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									                 2. Program Educational Objectives

        Glossary of terms:
           For the purpose of developing a system of continuous improvement, the Manufacturing Engineering
           Program at UW-Stout has agreed to use the following terms to describe the assessment process.

                 Objectives: The broadly stated purposes of the curriculum. These goals have been agreed upon
                 by a consensus of the faculty in consultation with our stakeholders. These broad statements are
                 included in the program mission statement and describe what our graduates will be able to do
                 three to five years from graduation.

                 Outcomes: The outcomes are broad descriptions of what a graduate of the manufacturing
                 engineering curriculum will be expected to know and be able to do after completing the degree.
                 The outcomes are derived from the objectives.

                 Performance Criteria: Specific statement(s) identifying performance required to meet the
                 outcome.

                 Assessment: Processes that identify, collect, use and prepare data that can be used to evaluate
                 achievement.

                 Evaluation: Process of reviewing the results of data collection and analysis and making a
                 determination of the value of findings and action to be taken.

           This section describes the development and documentation of the Manufacturing Engineering
           program objectives. It also provides evidence that the curriculum addresses each of these objectives
           through feedback from alumni and employers by satisfying the outcomes. Evidence is also provided
           that there is a process in place to assess and review the objectives and outcomes with our
           constituents and that results are used to improve program effectiveness.

                       a. Detailed educational objectives consistent with the mission of the institution and
                          Engineering Accreditation Commission (EAC) criteria.

                 The Manufacturing Engineering program uses the terms “objectives” and “outcomes” to
                 describe the educational purposes of the curriculum. These terms are synonymous to the ABET
                 terms of “objectives” and “outcomes.” The program objectives are published in the online
                 Undergraduate Bulletin at www.uwstout.edu/ugbulletin/bsmfe_03.pdf and the program web site at
                 www.uwstout.edu/programs/bsmfe/. Updates to these sources occur as changes are made.

                 Program Mission Statement (Parenthetical objective numbering is added here for clarification of the three
                 program objectives.)

                 The Manufacturing Engineering program prepares pragmatic manufacturing engineers who will
                 (1) respond aggressively to the changing needs of the global marketplace, (2) apply research and
                 theory in the development of marketable products and efficient processes, and (3) design with an
                 awareness of the realities of manufacturing and the needs of society. This preparation is
                 enhanced through extensive hands-on laboratory learning experiences.


Program Educational Objectives                               21                                                    8/31/2006
                 Program Outcomes

                 1. Apply the principles of mathematics and science to the solution of practical problems.

                 2. Perform engineering analysis by designing and conducting experiments and analyzing
                       results.

                 3. Design products and manufacturing systems using contemporary methods.

                 4. Communicate effectively.

                 5. Function effectively in team or group settings.

                 6. Integrate sound management principles into the engineering process.

                 7. Practice his or her profession at the highest ethical standards.

                 8. Implement technology with an awareness of important societal issues.

                 9. Recognize the need for and have ability to engage in life-long learning.

                 10. Understand global and cultural issues.

                 Each institution of the University of Wisconsin System shares in the encompassing System
                 Mission established by the Board of Regents. In addition, the Regents have given a more specific
                 Core Mission to the group of 11 institutions designated as the University Cluster, and a
                 differentiated Select Mission for each institution. The institutional mission for the University of
                 Wisconsin-Stout provides for an understanding of the unique mission this institution has within
                 the 26 institutions of the University of Wisconsin System. This unique mission can be found at:
                 http://www.uwstout.edu/geninfo/mission.shtml. Updates to this mission occur as changes are
                 required, as recently reflected in a mission statement revision allowing the future offering of a
                 Masters of Science in Manufacturing Engineering. Previously, the Stout Mission very specifically
                 stated an “undergraduate degree in Manufacturing Engineering.” As is seen below, the mission is
                 now broader and allows for the offering of “manufacturing related engineering and technology”
                 degrees.

                 UW-Stout’s Special Mission

                 University of Wisconsin-Stout, as a special mission institution, serves a unique role in the
                 University of Wisconsin System. UW-Stout is characterized by a distinctive array of programs
                 leading to professional careers focused on the needs of society. These programs are presented
                 through an approach to learning which involves combining theory, practice and experimentation.
                 Extending this special mission into the future requires that instruction, research and public
                 service programs be adapted and modified as the needs of society change.




Program Educational Objectives                             22                                                 8/31/2006
                       The university offers undergraduate and graduate programs leading to professional
                       careers in industry, commerce, education and human services through the study of
                       technology, applied mathematics and science, art, business, industrial management,
                       human behavior, family and consumer sciences, and manufacturing-related
                       engineering and technologies.

                       The university integrates the humanities; arts; and natural, physical and social sciences
                       into its undergraduate programs. Experiences in these areas provide a foundation for the
                       major field of study, promote continuing personal and professional growth, and prepare
                       the student to deal constructively with issues and opportunities of the future. The
                       university places special emphasis upon student development.

                       The university's programs center on human development and interpersonal
                       relationships, efficient and effective practices in industry, commerce, education and
                       human services and the relationships of individuals to their environment and to society.

                       The university develops new educational strategies, provides opportunities to learn
                       through involvement and experimentation, and creates a climate of inquiry. The
                       university experiments with new instructional methods in the interest of improving the
                       learning process.

                       The university expects scholarly activity including research, scholarship, development
                       and creative endeavor that supports its programs at the baccalaureate level, its select
                       graduate programs and its select mission.

                       The university, through outreach and public service, addresses the needs of society and
                       contributes to the welfare of the state and to its economic and technological
                       development and cooperates with University of Wisconsin-Extension.

                       The university cooperates with the other University of Wisconsin institutions; the
                       Wisconsin Technical College System, and other state and national agencies; and
                       participates in statewide, national, and international programs.

                 By comparing the two mission statements, the Manufacturing Engineering program mission
                 directly addresses and supports the UW-Stout mission. The program mission is directly
                 encompassed in the institution mission bullets numbers one through three.




Program Educational Objectives                              23                                                8/31/2006
                 UW-Stout has defined core outcomes, or competencies, that every student should possess.
                 These outcomes are listed below.

                   A. Speaks Effectively                                                                                    J. Work in Teams

                   B. Writes Effectively                                                                                    K. Thinking Creatively

                   C. Solve Problems                                                                                        L. Understand Other Cultures

                   D. Organize Information                                                                                  M. Use Computers in My Profession

                   E. Analyze Information                                                                                   N. Care for Your Personal “Wellness”

                   F. Provide Leadership                                                                                    O. Develop a Critically Examined Set of
                                                                                                                               Values
                   G. Make Decisions
                                                                                                                            P. Develop an Appreciation of the Arts
                   H. Conduct a Research/Study Project
                                                                                                                            Q. Appreciate Need for Racial Equity
                   I. Use Math or Statistics

                 Table 2 below illustrates the consistency of the program outcomes to the institutional
                 competencies.

              Table 2. Program outcome consistency with UW-Stout core competencies.
                                                                    Analyze Info.




                                                                                                                                                                                                                                    Racial Equityty
                                                   Organize Info.




                                                                                                                                                                                                                Apprec. Arts
                                                                                                                                                                                      Personal Well.
                                                                                                                        Math/Stats




                                                                                                                                                                     Computers
                                                                                    Leadership

                                                                                                 Decisions
                                   Problems




                                                                                                                                             Creativity
                                                                                                             Research




                                                                                                                                                          Cultures
                 Speaks




                                                                                                                                     Teams




                                                                                                                                                                                                       Values
                          Writes




                                                                                                                                                                        M.




                                                                                                                                                                                                        O.
                                              D.




                                                                                                   G.




                                                                                                                                                                                 N.




                                                                                                                                                                                                                               Q.
                                                                                                                H.




                                                                                                                                                K.
                   A.




                                                                         E.
                                      C.
                           B.




                                                                                                                                                            L.
                                                                                        F.




                                                                                                                                                                                                                    P.
                                                                                                                            I.

                                                                                                                                       J.




 1. Principles

 2. Engr.
 Analysis
 3. Design

 4. Comm-
 unicate
 5. Teams

 6. Mgmt.
 Principles
 7. Ethics

 8. Tech.
 Awareness
 9. Life-long

 10. Global




Program Educational Objectives                                                                               24                                                                                                 8/31/2006
                    The Criteria for Accrediting Engineering Programs (2004-05 Cycle) defines the specific criteria as
                    follows.

                        Engineering programs must demonstrate that their graduates have:

                        (a) an ability to apply knowledge of mathematics, science, and engineering
                        (b) an ability to design and conduct experiments, as well as analyze and interpret data
                        (c) an ability to design a system, component, or process to meet desired needs
                        (d) an ability to function on multi-disciplinary teams
                        (e) an ability to identify, formulate, and solve engineering problems
                        (f) an understanding of professional and ethical responsibility
                        (g) an ability to communicate effectively
                        (h) the broad education necessary to understand the impact of engineering solutions in a global and societal
                            context
                        (i) a recognition of the need for, and an ability to engage in life-long learning
                        (j) a knowledge of contemporary issues
                        (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
                    Table 3 below illustrates the consistency of the program outcomes to the ABET-EAC criteria 3,
                    a…k. Following the table is a description of the full definition of ABET criteria.

            Table 3. Program outcomes consistency with ABET-EAC criteria 3.




                                                                                                                             Contemp. Issues
                                                                                           Communicate
                          Fundamentals




                                                                                                                                                Engr. Tools
                                         Experiment




                                                                       Problems




                                                                                                                  Lifelong
                                                      Design




                                                                                                         Global
                                                               Teams




                                                                                  Ethics
                                             b.




                                                                                                           h.
                                                                 d.




                                                                                                                                                    k.
                                                                                               g.
                                                        c.




                                                                          e.
                               a.




                                                                                    f.




                                                                                                                      i.



                                                                                                                                   j.
    1. Principles

    2. Engr. Analysis
    3. Design

    4. Comm-unicate
    5. Teams

    6. Mgmt.
    Principles
    7. Ethics

    8. Tech.
    Awareness
    9. Life-long

    10. Global



                    The Manufacturing Engineering program faculty developed the following student learning
                    outcomes to support the constituent-verified objectives. The students should demonstrate these
                    outcomes by the time of graduation.

Program Educational Objectives                                           25                                                                    8/31/2006
                 Each of the program outcomes have multiple performance criteria that have been developed by
                 the Manufacturing Engineering faculty and are used as the basis for assessing the objectives.
                 These are discussed fully in the section, “3. Program Outcomes and Assessment.”

                       b. A process based on the needs of the program’s various constituencies in which
                          the objectives are determined and periodically evaluated.

                 At the institutional level, the University of Wisconsin-Stout has ongoing processes to assess key
                 stakeholders. The institutions key stakeholders are the faculty, administration, students, alumni,
                 and education, business, and government. Visioning sessions are periodically held, most recently
                 during the summer of 2001, to discuss the long-term strategic direction for the campus. This
                 stakeholder meeting recommended that UW-Stout:

                            Establish itself as one of the nation’s premier institutions of workforce preparations
                            in higher education,
                            Create a university that provides convenience and flexibility,
                            Make a commitment to state-of-the-art technology as part of its educational
                            experiences, and
                            Strengthen educational partnerships.
                 As a result of these recommendations and a summer 2003 Chancellor’s Advisory Council
                 Visioning Retreat, the University of Wisconsin-Stout has embarked on a transition process to
                 become an “Institution of Science and Technology” within the University of Wisconsin System. This
                 process has just been initiated during the Spring 2004 semester and will evolve. The primary
                 point to mention here is the transition this institution will undergo as it continues to develop new
                 programs and improve existing programs in meeting the needs of economic expansion in the
                 region served by Stout. UW-Stout has significant processes in place to continually gather input
                 and direction from its stakeholders. To gain more information about the strategic planning
                 processes of the institution, go to the Budget, Planning, and Analysis (BPA) office website at:
                 http://www.uwstout.edu/bpa/.

                 For the purpose of continuous improvement of program objectives, we have defined our
                 stakeholders as faculty, Manufacturing Engineering Advisory Board, alumni, and employers.
                 Since the last ABET visit in 1998, the program faculty have continually refined and developed
                 the program objectives, outcomes and performance criteria. This process has taken place
                 through periodic program and accreditation meetings. In addition, the Advisory Board provides
                 broad direction to the program, specifically in defining the skills and outcomes needed by
                 graduates of our program.

                 In May of 2000, the Advisory Board performed a strengths/weaknesses/opportunities/threats
                 (SWOT) activity to determine common themes the program should be aware of and provide
                 direction to the program faculty. The common themes of this SWOT are outlined below. The
                 complete detail of the SWOT can be seen in Appendix I.E. Program Advisory Board SWOT.

                            Graduate Placement Opportunities/Services
                            Faculty Workload
                            Fiscal Support
Program Educational Objectives                                26                                                8/31/2006
                            Program Curriculum
                            Faculty are Dedicated
                            Marketing Opportunities
                            Marketing Strengths
                            Marketing Weaknesses
                            Administrative Concerns
                            Program Strengths
                            Distance Education
                            Partnership Opportunities
                            Recruiting Program
                 At the December 2003 Advisory Board meeting, the topic of the future of manufacturing and
                 the skill set required by manufacturing engineers generated considerable discussion and direction
                 for the program faculty. The discussion focused on many skill sets that will enable employers to
                 remain successful.

                            Lean Manufacturing (critical)
                            Machine Design Skills
                            Medical Devices Design and Packaging
                            Inventing
                            New Products/High Technology
                            Building Related Products
                            Project Management
                            Clean Room Manufacturing
                 Feedback from the Advisory Board members is initiated every two years. This newest round of
                 feedback will be incorporated into program meeting discussions. The need to embed the lean
                 manufacturing skill set across the curriculum will be one of the main outcomes strengthened by
                 the program faculty. Advisory Board minutes can be viewed from the program website at:
                 www.uwstout.edu/ctem/bsmfe/adviseboard/adboard.htm.

                 The manufacturing engineering program regularly receives feedback from the employers of our
                 graduates from industrial visits by faculty of the program. During the summer of 2002, a UW-
                 Stout Professional Development grant of over $3000 allowed several members of the faculty to
                 participate in Manufacturing Industry Tours 2002. These tours took place with employers of several
                 graduates of the program and spanned a three-state region. During the tours and discussions
                 with employers and alumni, we asked the questions, “What skills does a manufacturing engineer
                 need to know?” and, “Were you prepared to function effectively as a manufacturing engineer?”
                 The responses to the first question overwhelmingly supported the following skill set. The
                 complete description of these themes can be seen in the document in “Appendix I.E, Industry
                 Tour 2002 Themes.”


Program Educational Objectives                              27                                               8/31/2006
                            Lean Manufacturing
                            Flexible Manufacturing
                            Effective Oral and Written Communication
                            Financial Understanding
                            Project Management
                            Globalization of Business
                 Alumni were very appreciative of the skill set they acquired while attending Stout’s
                 manufacturing engineering program and felt they were able to hit the ground running, making
                 impacts to the organizations employing them from day one.

                 Alumni of the program are regularly surveyed by the institutional BPA office. Alumni are
                 surveyed one year and three years after graduation. These survey instruments can be seen in
                 “Appendix I.E, BPA One-Year Follow-up Survey and BPA Three-Year Follow-up Survey.” In addition
                 to asking perception questions regarding the institutional core competencies, the survey tools
                 inquire about job satisfaction and UW-Stout education satisfaction. As indicated in Table 4 and
                 5 below, several responses indicate alignment of program objectives and outcomes to external
                 stakeholder needs. Alumni perceptions of their preparedness for employment and their feelings
                 regarding enrolling in the same program are provided.

           Table 4. Partial results of BPA one-year follow-up survey.

     One-Year Follow-up Survey Results                                                            1997   1998   2000
                                                                      Total Graduates Surveyed      17     49     42
                                                                           Response Number          10     23     17
                                                                              Response Rate       59%    47%    40%
     Job Satisfaction
                                              Prepared for Employment (Good & Very Good)          90%    96%    82%
                                     Level of Career Development (Satisfied & Very Satisfied)     70%    65%    88%
                                            Job Related to Program (Very & Directly Related)      50%    70%    75%
     Education at UW-Stout (% Includes Satisfied & Very Satisfied)
                                                                 Overall Quality of Instruction    70%    87%    94%
                                         Quality of Instruction in Courses Related to Program      90%   100%   100%
                                         Rate Value of Your Education (Good & Exceptional)        100%   100%    94%
        Training Received at Stout Compared to Other Hires (Somewhat Better & Much Better)         86%   100%    89%
                                         Overall Effectiveness of Program (High & Very High)       80%    67%    94%
     If You Could Do It Over Again (% Includes Definitely Yes & Probably Yes)
                                                                Would you attend UW-Stout?        100%   83%    88%
                                                      Would you enroll in the same program?       80%    83%    94%




Program Educational Objectives                                   28                                               8/31/2006
           Table 5. Partial results of BPA three-year follow-up survey.

            Three-Year Follow-up Survey Results                                                         1996   1998
                                                                            Total Graduates Surveyed      5      47
                                                                                 Response Number          3      21
                                                                                    Response Rate       60%    45%
            Job Satisfaction
                                                    Prepared for Employment (Good & Very Good)           67%   90%
                                           Level of Career Development (Satisfied & Very Satisfied)     100%   67%
                                                  Job Related to Program (Very & Directly Related)      100%   86%
            Education at UW-Stout (% Includes Satisfied & Very Satisfied)
                                                                       Overall Quality of Instruction    67%   95%
                                               Quality of Instruction in Courses Related to Program     100%   91%
                                                Rate Value of Your Education (Good & Exceptional)       100%   86%
               Training Received at Stout Compared to Other Hires (Somewhat Better & Much Better)       100%   94%
                                               Overall Effectiveness of Program (High & Very High)       67%   90%
            If You Could Do It Over Again (% Includes Definitely Yes & Probably Yes)
                                                                      Would you attend UW-Stout?        67%    90%
                                                            Would you enroll in the same program?       100%   75%



                 According to the results of the BPA follow-up surveys, alumni of the manufacturing engineering
                 program indicate satisfaction with their experience and education. There are no indications that
                 actions need to be taken to address concerns of the alumni of the program.

                       c. A curriculum and processes that prepare students for the achievement of these
                          objectives.

                 Each faculty member is asked to review the required courses taught, identify their course
                 outcomes and map them to the manufacturing engineering program learning outcomes for
                 students. They are also asked to identify how they measured the student learning in each of the
                 areas addressed in their courses. How each course contributes to the overall outcomes is
                 included by outcome in section “3. Program Outcomes and Assessment.” The processes that ensure
                 the achievement of these outcomes are described in the next section.




Program Educational Objectives                                   29                                                   8/31/2006
                       d. A system of ongoing evaluation that demonstrates achievement of these
                          objectives and uses the results to improve the effectiveness of the program.

                 The continuous improvement process used by the manufacturing engineering program is shown
                 in Figure 1. This model, “Assessment for Continuous Improvement” and outlines the complete
                 assessment process. This process is long term and may take two to three years to finish the cycle.
                 It is designed to evaluate our objectives and outcomes and to be sure that all of the steps in the
                 process are completed. Several key aspects of continuous improvement are highlighted in this
                 figure. First, there is a definite aspect of the cyclic nature of the process indicating how
                 educational strategies and practices are assessed through student demonstration of the program
                 outcomes. The data is collected from within the curriculum as well as through other means, as
                 defined in “3. Program Outcomes and Assessment,” is fed back to the overall program for evaluation
                 of the overall objectives and outcomes, is used by the individual instructors for course
                 improvement, and is fed back to our constituents, primarily through periodic discussions at the
                 Program Advisory Board.

           Figure 1. UW-Stout Manufacturing Engineering Assessment for Continuous Improvement.



                                               UW-Stout
                                                Mission

          Constituents                                                   ABET Criteria

                                        Learning Objectives,
                                             Outcomes,
                                        Performance Criteria
                                                                                   Educational
                                                                               Prcactices/Strategies
                                             Feedback for                       within Curriculum
                                              Continuous
                                             Improvement


                                                                            Data Collection &
                                                                                Analysis
                                           Interpretation of
                                               Evidence




Program Educational Objectives                             30                                                8/31/2006
                 The assessment of student achievement to the program educational objectives is assessed, as
                 previously discussed, through the alumni follow-up surveys. In addition, hiring rate of the
                 graduates and their starting salaries are also tracked. Figure 2 below depicts the high, average,
                 and low starting salaries of graduates of the program. The chart had been tracking along with
                 increasing salaries, reflecting the strong state of the economy, prior to the 2001-02 school year.
                 Since then, the average and low salaries have had a noted decline. This is completely indicative of
                 the recent economic recession experienced by manufacturing firms. The placement rate of the
                 program graduates has continued to be strong with over 94% placement of the graduates
                 through the economic recession. This clearly indicates the value of the manufacturing
                 engineering graduate, even to a company experiencing difficult economic conditions.

           Figure 2. UW-Stout Manufacturing Engineering Graduate Starting Salaries.



                                                 Manufacturing Engineering Starting Salaries
                         $70,000




                         $60,000




                         $50,000




                         $40,000




                         $30,000


                                                                        Graduation Class
                         $20,000
                                   1996-97   1997-98     1998-99        1999-2000     2000-2001   2001-2002   2002-2003
                         High      $42,000   $43,000     $48,000         $65,000       $58,000     $50,000     $52,000
                         Average   $35,000   $38,000     $40,000         $42,500       $43,000     $41,300     $38,200
                         Low       $25,000   $29,000     $34,000         $30,000       $28,800     $28,080     $26,000




                       e. Summary of findings.

                 Educational Objectives Findings:

                 The findings of continuous improvement activities for the program educational objectives
                 indicate that the program educational objectives, restated below, in the program mission
                 statement are valid and that the program constituents value these objectives.

                 Program Mission Statement (Parenthetical objective numbering is added here for clarification of the three
                 program objectives.)

                 The Manufacturing Engineering program prepares pragmatic manufacturing engineers who will
                 (1) respond aggressively to the changing needs of the global marketplace, (2) apply research and
                 theory in the development of marketable products and efficient processes, and (3) design with an

Program Educational Objectives                                     31                                                     8/31/2006
                 awareness of the realities of manufacturing and the needs of society. This preparation is
                 enhanced through extensive hands-on laboratory learning experiences.

                 In addition, the graduating salary data does not indicate a lack of employment opportunities for
                 the graduates of the manufacturing engineering program. Graduate starting salaries do however
                 clearly reflect the economic recession of the past two years.

                 Curricular Findings:

                 The recent discussions concerning the actual curriculum in support of these objectives have
                 indicated there are several areas of curricular content that should be strengthened within the
                 program. First, the constituents are very concerned about lean manufacturing understanding and
                 abilities. The manufacturing engineering program faculty needs to respond to this and
                 strengthen the instruction in support of lean manufacturing philosophies as a strong thread
                 across the curriculum.

                 Discussions with program constituents also indicate students should have a clear understanding
                 of the global nature to current business practices. Generally, employers expect the graduates of
                 engineering programs to understand the cultural and political implications an organization could
                 experience by setting up production facilities in an international market. These constituents
                 indicate that graduates of all engineering programs, not just Stout’s manufacturing engineering
                 program, do not have a full appreciation of the cultural and political climates possible in an
                 international market.

                 Advisory Board Findings:

                 The Program Advisory Board has been very involved in the development of the Manufacturing
                 Engineering Program. During the program’s formation in 1993 and 1994, the Advisory Board
                 directly influenced the direction of the program mission and curriculum. In recent years, it has
                 been noted that the attendance of external industrial members has been declining. While still
                 receiving good future direction, as evidenced by the recent discussions concerning a direction of
                 lean manufacturing and the support of credit reduction of the program, from the Board, there is
                 a need to revitalize the board and get more external industrial members participating on it.
                 Currently at UW-Stout, there are several programs that have very strong Advisory Boards. These
                 successful boards are chaired by industrial members and have excellent external industrial
                 participation, even to the point that one board has a “board membership fee.” The
                 Manufacturing Engineering Program Director will begin a process to revitalize the Program
                 Advisory Board and will model this new board and its functional processes after these other
                 successful boards.

                       f. Description of actions taken as a result of evaluation.

                 As noted above, there are no actions being taken as a result of any findings related to program
                 educational objectives. The findings related to curricular content will be discussed in “3. Program
                 Outcomes and Assessment,” or “8. Program Criteria.” The above discussions related to the
                 functionality of the advisory board will be addressed by a focus on reorganizing the Program
                 Advisory Board. These reorganization activities and changes are not yet determined but this
                 issue has been identified and will be addressed by the Program Director.


Program Educational Objectives                              32                                                8/31/2006

								
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