The William States Lee College of Engineering
Strategic Plan 2002-2007
Prepared
by the College Administrative Committee, April Sept.28, 2000
Introduction
The next two decades will be
a period of continual change for At the
start of the next millennium, The William States Lee College of
Engineering will experience its greatest transition since its
inception.. Change is will occurring in a multitude of ways, and sometimes
often at a frantic pace, and it will
exceed that experienced by the college since its inception. Major changes
will
include a focus on continuous improvement, college reorganization, and
evolution to become a major research university
with program breath and scholarly depth. In the midst of this change,
the college has adopted a vision that will carry the college well into the
millennium. That vision is based on
v The William
States Lee College of Engineering will be the engineering
college of choice for students,
faculty, sponsors and partners, reflecting the prestige gained by the
excellence of our programs, research, graduates, and faculty.
v The
College nurtures collaborative
and friendly learning communities in which all
stakeholders (students, faculty, sponsors, and partners) can succeed and are
involved in the continuous assessment and improvement processes.
v Student
development, faculty
development, and
resource and
community development are guided by the principle that they should enhance our
learning environment and promote the prestige of our
institution.
The
College of Engineering (COE) is an academic unit composed of four
departments providing a dozen academic programs; Civil
Engineering, Electrical and Computer Engineering, Engineering Technology,
Mechanical Engineering and Engineering Science. Approximately 10200 undergraduate students and 200 225 graduate
students are will be enrolled in the
College in fall 2000..
Unlike many traditional engineering programs, the college begins engineering
instruction in the freshman year and promotes team and communication skill
development as an integral part of the undergraduate program. The
College’s Engineering Technology department is also
home to the most comprehensive 2+2 technology
programs in the
state. The approach to graduate programs and research focuses on applied
research and, although there are a wide variety of research projects underway,
concentration areas include: Precision Engineering, Manufacturing,
Computer Engineering, Microelectronics, Environmental Engineering, Metrology,
Communications and Networks, Bioengineering, Construction Engineering,
Transportation Engineering and
Computer- Aided
Engineering.
History
Engineering
studies at Charlotte College
began
in the early 1950s. Community demands for engineering education were growing,
and distinct engineering disciplines began forming when Charlotte College
became the fourth campus of the Consolidated University of North Carolina in
the 1960s.
To give order to the fast-growing programs, the UNC Board of Trustees formed
the College of Engineering at UNC Charlotte in 1965. Responding
to Charlotte’s demands for an even higher level of engineering curriculum, the
College began offering its first master’s program in 1979. The Department of
Computer Science joined the College in 1984.
In the
mid-80s, a major effort was initiated to build the
research programs and several world-renowned researchers were recruited.
Facilities for applied, interdisciplinary research received a major boost in
1991 with the opening of the 75,000-square-foot C.C. Cameron Applied Research
Center. Industrial demand for higher levels of graduate engineering education
continued in Charlotte. In 1987, the College of Engineering started an
interinstitutional Ph.D. program with N.C. State University; and, by 1993,
the College was offering its own Ph.D. programs in both Electrical
and Mechanical Engineering. In 1994 the college was dedicated as The William
States Lee College of Engineering after the late Bill Lee, former CEO of Duke
Power and College Advisory Board Chairman.
Throughout
the late 1990s, business demands for information services were reaching greater
and greater levels. These demands led the College of Engineering and the
College of Business to form an interdisciplinary School of Information
Technology in 1998. In July 2000, the
University combined the College of Engineering’s Computer Science
Department and the School of IT into the new College of Information Technology.
During its history, The William States Lee
College of Engineering has continually expanded and improved as it built
top-quality academic and research programs. Forward into the future, the
College will continue to focus on quality and improvement as it leads UNC
Charlotte in becoming a major research-level institution and the “University of
Choice.”
Strategic
Planning Process
Formal
strategic planning and improvement processes in the
college began with Bill Lee's leadership in 1992.
The
process cycle is currently initiated each year
in
the fall whenT the
Chairs and administrative staff of the college initiated
the current round of strategic planning withbegin
several preliminary meetings to review the current plan (CAC
meetings). This isese were followed
by a day
and a half full-day workshop Assessment
and Improvement Meeting (AIM) to discuss highlights, review
what is complete/incomplete, and initiate discussion about future directions
for the college and individual departments. This year's
workshop was held in Hickory on September 17-18,
2000. on February 17, 2000Following
this, ito
discuss highlights; review
what is complete/incomplete; and initiate discussion about future directions
for the college and individual departments. Individual
departments then holdhad
planning sessions to examine, discuss, and draft their preliminary departmental
plans and
action items using the prior meetings as a basis. The finalIn the
spring, a second full-day AIMstep (again involving
Chairs
and college administrative staff) works to adjust
planning elements, in
developing threview improvements,is draft and make additional recommendations. was a second full-day preparation session in April. In concert
with preparation of a strategic plan, addition
to the specific process used to develop this particular document, strategic
planning at the college and department level is an ongoing andd continuous process closely tied to the assessmentprocess,
which is a measurement based continuous
improvement process using a
wide variety of tools..
Assumptions
The
William States Lee College of Engineering will be a major contributor as the
university moves toward one of its primary goals of becoming a rResearch II
university. However, the connotation of the word 'research' in the present
context is that UNC Charlotte aspires to become a 'major' university in terms
of the breadth and intellectual depth of its programs.
Therefore, as a central part of its missionas part of this goal, the college
plans to have high- quality
undergraduate programs as a
central part of its mission with and areas
of excellence
in research and graduate studyy excellence.
Consistent
with this goal and the recent creation of the College
of Information Technology, the COE will pursue growth opportunities to increase the
educational and research opportunities that it provides. A secondary
assumption is that limited space will continue to constrain some aspects of the
college's growth and expansion in the immediate future. This will demand
careful planning for optimal use of existing facilities and a team effort by
all departments in the college.
Goals
The
role of the College of Engineering, as the university moves forward to become a
major research
university, is articulated in its goals. The primary
objectives include developing a healthy educational and research environment,
improving the capabilities of our graduates, providing unique educational
opportunities, and furnishing critical information technology to complete our
mission. More specifically, the goals are described in the following six five articlesprinciples.
1.
Develop and maintain a successful learning environment, which attracts and retains qualified
students and faculty and excites the very best.
2.
Establish a research culture that supports a successful and highly visible
research enterprise which spearheads the uUniversity’s thrust toward becoming
a major rResearch II statusuniversity.
3.
Improve student
capabilities as measured by increases in performance relative to key
competencies.
4.
Provide unique
educational opportunities, including
distance learning programs and continuing
education opportunities, that fit our
unique mission, vision, and capabilities.
5.
Provide state-of-the-art IT infrastructure that
supports the mission of our College, the objectives of our programs, and the
needs of our students, faculty and staff.
Provide a state-of-the-art IT infrastructure that supports the mission
of our College, the objectives
of our programs and the needs of our students, faculty and staff.
Appendix
A presents the objectives in terms of Continuing Key Measures and Targets for
the goals stated above. The Appendix also includes recent performance relative
to the targets set in the previous strategic plan. In addition to IT
infrastructure, it goes without saying that the college must move forward to
develop the broad infrastructure needed to support the goals above.
Proposed
Actions
In
our continuing effort to contribute to our vision, the college has proposed
several activities that support each of our goals. For Goal 1, directed at
enhancing our learning environment, we propose the following actions.
¨
Develop a comprehensive plan that merges the
process to improve retention with efforts to enhance the learning environment.
This includes refining our early intervention program begun in spring 2000.
¨
Form technical concentrations and tracks in
each department. Examples include Computer Aided Engineering, Environmental
Engineering, Fire Safety Engineering Technology and Computer Engineering. Prior
successes in this regard included
Motorsports Engineering, which will continue to be improved..
¨ Explore
opportunities to provide an Emerging Engineering Leaders Program.
¨ Develop a
college-wide
process
to address the ABET requirement that students must be able to function on multidisciplinary
teams. Explore expanding the effort to
enhance the students’ ability
to participate in multidisciplinary design projects.
¨ Explore opportunities to provide a
Leadership/Honors program to the best undergraduate students.
¨
Execute a recently developed recruiting plan
to attract the best students to UNC Charlotte.
¨ Develop undergraduate
recruiting
packages
using a combination of scholarship funds and department or research funds.
¨
Implement the program leading to an
MS in Engineering Management.
¨
Expand Enhance the
student participation in the International
Internship/Exchange Program.
¨
Plan for a new academic unit in the college
that addresses Systems Engineering and Engineering Management.
¨ Recruit
an Associate Dean for Academic Affairs to be actively engaged in enhancing the
educational environment.
¨ Recruit an Associate Dean for Academic Affairs to
be actively engaged in enhancing the educational environment.
¨
Collaborate with the Development Office to
secure specialized gifts to enhance our programs and environment.
¨
Explore opportunities to cooperate with the
College of Information Technology to provide appropriate IT educational
experiences for engineering and engineering technology students.
¨ Review the Manufacturing
Engineering
Technology program and make
recommendations concerning a trend of low enrollment.
¨
Reactivate the College Advisory Board.
Nurturing
the research culture described by Goal 2 will involve strengthening our
existing programs and starting carefully selected new
programs. In the process of achieving this goal, eEach program must identifyes areas of competitive capability to avoiding
dilutingion of resources.
Some of the chief elements include:
(assumption) We
will grow the college
¨ Plan
a Ph.D. in Civil Engineering with a thrust in Environmental EngineeringPlan a
Ph.D. program in Infrastructure
and Environmental Systems with opportunities for interdisciplinary research
and education that engages Geography & Earth Sciences, Biology
and Chemistry.
¨ Develop an Institute/Center for Geoenvironmental and
Energy Systems. Explore
opportunities to partner with Duke Energy and others in this process.
¨ Recruit
the Duke Energy Distinguished
Professor and two junior faculty members in CE to
support the program in Infrastructure and Environmental Systems.
¨ Expand
the Motorsports Engineering Program to include an R&D
component.
¨ Organize
a faculty team to evaluate a new research emphasis and possible department in
Systems Engineering and Engineering Management.
¨ Explore
opportunities for a Center for Transportation Systems.
¨ Achieve
ABET accreditation for Computer Engineering.
¨ Plan for
a new Ph.D. degree and an MS in
Computer Engineering.
¨
.Critical to the success of department and holding
the young faculty – high level of interest; now we
have an interdisciplinary side which formerly was not present.
¨ Duke Professorship stimulating renewed excitement.
¨ Duke Energy has expressed preliminary interest in a Center.
¨ Need a proposal – already presold
to some degree by Linden and Bowen. This must
be a high priority.
¨ Set up a task force to develop a Permission to
Plan.
¨ Duke Professor and four CE faculty?
¨ Include people from other departments, including
ME, EE, Earth Science,
¨ Should be PhD in Civil Engineering, but have routes to
interdisciplinary research. Would it
be useful to change department name to include environmental? Selling on basis of multidisciplinary
aspects, but get a viable Civil Engineering Degree title. Could we have a second degree in
Environmental Science or Engineering?
¨ Recruit the Duke Distinguished Professor and two
junior faculty members to support an expanded program in Environmental
Engineering.
¨
Expand
the Motorsports Engineering Program to include a R&D component.
¨
Evaluate
new research emphasis in Systems Engineering and Engineering Management.
¨ Two
faculty members in EMGT in 2001
¨ New Department
of Systems Engineering
¨ Program
up in 2 years?
¨ 8 faculty
by ?
¨
we need
to identify a niche which fits the capabilities of faculty and which does not
directly compete with sister universities –
robotics?, manufacturing
systems? Distribution systems complementing Charlotte economy? Supply
chain management?
¨ this fall
pull
together a group of faculty to examine the niche research areas and draft a
proposal to plan the program the following year– perhaps
use the MS request to establish as model
¨ people:
Kakad, Wilhelm?, Raja, Shelnutt, Kane
¨ how to
start a separate department containing MS EMGT and what else?
¨ Do market
survey. Urban Institute?
¨ Build a
research stream in Systems Engineering , BS through PhD.
¨ start
with Engineering Management and grow the rest of program – confine to a
focused research area to
establish
respected capability. Build on capabilities of EMGT faculty.
¨ Center
for Transportation Systems is closing.
Still an interest in this area in CE department. Timing is important to regenerate interest
in this area. Housed in COE? In Systems Engineering?
¨ Systems
engineering task force to examine transportation systems – 2001 or 2002?
¨ Achieve
ABET acccreditation for Computer Engineering.
¨ New PhD
degree and MS in Computer Engineering.
¨ Develop
a high-performance computing environment to support research.
¨ Nurture
collaborations with the College of Information Technology on relevant research opportunitiestopics.
¨ Submit
a comprehensive space request to CARC and Academic Affairs that supports the
emerging research niches being developed within the college and
maximizes research clusters..
¨
Mobilize graduate students to start a college
graduate student association.
¨ Enhance
the visibility of the early-entry master’s
program.
¨
( Note:
discussion of ChE revolved around very high cost of lab facilities and lack of
space arguing against the program).
¨
Enhance
the visibility of the early-entry masters program.
¨ In
collaboration with CARC, develop uUndergraduate student
research program/apprenticeships
fellowships with faculty mentors.
¨
Start a college graduate
student association.
¨
Establish
as many research clusters as possible.
¨ HaveOrganize undergraduate
students involved in CARC activitiesresearch
programs give talks into
participate in ENGR 1202..
Goal
3 addresses the desire to improve student capabilities. The heart of these
competencies are articulated by ABET (Accreditation Board for Engineering and
Technology) and SACS. The individual units have developed additional objectives
tailored for specific programs. Demonstrating success or failure is based on a
carefully designed measurement procedure that involves faculty, students,
alumni, and employers. This measurement process feeds directly into a
continuous improvement process described in the next section. The current
strategic plan calls for moving forward with an aggressive measurement program
that has been underway for several years. Some of the key actions include:
¨
Develop a method for measuring the status of undergraduate
learning communities.
¨
Put in place the next
level of the continuous improvement and feedback process the subject-area
evaluation and
feedback process for each
department.including
the development of Focus Area Improvement Teams in each
department (FAIT).
¨
Use SPART to assist the implementation of the
processes and documentation used by FAIT.
¨
SPART will document the reporting processes
including a schedule of data gathering and reporting.
¨
Develop an assessment guide for the College of
Engineering.
¨
Complete a flowchart of the continuous improvement
process.
¨
Measure the progress and impact of our
recruiting plan.
¨
Develop program recommendations based on
retention data.
¨
Evolve a
methodDevelop a process
to enhance student performance on the Fundamentals of Engineering exam.
¨
Improve retention by
developing strategies to increase successful completion of chemistry,
pre-calculus, and calculus.
¨
Improve the advising
process, including how to handle FEGRs.
¨ Continually
examine and refine the measurement process to provide the most useful
information.
¨ Develop
and publicize graduate and undergraduate program
objectives.
Examine
the need for a review course (voluntary or required?)
Determine
structure/format and subject areas for the review course.
Continually examine and refine the measurement
process to provide the most useful information.
Put
objectives of graduate programs on the web within a
year
¨ Use
existing graduate program measures
¨ Put individual
PhD dissertation
proposals
on the
web
¨
Complete
the developmentUse of ASPIRE and FACTS, if possible.
¨ Develop
an assessment guide for the College of Engineering
¨ We need to have
reporting at the SEA level and at the department level
(frequency?)
¨
SPART
will develop a
proposal to examine subject area evaluation (SEA)
¨ SPART
will develop a
schedule of data gathering and reporting, including dates and responsibilities.
¨ SPART
will draft a flowchart of the process.
¨ Create a team of
industrial advisors to review ENGR 1201 and 1202 materials via the websites. (more
than one committee member per discipline?).
Providing
distance learning and continuing education programs that meet particular needs
is an important role articulated in Goal 4. To meet this challenge,
the college will be engaged in the following tasks.
¨
Launch a web-based distance education program
in Electrical Engineering Technology.
¨
Implement a distance education program in
Fire Safety Engineering Technology.
¨
Participate in the ongoing 2+2 engineering
program with NCState and NCA&T.
¨
Explore the
addition ofpossible new recipients of the 2+2 program (e.g.,
Pembroke and UNCG).
¨ Begin
planning for Civil Engineering Technology and
Mechanical Engineering Technology distance education programs..
¨
Participate and
organizingin
a PDH (Professional Development Hours) program for regional engineering
professionals.
¨
Provide or assist with other needed short
courses of interest to specialty groups.
Information
technology is a cornerstone for engineering education and research. Goal 5
addresses the college's objective of providing top- notch computing capabilities to our
students, faculty, and staff. This is an essential
ingredient necessary to achieve the other four goals.
¨ Build and
maintain a high-quality computing environment.
- provide
engineering tools at a variety of levels from basic to advanced.
- maintain
state-of-the-art student labs, computerized classrooms, and
distance learning facilities.
- provide
computers for graduate RAs and TAs.
- build a
high-performance research computing facility.
- execute a
yearly evaluation process to identify unmet needs, anticipate new requirements,
and establish priorities.
¨ Use
technology to streamline the business processes of the college.
- conduct
an assessment of office productivity tools to determine needs and identify
solutions.
- expand
the use of the electronic means to collect and disseminate information
regarding budget management, personnel, faculty activities, etc.
- enhance
support for web-based services throughout the college either by hiring a
college web master or developing a manageable scheme for distributed web
maintenance using secretarial staff and student workers.
¨ Provide
improved access to college computing facilities and services.
- extend
access to shared file systems and software to faculty and student home
computers.
- investigate
the possibility of providing network connection labs for student owned laptops.
¨ Participate
in developing a campus-wide academic computing plan.
- draft a
white paper outlining COE computing needs as they relate to the campus
computing environment.
- investigate
ways to allow the entire campus to benefit from COE’s existing capabilities to
collaborate and share information.
¨ Work with
COIT to assure a smooth transition for this new college.
- develop a
detailed plan for either continuing computing support for COIT or phasing out
support as COIT establishes a new infrastructure.
- reevaluate
COE computer lab usage and design to align the facilities with the unique needs
of the new COE user community.
¨ Maintain
and enhance support for the college’s use of technology in teaching.
- develop
alternatives to the overbooked REA classroom.
- continuously
investigate and evaluate tools to support distance learning activities.
- institutionalize
support for the Fire Safety DL delivery by transitioning responsibility to
computing services.
Execute a yearly evaluation process to determine
needs and establish priorities. (Price and Advisory Committee to review Price’s proposed
actions and
prioritze in Fall 2000.)
¨
¨Conduct an assessment of the need and nature of
productivity tools.
¨Participate in developing a campus wide academic
computing plan. (Maintain our own capabilities)
¨Develop a support plan for college and department
web-sites. (Charge Chuck’s
committee with facilitating and involve departmental staff; Chuck and Mike
investigate options and funding and added to their strategic plans.)
¨Build a computer environment that provides
engineering tools at a variety of levels, basic through advanced.
¨Work with COIT to orchestrate a smooth transition
for this new college.
¨Research
if/how to wire some areas for student use of laptops and determine specs for
laptops.
¨Develop a backup
plan for use of REA room for when it is overbooked.
¨Departments articulate needs for reserving
computer and REA classrooms.
In
addition to the goals described above, the college will develop and implement a
comprehensive marketing plan to promote the activities of the college. Based on
concepts developed in our strategic planning process, the emphasis of the
marketing plan will be to recruit good students and to promote our
niche areas of research excellence. The
college will also be engaged in the campus wide academic computing planning
process.
Continuous
Improvement Process
The
College of Engineering has been engaged in a process of measurement,
evaluation, and feedback for the purpose of identifying continuous improvement
opportunities for several years. The process itself continually evolves and
strives to operate horizontally and vertically within the college and its
units. Much of the groundwork and the continuing development of the process has
been the charge aided byof the Strategic Planning and
Assessment Resource Team (SPART). This body consists of a faculty member from
each department with additional support from faculty associates assisting with
the measurement process and interpretation. SPART provides a liaison between
the college and departmental units in terms of determining process needs and
overseeing data collection and dissemination. SPART members work with faculty
within their individual units to develop specific measurements, processes and
feedback strategies. Department chairs meet with SPART on a regular basis to
keep apprised of SPART activities.
Fundamental
to the continuous improvement process is the evaluation of progress on the
strategic plan and improvement recommendations. This evaluation evaluation
and recommendation process is conducted by the College Administrative
Committee (CAC) in a two-tier fashion. CAC is composed of the Chairs, the
Assistant Dean of the Office of Student Development and Services, the Assistant
Dean of Computing Services, the Associate Dean of Research, and President of the
Faculty. In addition, various members of the faculty and college staff are
invited as may be appropriate in a
given yearto discuss specific topics.
At In the
summer proceedingthe
beginning of the academic year, CAC conducts the
Summer Review Process, which examines
results
from the many measurement instruments and
reviews the strategic plan. Generally,
two
or three meetings are held beginning with a Survey Review by
members of SPART and ending with a one and a
half day retreat at the beginning of the
academic year called the Assessment and Improvement Meeting
(AIM). During the summer meetings, CAC drafts
recommendations based on observations from the measurement
instruments and the recommendations are presented for
discussion at department faculty
meetings at the beginning of the academic year. This is
followed by the fall AIM when the
strategic plan is revised, individual improvement recommendations and college
wide
improvement proposals are examined.a review of the strategic plan, particularly
as it impacts the upcoming academic year. This
review is arranged by the Dean. In early spring, CAC a second
AIM reviews progress on the existing strategic plan at a half-day
workshop arranged by the dean. This performance evaluation workshop determines
the status of proposed action items or deliverables and explores any potential
needed alterations to the plan as requirements or conditions change. The
college-level spring evaluation is followed up by department reviews supervised
by the Chair of each unit. The overallis
evaluation process, which spans the academic year, receives is based
on a variety of data including student, faculty, and alumni surveys from
SPART, FE exam scores, and course measures conducted by
departments or the college. The college level spring evaluation is followed-up by
department reviews supervised by the Chair of each unit. The
yearly process is concluded with submission of a Departmental Progress Report
on individual unit strategic plans and the submission of
the comprehensive college Progress Report to the Provost (Appendix A).
Assessment
of Student Learning Outcomes
Evaluating
the performance of the curriculum is closely tied to the fact that all
engineering and technology 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 to 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.
In some cases, departments supplement this
list with items unique to their specialitydiscipline. A
criteria similar to that listed above also exists for the Engineering
Technology program.
The
performance in each of the (a)-(k) attributes is measured by a variety of
instruments and at a variety of levels within the curriculum. This includes:
¨
Specific measures within selected courses,
e.g., student performance on a specific problem, presentation, design review,
project report, and/or lab report.
¨
Surveys of alumni and their employers
¨
Student and faculty surveys
¨
Performance on Senior Projects
¨
Subject area reviews conducted within
departments
¨
FE exam scores with topic performance
breakdown
¨
Senior exit interviews
¨
Student ratings of teaching survey.
As noted earlier, Appendix A presents the objectives in terms of Continuing Key Measures and Targets, and the tools described above provide the necessary data source. The process of gathering this data is overseen by SPART in conjunction with the Office for Student Development and Success and the MAPS program (Maximizing Academic Performance & Success). The process follows the repeating cycle:
1. Gathering
Data at
regular intervals.?
2. Compilation and presentation
of results
3. Distribution
to departments and units within the college
4. Examination
and appraisal by units
5. Recommendations
to appropriate operations or units.
A comprehensive flow chart illustrating the continuous improvement process is under development.
One example of this
process as it pertains to improving student learning outcomes is the ICAP
process (Individual Course Assessment Process). In this process, instructors
make key measurements in selected courses to assess the (a)-(k) attributes
above as appropriate. Based on the prescribed measures, they make
recommendations that are forwarded to the next instructor of the course and the
chair along with any instructional changes that they made in response to
previous recommendations received. This data stream is stored in the department
office for examination periodically by SEA TeamsFocus
Area Improvement Teams (FAIT). (Subject
Area Evaluation).
Layered Oon top of the overall assessment
process is the Biannual Strategic Planning Cycle where updates to the global
strategic plan occur based on the continuous improvement process described in
the steps above. Recommendations emanating out of the assessment process led to
revisions and new elements contained in the current document.
Appendix
A
Continuing Key Measures and Targets
Goal 1. Develop and
maintain a successful learning environment, which attracts and retains
qualified students and faculty and excites the very best.
|
Target |
Result |
|
5% per year
increase in enrollment for overall population, African-Americans, and females |
+18%, no change, no change ŕ |
|
Continuous improvement in the quality of new students: |
|
|
5% per year improvement in % of new students in top 10% of high school
class |
-2% ŕ |
|
20% peryear increase in average SAT score |
No change ŕ |
|
5% per year improvement in % of new students with SAT > 1200 |
+1% ŕ |
|
5% per year improvement in % of ET students with transfer GPA >
3.0 |
No change ŕ |
|
5% per year
improvement in retention and graduation rates |
Trends not yet
available |
|
Continuous improvement in % of students who “agree/totally agree” that
they are satisfied with their COE experience based on a composite SPART index |
|
|
Prestige measure |
Figure 1 |
|
Learning Community measure |
Figure 2 |
|
Baseline % of faculty
and students using web-based technology for course support |
New |
ŕ Recruited a Faculty
Associate for Recruiting & Advising to develop a recruiting plan to address
these.
|
Figure 1. SPART prestige measures |
|
Figure 2. SPART learning community measures |
Goal 2. Establish a
research culture that supports a successful and highly visible research
enterprise which spearheads the University’s thrust toward Research II status.
|
Target |
Result |
|
Increase number of entering graduate applicants with
GPA > 3.5 |
New-baseline
established in last year, see Figure 3 |
|
|
See Figure 4 |
|
|
See Figure 5 |
|
Continuous increase in the # of MS and Ph.D.
graduates |
See Figures 4
& 5 |
|
Increase external funding at a rate faster than new
faculty are added |
New-baseline
established last year, see Figure 6 |
|
Increase peer-reviewed articles from approximately
80 per year to 100 |
New-baseline
established last year, see Figure 7 |
|
% of undergraduate graduates by discipline that matriculate
into
our own
grad school |
New |
|
% of graduating seniors that intend to enroll in
graduate school as measured by the Graduating Senior Survey. |
New |
|
# of undergraduate students involved in CARC
activities, e.g. working in labs, machine shop, etc. |
New |
|
Figure
3. |
|
|
|
Figure
6. |
|
Figure
7. |
|
Figure
5. |
Goal
3. Improve student capabilities as measured by increases in performance
relative to key competencies.
|
Target |
Result |
|
Continuous improvement in performance
of ABET 2000 a-k criteria; comparison with national averages if available |
New;
baseline established last year, see Figures 8 & 9 (national averages NA) |
|
Continuous increase in FE
participation with 90% of eligible engineering seniors participating by 2003 |
Data
tracking under development |
|
Above national averages on
discipline-relevant FE exam topics |
Scores
below national average since 4/97 |
|
5 |
Trends not yet
available |
|
Figure
8. ABET (a)-(f) attributes. |
|
Figure
9.
ABET (g)-(k) attributes. |
Goal
4. Serve our particular constituent target audiences with distance learning
programs and continuing education opportunities that fit our unique mission,
vision, and capabilities.
|
Target |
Result |
|
Enrollment in each cohort group |
Figure
10 |
|
50% per year improvement in first-year
retention |
Figure
10 |
|
50% per year improvement in graduation
rates |
NA |
|
Maintain
a 50% retention rate in the new web-based distance ed program in Electrical
ET. |
new |
|
Continuous
improvement in % of students and faculty satisfied with the distance learning format |
ELET
distance program survey: 1998 81% satisfied 1999
85%
satisfied |
|
Figure
10. |
Goal 5. Provide state-of-the-art
IT infrastructure that supports
the mission of our College, the objectives of our programs and the needs of our
students, faculty and staff.Provide a state-of-the-art infrastructure for
information technology that supports the objectives of our programs and the
needs of our students, faculty and staff.
|
Target |
Result |
|
|
new |
|
# courses
using web-based instruction or other online mechanisms (how to
measure?) |
new |
|
% of faculty
and students satisfied with computing environment |
new |
|
Adequate
availability computer based classrooms and lab workstations
(develop measure) |
new |
|
|
new |
|
Maintain
95% system reliability, i.e.,
m |
new |
|
Benchmark h |
new |
|
Maintain a positive perception of computing
environment |
new |
|
# TA
hours/student |
new |
|
Average age
of computers |
new |
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