learning objectives established by the accrediting agency. A process has been developed to modify/improve the student learning objectives. The objectives are reviewed periodically and changes are made based on the following process:

Program Objective or  revision proposed by  Program Faculty. 

Program Objective or revision  proposed by Advisory Board  member(s). 

Program faculty members  review the proposal and 

                            YES  YES

Program faculty members  review the proposal and  decide on its viability  based on the following  factors:1. Is the proposal  already covered by  related objective(s)?  2. Is the proposal  practical? (a) Do the  resources already exist or  can the resources be  obtained for 

implementation? (b) Can  the proposal be 

reasonably integrated into  the curriculum? 

decide on its viability for  further review by the  Advisory Board. 

Retain for 

further review?  Abandon 

Present the proposal to the  Advisory Board during a formal  meeting or through e‐mail. 

Advisory Board 

Approves? 

Include the proposal in the  TCQA Program Objectives List  and begin implementing  appropriate curriculum  changes.  Abandon  Retain? YES  NO  NO NO

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Revisions or additions can be initiated by program faculty and/or the program advisory board. The data sources that were utilized during the establishment of the original student learning objectives will be updated and considered when revisions are needed. One challenge the program faces is to solicit enough response to the various surveys to get a true picture of students’ learning needs.

1.3 Best Practices for Learning Objectives

Best practices are continually sought by program instructors through multiple sources. Informally, faculty members consult other institutions through the use of web-based materials detailing program content. Another resource utilized for best practices is faculty membership in the Engineering Technology Listserv. This email listing provides a forum for engineering technology educators to share ideas, concerns and information. In the Engineering Technologies department, faculty members consult together on an informal basis regarding making program improvements. Those instructors with more experience mentor the less experienced ones. One weakness in this area lies in the lack of a formal forum to share ideas and make improvements. On a more formal level, the accreditation process with ABET provides valuable best practices information in the area of engineering technologies. This process has made continuous improvement a priority for the Engineering Technologies department. To ensure that continuous improvement remains a priority, the learning objectives are communicated to students, employers, advisory board and adjunct faculty, who in turn, hold the program faculty accountable for achieving these objectives. The students and adjunct faculty receive a copy of the learning objectives as a part of the course syllabi and the employers/advisory board reviews the learning objectives during the program’s annual advisory board meeting.

Improvement Needs for Focal Area 1

• One need is to obtain more response to alumni/employer surveys. This data will be needed to update student learning objectives. Recently, the surveys have been placed online, and alumni/employers have been contacted through email. Some difficulty has occurred with out-dated contact information. Time will be devoted to researching this information, and perhaps, making contacts via telephone and mailings.

• Another need is to create a forum for faculty/adjunct instructors to share best practices information.

Focal Area 2: Curriculum and Co- Curriculum

2.1 Faculty Collaboration on Curriculum Design and Improvement

The curriculum choice is directly derived from the learning objectives. Collaboration among program faculty and advisory board on curriculum design and improvement occurs on a regular

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basis. If changes to the curriculum are required, those changes are submitted to the College’s Curriculum Committee whose members come from various representative areas within the college. The College’s Curriculum Committee reviews curriculum and manages all course change recommendations to ensure that the guidelines of the college are met.

One example of faculty collaboration on curriculum design which should lead ultimately to program improvement is related to curriculum alignment with the program objectives. After close review of the student learning objectives, the program faculty and advisory board agreed that the curriculum of the TCQA program should be revised. The SLO 2 which states: “students will demonstrate the ability to use Microsoft Office 2007, which includes Microsoft Word, Excel, Access and PowerPoint” is not represented in the current curriculum. Faculty discussed that the course INET 1004 – Technical Computer Applications should be added to the TCQA requirements. In addition, the advisory board requested that the students have an understanding of statistical process control. A course in the Mechanical Engineering Technology associate program that addresses that need is INET 2043 – Statistical Quality Control. A recommendation followed from the Advisory Committee regarding adding this course to the TCQA curriculum. Further recommended was that since the Student Learning Objectives for TCQA do not reflect the need for Computer Aided Design skills; MEET 1220 – CAD Design II should be removed from the curriculum. Also, it was determined that the MEET 1314 – Non-destructive Testing and Inspection course was based on the aerospace industry and was not applicable to industry in the area. The applicable non-destructive testing methods could be taught in the current MEET 1134 – Engineering Materials which already includes destructive testing methods. These curriculum changes are being proposed to the Curriculum Committee.

2.2 Course Content and Sequencing to Achieve Learning Objectives

Faculty regularly review the content and sequencing of courses. In order to achieve the program learning objectives effectively, the students must complete the courses in a predetermined order. The curriculum has been analyzed and pre-requisites are in place for each course in the program. These pre-requisites are explained to the students during advising and are documented in the College’s catalog. For the current TCQA the optimum course sequencing would be as follows: the student would take ENTC 1124- Engineering Technology Techniques in the summer term; in the Fall term the student would complete MEET 1134 – Engineering Materials, MEET 1144 – Machines Technology and MEET 1210 – CAD Design I; finally, in the Spring term the student would complete the certificate by taking MEET 1220 – CAD Design II, MEET 1314 – Non-Destructive Testing and INET 1220 – Precision Measuring Techniques. In the newly proposed TCQA the sequencing would be as follows: the student would take ENTC 1124- Engineering Technology Techniques and INET 1004 – Technical Computer Applications in the summer term; in the Fall term the student would complete MEET 1144 – Machines Technology and INET 2043 – Statistical Quality Control; finally, in the Spring term the student would complete the

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certificate by taking MEET 1134 – Engineering Materials and INET 1220 – Precision Measuring Techniques.

2.3 Soundness of Curriculum, Including Best Practices

The TCQA curriculum is based on ABET criteria, industry professional societies including the American Society of Quality (ASQ), the Society of Manufacturing Engineers (SME), the Institute of Industrial Engineers (IIE) and curriculum review of other institutions. In reviewing promising practices in programs at other institutions, faculty members have looked at Sinclair Community College and Ivy Community College, both in Ohio. Input on curriculum is also obtained through advisory meetings with faculty at the University of Memphis.

Improvement Needs for Focal Area 2

• One need that has been identified is to make significant changes to the TCQA curriculum for better alignment with the program’s learning objectives. Documentation will be prepared and presented to the College’s Curriculum Committee for approval.

Focal Area 3: Teaching and Learning 3.1 Focus on Teaching and Learning

This program primarily utilizes traditional lecture/lab methods of instruction with classes offered days and evenings to accommodate both the traditional and non-traditional students’ schedules. The program is based on hands-on training; therefore, most courses approach learning through first lecturing on a topic and then reinforcing the new information with lab exercises or computations. Instructors utilize videos, professional society websites, local industry websites and actual industry projects to stimulate student learning. Recently, ENTC 1124 – Engineering Technology Techniques has become a web-assisted course. Since the program is based on hands-on learning, a complete hands-online course was not chands-onsidered to be feasible. In all cases, attentihands-on is given to how to best serve students while also enhancing learning.

3.2 Use of Instructional Methods and Materials for Mastery

The program faculty through meeting ABET guidelines are held to a plan to continually strive for improvement in instructional methods and materials. Student assessments indicate when teaching methods require modifications. These modifications are implemented and then re-evaluated to confirm effectiveness. Applied problem solving, critical thinking, and hands-on technology application are integrated throughout the courses through a variety of methods including classroom instruction, laboratory work, and outside-of-class assignments. Adjunct faculty are provided with instructional materials and are monitored to assure that consistent

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teaching methods are being used. Through the use of laboratory equipment, students get hands-on experience to prepare them for employment in industry. Some of the laboratory equipment students receive training on includes Rockwell Hardness Tester, LECO Microhardness Tester, United Universal Testing Machine, Industrial Plastics System, DoAll Lathe, Combination Milling Machine, and Starett Optical Comparator. The use of this equipment gives students a better understanding of material properties, machining techniques and inspection methods. In addition to laboratory equipment training, the students are also instructed on the use of AutoCAD 2008 software. AutoCAD 2008 is computer aided design software that allows students to create two-dimensional mechanical drawings.

3.3 Collaboration in Design and Delivery of Teaching-Learning Process

Program faculty and faculty within the Engineering Technologies department collaborate in the design and delivery of the teaching and learning processes of the program. Promising teaching practices are shared with other departments at Southwest through professional development received during the Summer Institute. The Summer Institute is a forum for faculty from different areas of the college to present on teaching methods and new classroom technologies. Other outside influences that have positively impacted teaching practices within the program have been Sinclair Community College, East Tennessee State University and the University of Memphis. Improvement Needs for Focal Area 3

• One need is to incorporate web-assisted methods into TCQA courses to improve student learning and make the courses more convenient for students.

Focal Area 4: Student Learning Assessment 4.1 Key Quality Indicators for Learning Objectives

Key quality indicators for the assessment of learning objectives are in place for the program. These indicators include traditional testing, lab exercises and research paper assignments. Grading rubrics or custom assessment forms are utilized to assess each learning objective. The program faculty collaboratively develop and implement assessment of learning objectives on an annual basis. A major field exit exam is not administered to completers of the TCQA program, but some of the courses are shared with the Mechanical Engineering Technology program which does require an exit exam. This exit exam is divided into course sections which can be tied to individual learning outcomes. Although an exit exam might prove useful for the TCQA program, the current emphasis for student learning assessment is placed at the course level to reflect the level of student learning.

The program has incorporated the use of a 4 column model for listing: (1) program objectives, (2) assessment methods tied to the individual objectives, (3) assessment results, and (4) use of

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the assessment results in closing the loop. Documentation of the continuous improvement process for the program has been both improved and simplified through the use of the 4 column model. In the fall semester of 2008, all programs at Southwest TN Community College began using this model and posting it in the college’s online Planning System. This documentation effort helps to validate that program assessments are aligned with the learning objectives and that assessment results are used for enhancing student learning. A copy of the program’s completed 4 column assessment model for 2008-09 may be found in Appendix 8.

4.2 Best Practices for Assessing Student Learning

The program’s plan for assessing student learning incorporates guidelines given by ABET and the use of a 4 column model. The assessments are based on individual learning objectives and not overall course grades. The program faculty members identify key indicators and develop rubrics/custom assessment forms that are completed for each student. The individual results are then compiled to capture an overall assessment of the learning objective. Some learning objectives are covered in more than one course and in that case the program faculty will alternate using data from different courses to assess student achievement of the learning objectives. This practice ensures that each course is being used in the evaluation process at least every other assessment cycle.

4.3 Continuous Assessment-Based Program Improvements

Faculty members are ultimately responsible for assessment in each course. Courses that are taught by an adjunct instructor are assigned to a program faculty member for the purpose of collecting and compiling assessment results. The adjunct instructors provide the faculty member with the course assessment data. The instructors collaborate closely on assessment design and typically make use of traditional exams, lab assignments and written papers. These methods are discussed among the departmental faculty and reviewed for needed changes.

As discussed in Section 4.1, student achievement of the learning outcomes is assessed and documented using the college’s online planning system and four column model. The fourth column lists “use of results” of assessments in making continuous improvements in the program. Assessment methods are periodically reviewed and changed as needed. Improvements are made at the course level when assessment results indicate the need for change. As courses within the program are improved, the overall program is improved. Some assessment-based program improvements that took place in the last cycle are recorded in Column 4 of the 2008-09 Student Learning Outcome Assessment Chart found in Appendix 8.

4.4 Multiple Measures in Assessing Learning and Program Effectiveness

Multiple measures for assessing learning and program effectiveness are used. Written tests, hands-on lab assignments and written reports are measures currently used for assessing learning.

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Program effectiveness is measured primarily through the assessment results, student evaluation of teaching surveys (SET) and graduating student job placement rates.

Improvement Needs for Focal Area 4

• One need is for better cooperation with the adjunct instructors in providing the course documentation needed to complete assessments. A signed contract could be drafted at the beginning of the semester detailing the required assessments and data that should be collected. This contract may cause the instructor to be more prepared and accountable.

Focal Area 5: Systematic Quality Assurance

5.1 Commitment to Continuous Quality Improvements

The TCQA program at Southwest is committed to continuous improvement. To keep up with technology and provide the students with the tools they need for industry, the program makes continuous improvement a top priority. The Engineering Technologies department is devoted to providing a quality education to its students. All members of the department collaborate to maintain high standards. These standards are apparent through the work completed to maintain ABET accreditation for all the programs in the department.

Feedback is given to the faculty related to how they are performing work related to the curriculum and other practices affecting students through the annual department chair’s evaluation and subsequent conference with chair. Faculty members receive additional valuable feedback through the results of the student evaluation of teaching surveys (SET) performed each fall semester. Quality assurance practices are periodically reviewed and improved as needed. In the 2008-09 year, both the Student Evaluation of Teaching instrument and Department Chair’s Evaluation for faculty instrument were developed or revised through formal processes which included regular input from faculty committees and ultimate approval by the Faculty Senate, Department Chairs, Deans, and the Provost. The administration at Southwest is committed to providing opportunities for professional growth and development for faculty members. Numerous opportunities throughout each academic year related to enhancing teaching effectiveness are offered free of charge to faculty members through the Center for Faculty Development.

5.2 Systematic Quality Assurance

Efforts are being made to ensure that quality assurance will be a systematic and regular process on both the institutional and program level as discussed below.

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Institutional Efforts:

The IE planning cycle is a formal internal process at Southwest used for systematic quality assurance. This process requires that all departments establish annual objectives, conduct assessments, and use assessment results to improve programs. Training in writing program outcomes for student learning was undertaken as a college-wide effort in the fall semester of 2008 with documentation of the student learning outcomes on the college’s online planning system continuing as an ongoing process at Southwest. Other forms of quality assurance regarding teaching effectiveness include the student evaluation of teaching (SET) for each faculty member and the follow-up department chair’s evaluation of faculty each spring semester. The institution is committed to providing quality services to meet the distinct needs of its diverse student population. The Academic Support Center (ASC) provides free tutoring services and resources for students to provide support that may enable them to successfully reach their educational goals. Through the services of the Advising and Counseling Centers at Southwest, professional advisors along with assigned departmental advisors provide students with a high caliber of advising deemed essential for their academic success. As part of the commitment to systematic quality assurance, Southwest has purchased a program called “AdvisorTrac” to be used for tracking advisees and maintaining records of content in advising sessions. The Advising and Counseling Centers provide valuable assistance with articulation issues for students who plan to transfer to other colleges and universities. Many of the Southwest students are first generation college students and find the support of the Advising and Counseling Centers invaluable. The Career Services Department at Southwest serves all students who request assistance with job-search strategies, resume writing, interviewing techniques, and career counseling. Five libraries are available for student, faculty and staff use and an InfoNet Library provides additional valuable online services in assuring that all students have access to library services.

Southwest Tennessee Community College is accredited by the Southern Association of Colleges and Schools – Commission on Colleges. As part of the reaffirmation of accreditation process, Southwest has responsibility for documenting compliance with 72 standards of quality and effectiveness and the Commission has responsibility for reviewing the College in accordance with those standards. In meeting the high standards required for accreditation, Southwest assures that quality education practices are in place.

Program Efforts:

The program has a plan in place to ensure that quality assurance is a systematic and regular process. First, the student learning objectives have been defined and conveyed to the instructors and students through the course syllabi. Secondly, a plan to measure and assess the student learning objectives is in place; each program objective is assessed on an annual basis at the end of the spring semester. Finally, the results of the assessment are reported to the program faculty,

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adjunct faculty and advisory committee and the results used to make improvements to the program. After changes have been made, the program objectives will be re-assessed to determine the success of the improvements. This process will be repeated each academic year not only for the TCQA program, but also for the Mechanical Engineering Technology associate degree program which is accredited by ABET. The college’s online planning system will be utilized to document the process.

With regards to academic advisement, each student at the college is assigned an advisor, but is not required to meet with the advisor. TCQA students are individually advised by a program faculty member, and the student’s academic progress is tracked each semester. A file is kept for each student with an academic audit form which is used for planning.

Improvement Needs for Focal Area 5

• One need is for students to be advised by program faculty on a regular basis. Since students are able to register for classes without the help of an advisor, additional pertinent advising information should be available through course instructors.

IV. POTENTIAL RECOMMENDATIONS AND ASSOCIATED INITIATIVES

Having assessed the overall educational quality of the Quality Assurance Technical Certificate program in the self-study, the purpose of this section will be to present some specific initiatives for improvement. The program’s faculty members are committed to working intensively on the following quality improvement initiatives:

Initiative 1, Sections 1 & 4:

What needs to be accomplished: Create a forum for faculty/adjunct instructors to share best practices information.

The tasks required to accomplish the objective. Schedule a semi-annual Quality Assurance Meeting at the beginning of each semester that includes all faculty from Engineering Technologies and adjunct faculty to discuss student performance and teaching strategies and make improvements to the respective programs. The meeting will be led by the Department Chair who will facilitate the meeting agenda. Adjunct faculty will also be given a form documenting the assessment data requirements for the courses they are teaching. This initiative will aid in the assessment process.

How it will be determined whether the initiative is being implemented as planned: Record of meeting minutes.

Demonstration that the unit is capable of carrying out the initiative: The department faculty currently have department meetings on an as-needed basis. The meetings will be scheduled on a more regular basis and will include adjunct faculty.

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14  Initiative 2, Section 2:

What needs to be accomplished: Significant modifications to the TCQA curriculum to support the Student Learning Objectives

The tasks required to accomplish the objective: Complete the necessary documentation and go before the College’s Curriculum Committee for approval. The following modifications to the curriculum should be made:

• Add INET 1004 – Technical Computer Applications and INET 2043 – Statistical Quality Control to the curriculum

• Remove MEET 1220 – CAD Design II and MEET 1314 – Non-destructive Testing from the curriculum

• Change MEET 1134 – Engineering Material course learning objectives to include applicable Non-destructive testing methods.

How it will be determined whether the initiative is being implemented as planned: Changes reflected in the next College catalog

Demonstration that the unit is capable of carrying out the initiative: The courses needed to complete the TCQA curriculum are already established and taught in the AAS degree. These changes should be easily incorporated into the TCQA certificate program.

Initiative 3, Section 3:

What needs to be accomplished: Increase student learning and convenience through Web-assisted courses.

The tasks required to accomplish the objective: Web assisted methods will be incorporated into the program curriculum to improve student learning. Course syllabi, assignments, information will be made available on the Web.

How it will be determined whether the initiative is being implemented as planned: Archived Course Information from the Internet.

Demonstration that the unit is capable of carrying out the initiative: Some faculty members have already incorporated new technologies into the curriculum. Those faculty members can give support to those who are not as familiar with designing web-assisted courses. Additional training is available through faculty development.

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V. MATRIX OF IMPROVEMENT INITIATIVES

Recommended Improvement Action Leadership Timeline

Project Name: Quality Assurance Meetings

Description of Initiative: Quality assurance meetings will be scheduled annually for all Engineering Technology faculty members and adjunct instructors for the purpose of reviewing student and teaching performance and to make decisions on program improvements.

Intended Result: This project should aid in meeting the needed improvements in Focal Areas: 1 & 4

Coordination: Department Chair Participants: Department Faculty & Adjuncts Beginning: Fall 2010 Ending: Ongoing

Project Name: TCQA Curriculum Modifications

Description of Initiative: Complete the necessary documentation and go before the College’s Curriculum Committee for approval.

Intended Result: This project should aid in meeting the needed improvements in Focal Area:2

Coordination: Program Coordinator Participants: MEET Faculty/Adjunct Instructors Curriculum Committee Beginning: Spring 2009 Ending: Fall 2010

Project Name: Web-Assisted Courses

Description of Initiative: Web assisted methods will be incorporated into the program curriculum to improve student learning.

Intended Result: This project should aid in meeting the needed improvements in Focal Area: 3

Coordination: Program Coordinator Participants: MEET Faculty/Adjunct Instructors Beginning: Fall 2010 Ending: Ongoing

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APPENDICES

Appendix 1 Program Description/Requirements

Appendix 2 Course Descriptions

Appendix 3 Enrollment Data

Appendix 4 ABET Accreditation Letter

Appendix 5 Faculty Credentials

Appendix 6 Advisory Committee Members

Appendix 7 Advisory Committee Meeting Minutes

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Appendix 1 – Program Description/Requirements

QUALITY ASSURANCE Technical Certificate

The Quality Assurance Certificate Program provides the student with intensive measuring and testing skills. Major areas of study include common measuring instruments and techniques using micrometers, gage blocks, and calipers; special measuring equipment and techniques using coordinate measuring machines, computer vision machines, and digital measuring devices; non-destructive testing covering magnaflux, ultrasonic, dye penetrant, radiographic, and eddy current equipment and techniques; materials testing covering stress and strain analysis, tension and compression tests; metallograph inspection and analysis; and hardness and strength studies involving heat treating.

Candidates can already hold a degree in Industrial Engineering Technology, Mechanical Engineering Technology or Industrial Maintenance Technology. Candidates must also meet the requirements of a first-time college student or transfer student (see Admissions section). Candidates must take at least 16 of the 19 hours at Southwest. Each student should assure that he or she has met the prerequisites before attempting to register for a course.

Graduates of this certificate program can find employment opportunities in virtually every manufacturing, industrial, and service organization. These certificate holders can also continue their education in the Mechanical Engineering Technology Associate Degree Program in either the Mechanical Design or Manufacturing Concentration. It is recommended that the Manufacturing Fundamentals Certificate be completed first for those who do not have the proper industrial experience or necessary technical skills. See program advisor for proper placement in program. Cooperative education with industry is also available to qualified students.

Required Courses

Course Number Course Title Credit

ENTC 1124 Engineering Technology Techniques 3

MEET 1134 Engineering Materials 3

MEET 1144 Machines Technology 3

MEET 1220 CAD Design II 4

MEET 1314 Non-Destructive Testing and Inspection 3

INET 1220 Precision Measuring Techniques 3

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Appendix 2 – Course Descriptions

ENTC 1124 - Engineering Technology Techniques

This course introduces the student to engineering technology and the techniques and methods of technical problem solving. It covers such topics as the field of engineering technology, career orientation, technical math, hand-held calculator usage, applied algebra, trigonometry applications, measurement systems, unit conversions, reading scales, measuring devices, geometry applications, constructing graphs, systematic problem solving and library usage. Prerequisite: Permission of program coordinator.

MEET 1134 - Engineering Materials & Lab

This course includes the study of the characteristics of ferrous and nonferrous engineering materials, plastics, wood, and concrete along with their production, fabrication, and heat treating processes. The student will gain hands-on experience dealing with hardness testing, impact testing, tensile testing, fatigue testing, shear and flexure testing, heat treatment, and metallurgical equipment, methods, and analysis. Prerequisite: ENTC 1124 or permission of program coordinator

MEET 1144 - Machines Technology & Lab

In this course, the student is introduced to modern production machines, tooling, methods and practices. The introduction phase emphasizes unit systems, conversions, measuring instruments and scales, quality assurance, safety, library/Internet usage, problem solving, and laboratory exercises/reports. Additional topics include an introduction to Geometric Dimensioning and Tolerancing (GDT) concepts and implementation. Prerequisite: DSPM 0850 or approval of Program Coordinator

MEET 1220 - Cad Design II & Lab

CAD Design II is a continuation of MEET 1210. Its drafting topics consist of Geometric Dimensioning and Tolerancing, (GDT), threads and fasteners, welding notation, assembly drawings, working drawings, and auxiliary views. AutoCAD topics covered include effective use of layers, colors, and line types as well as symbol libraries, blocks, and system variables. Lecture and laboratory go hand-in-hand as the student develops intricate technical drawings. Prerequisite: MEET 1210 or approval of program coordinator

MEET 1314 - Non-Destructive Testing and Inspection

This course examines the industry standard methods used to test material without causing damage. The student will study Non-Destructive Testing (NDT) methods including ultrasonic, magnetic particle, radiographic, eddy current, and liquid penetrant. Additionally, the student will gain hands-on experience with ultrasonic, liquid penetrant, and magnetic particle equipment. Prerequisite: MEET 1134, INET 1004 or approval of Program Coordinator

INET 1220 - Precision Measuring Techniques

This course builds upon basic metrology skills covered in MEET 1144 to present more advanced methods of measurement and data collection for industry. These methods include computer-based laser, optical, digital and automation. Equipment covered includes Coordinate Measuring Machines (CMM),

Configurable Vision Inspection Modules (CVIM), optical comparators, robots and sensors. The hands-on use of high-tech equipment and Geometric Dimensioning and Tolerancing (GDT) is emphasized as well as the statistical use of data. The student is introduced to quality assurance and inspection documentation. Prerequisites: MEET 1144, ENTC 1124 or approval of program coordinator

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Appendix 3 – Enrollment Data Quality Assurance Certificate Profile

Note: (1) Enrollment data is based on declared major as of 14th day of class. (2) Students awarded certificates in this program may include students who met graduation requirements for this program but had not declared the program as their major.

Fall 2009 Enrollment Profile

Headcount FTE Female Male Black Hispanic White Other Race Race Unknown

22 11.32 5 17 18 1 2 1 0 Certificates Awarded Quality Assurance 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 Female 1 1 2 1 0 Male 2 10 10 10 Total 1 3 12 11 10

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Appendix 4 – ABET Accreditation Letter

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Appendix 5 – Faculty Credentials Full Time Faculty

Stephen Williams

MS degree, Engineering Technology, University of Memphis BSME degree, Mechanical Engineering, University of Memphis

Janet Sykes

MSET degree, Electronic Engineering Technology, University of Memphis BSET degree, Computer Engineering Technology, University of Memphis AAS degree, Biomedical and Computer Technologies, State Technical Institute

Lucinda Fowinkle

MS degree, Mechanical Engineering, University of Memphis BSME degree, Mechanical Engineering, University of Memphis Part Time Faculty

Jeffrey Stewart

MS degree, Mechanical Engineering, University of Memphis Jacob Cartner

MS degree, Biomedical Engineering, University of Memphis Geoff Wood

MS degree, Manufacturing Engineering Technology, University of Memphis BS degree, Manufacturing Engineering Technology, University of Memphis AAS degree, Mechanical Engineering Technology, State Technical Institute

Susan Bell

MEM degree, Engineering Management, Christian Brothers University BS degree, Manufacturing Engineering Technology, University of Memphis AAS degree, Mechanical Engineering Technology, State Technical Institute

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Appendix 6 - Advisory Committee Members

Member’s Name Job Title Company Represented

C. Wayne Allen Mechanical Engineer Smith & Nephew

Doris Allen Sr. Q.A. Associate Endo

Henry Bass Maintenance Supervisor Carrier

Susan Bell Sr. Quality Engineer Smith & Nephew

Susan Boyd Recruiting Program Manager TVA

Alfred Chung V.P. Operations Grace Medical

Steve Cox Sr. Design Consultant FedEx

Richard Flaniken Owner Steel Detailers of Tennessee

Carlos Gil Sr. Principal Engineer Medtronic

Charlie Hale Sr. Engineer ALCOA

Phillip Hampton Chief Engineer Thyssen-Krupp Elevator

Keith Hardcastle Director of H.R. Valley Products Company

Ivan Harlan Quality Manager Odyssey Medical

Robert Hewitt Associate Professor University of Memphis

Deborah Hochstein Department Chair University of Memphis

Greg Hopper Sr. Engineer Stealth Engineering

Alex Hooker Principal Fayette Academy

Lorelei Hudspeth C.I. / Quality Manager AutoZone

James Kusmierz Process Engineer Medtronic

Gary Lynch Group Director Q.C. Smith & Nephew

Greg Maxted Engineering Director Maxline Inc.

Stan McKee Sr. Engineering Manager Medtronic

Cory Mecham Maintenance & Engr Manager Nucor

Terri Moore H/R Generalist Thyssen-Krupp Elevator

Margaret Nance Product Support Manager Thyssen-Krupp Elevator

Craig Powers Asst. Manager, C&M Gas/JT MLGW

Randall Reavis Sr. Manager Wright Medical

Patrice Robinson Supervisor, Emloyee. Dev. MLGW

Wayne Rogers Owner ESI

Dennis Scherer Sr. Gage Designer Medtronic

Dennis Schwartz Director Engr. Services Wright Medical Technology

Jeff Shepherd Director of Engineering Sandvik Medical

Gerald Sinkfield Production Training Manager TVA

Thad Soloman General Manager Nucor

Suresh Susarla Sr. Marketing Specialist FedEx

Jeff Sutherland Quality Manager New-Tech Packaging

Bob Trainor President Trainor & Associates

Jeff Wargo HR Manager Kelloggs

Carl Williams Associate Professor University of Memphis

Jim Willis V.P. (retired) STCC

Sylvia Wilson HR Consultant S. Wilson & Associates

Geoffrey Wood Quality Engineer Smith & Nephew

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Appendix 7 – Advisory Committee Meeting Minutes January 5, 2009

Opening:

The Mechanical Engineering Technology advisory committee meeting was called to order at 12:45 p.m. by Cindy Fowinkle.

Present:

Steve Williams, Geoffrey Wood, Alfred Chung, Richard Flaniken, Robert Hewitt, Dennis Schwartz, Greg Maxted and Gary Lynch

New Business:

Ms. Fowinkle passed out Mechanical Engineering Technology, Mechanical Design and Manufacturing concentrations programs mission statements and TAC/ABET criteria.

She presented a PowerPoint presentation on various topics which included program overview, continuous improvement process, assessment results, exit exam results/revision, quality assurance technical certificate revision and educational objectives revision. A copy of the presentation is attached. The following is a summary of the topics discussed:

Program Overview: The Mechanical Engineering Technology program is an Associate of Applied Science degree with two concentrations: Manufacturing and Mechanical Design. This program also has two technical certificates: Mechanical/Manufacturing CAD and Quality Assurance. The program averaged approximately 9.5 graduates per year for the last four years. In 2007-2008 there were a total of 29 graduates of the technical certificate program. The program’s current enrollment is approximately 70 students. The program employs two full-time faculty members, Cindy Fowinkle and Steve Williams. In addition, approximately four adjuncts are required each semester.

Continuous Improvement Process: A flow chart was presented that depicts the

Engineering Technologies’ continuous improvement process. The PO’s, CO’s and LO’s were reviewed and approved in the Summer 2007 Advisory Committee Meeting. Some comments from that review were presented. Overall, the committee felt that more emphasis could be placed on the areas of GD&T, solid modeling, statistical process control and teamwork. Since receiving that feedback, additional work in GD&T has been added to the MEET 1220 CAD Design II course, the MEET 2210 3-D Modeling I course was added to the Spring 2009 schedule, a change to the Quality Assurance certificate to include INET 2043 Statistical Quality Control has been proposed and a rubric to assess teamwork has been incorporated into the MEET 1134 Engineering Materials labs. The committee was in favor of those changes, but some still felt that an entire course should be developed to teach GD&T and blue print reading.

Assessment Results: Based on Course Outcomes and Learning Objectives both ABET criteria and Program Outcomes were assessed. Faculty course assessment reports (FCAR’s) were completed for 3 courses: MEET 1220 CAD II, MEET 1144 Machines Technology and MEET 2154 Fluid Systems. Custom assessment forms were also utilized. The goal was an achievement level of 75% or greater.

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Appendix 7 – Advisory Committee Meeting Minutes, continued All Program Outcomes and ABET criteria met that goal. During the ABET visit, they found that teamwork performance was not being adequately assess. Since that time, a teamwork rubric has been incorporated into the MEET 1134 Engineering Materials labs. Results of student self-evaluation, evaluation of others and instructor evaluation were reviewed. The average achievement levels for each category were shown.

Exit Exam Results: Results have not been favorable. A possible explanation may be that the students are taking longer to complete the degree and may not retain as much information. A plan of action would be to provide the students with an on-line practice test to refresh their memory. Also, revising the test to eliminate questions that require the memorization of not frequently used equations may also be an option. The committee also discussed giving the students a sheet of formulas to use during the exam. The first plan of action is to review the test and eliminate non-applicable/unreasonable questions.

Revision of Quality Assurance Technical Certificate: To better prepare students for a career as a quality assurance technician, it has been proposed to make changes to the QA technical certificate requirements. The changes involve removing CAD I, CAD II and Non-destructive Testing courses and adding INET 1004 Technical Computer

Applications, and INET 2043 Statistical Quality Control to the curriculum. Some non-destructive testing methods could be included in MEET 1134 Engineering Materials instead of offering a whole course on the subject. The members were in agreement with the proposed changes.

Revision of Educational Objectives: The ABET evaluator suggested the educational objectives for the Mechanical Design and Manufacturing concentrations be combined. The combined objectives were presented and approved by the advisory committee.

Lab Equipment Additions: To improve the student’s learning experience, an industrial plastic module—injection, extrusion and blow molding, fluid flow panel, optical

comparator, and a gear demo panel all have been added to the Mechanical Engineering Technology labs.

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Appendix 8 – Student Learning Outcomes

Unit/Program Intended Outcomes

Intended Method of Measurement and Level of Performance

Assessment/Evaluation Results

Use of Results Improvement SLO-1

Students will demonstrate an ability to communicate effectively through written reports.

Assessment made by evaluating research paper assignment given in MEET 1134. A grading rubric will be used that assesses content,

organization, grammar and format. Level of performance: Students will demonstrate this competency by the average score being above 75% on this skill according to the assessment rubric.

Students' average score was above the minimum requirement. (83%)

No changes required at this time.

SLO-2

Students will demonstrate the ability to use Microsoft Office 2007, which includes Microsoft Word, Excel, Access and PowerPoint.

Assessment is made through exams in INET 1004 for each software

application.

Level of performance: At least 75% of students will demonstrate this

competency by scoring above 60% on these skills.

This SLO is not being met by the current curriculum for this program. (0%)

The curriculum for this program will be changed to include the INET 1004 course to fulfill this SLO.

SLO-3

Students will demonstrate a knowledge of tolerancing symbols, GD&T and techniques for design intent.

Assessment is made through exams in MEET 1144 and INET 1220. Level of performance: At least 75% of students will demonstrate this competency by scoring above 60% on these skills.

Data from lab application exam from INET 1220 was not available. Assessment made through exams in MEET 1144 only. The performance level was above the minimum requirement. (91%)

Lack of data from INET 1220 facilitated the need for signed check-list for instructor of course to obtain lab/exam data in the future.

SLO-4

Students will demonstrate an understanding of statistical process control methods

Assessment made by evaluating lab assignments and exams from INET 2043. Custom assessment forms will be utilized.

Level of performance: At least 75% of students will demonstrate this

competency by scoring above 75% on these skills according to the custom assessment form.

This SLO is not being met by the current curriculum for this program. (0%)

The curriculum for this program will be changed to include the INET 2043 course to fulfill this SLO.

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Appendix 8 – Student Learning Outcomes

Unit/Program Intended Outcomes

Intended Method of Measurement and Level of Performance

Assessment/Evaluation Results

Use of Results Improvement SLO-5

Students will demonstrate a knowledge of advanced inspection and metrology applications and equipment for industry.

Assessment made by evaluating lab application exam in INET 1220. Custom assessment forms will be utilized.

Level of performance: At least 75% of students will demonstrate this

competency by scoring above 75% on these skills according to the custom assessment form.

Data from lab application exam from INET 1220 was not available. Assessment based on student final course grade. All students scored above minimum achievement level. (100%)

Implement signed check-list for instructor of course to obtain lab/exam data in the future.

SLO-6

Students will demonstrate a knowledge of destructive and non-destructive testing methods.

Assessment made by evaluating lab application exams in MEET 1134 & MEET 1314. Custom assessment forms will be utilized. Level of performance: At least 75% of students will demonstrate this competency by scoring above 75% on these skills according to the custom assessment form.

Data from MEET 1314 was not available. Assessment based on MEET 1134 only. The achievement level is above the minimum requirement. (85%)

Implement signed check-list for instructor of course to obtain lab/exam data in the future.

SLO-7

Students will demonstrate the ability to solve technical problems using algebra and trigonometry.

Assessment is made through homework assignments and tests in ENTC 1124. Custom assessment forms will be utilized.

Level of performance: At least 75% of students will demonstrate this

competency by scoring above 75% on these skills according to the custom assessment form.

The performance level was above the minimum requirement. (93%)

No changes at this time.

PPM-1

Students will demonstrate an understanding of concepts and sufficient competencies required by employers to be hired and succeed in the workplace appropriate for Quality Assurance majors

Assessment will be made by annual survey conducted by Career Services Unit.

Level of performance: At least 90% of employers who hire our students will rate them as good or excellent in Quality Assurance related skills.

Communication skills: (93%) Problem-solving: (83%) Technical skills: (91%) Teamwork: (97%) Work Ethic: (93%) Adaptability: (96%) Integrity: (97%)

Incorporate exercises into curriculum that reinforce problem solving skills.

References

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