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American Society For Engineering Education

American Society For Engineering Education. Annual Conference St. Louis, MO June 18-21, 2000. Using Quality Function Deployment to Meet ABET 2000 Requirements for Outcomes Assessment Prof. Phillip R. Rosenkrantz Cal Poly Pomona. Outcomes and Assessment Team. ABET 2000 Criteria

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American Society For Engineering Education

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  1. American Society For Engineering Education Annual Conference St. Louis, MO June 18-21, 2000

  2. Using Quality Function Deployment to Meet ABET 2000 Requirements for Outcomes AssessmentProf. Phillip R. RosenkrantzCal Poly Pomona

  3. Outcomes and Assessment Team • ABET 2000 Criteria • 1.5 year-long project • Faculty involvement • Industry involvement • Alumni involvement

  4. Selection of Assessment Methodology • Strategic Planning • Malcolm Baldrige National Quality Award Criteria • Total Quality Management (TQM) • Quality Function Deployment (QFD) • Customized Approach

  5. Quality Function Deployment Chosen as Primary Methodology • Enthusiastically supported by the full IME faculty. • Adaptations and enhancements using other methodologies • QFD team formed (Dept, IAC, Alumni) • Met regularly for five quarters • “Modified” version of QFD was used.

  6. Phase I The Voice of the Customer • The IME Department recognized constituencies or “stakeholders” that need to be considered in all curriculum, scheduling, and program related decisions. • Identified eighteen stakeholders.

  7. Three Categories of Stakeholders • Those we serve; • Those who use our graduates; • Those who regulate us • Used 1, 3, 9 weighting scale

  8. Most Important (9 points) • Students (& Alumni) • University Administration/CSU • Manufacturing sector companies • ABET (accrediting agency) • State Government

  9. Next Most Important (3 points) • Other faculty/departments • Parents of students • Service companies • Board of Professional Engineers • ASQ (Certification) • SME (Certification)

  10. Least Important (1 point) • Grad schools • General public • Granting agencies • Public sector employers • Information sector companies • WASC • APICS

  11. Phase IIProgram Objectives and Outcomes(Needs Assessment) • Department Mission Statement • Department Objectives • ABET “a-k” outcomes • SME “Competency Gaps” • “Other” sources • Result: Goals & 24 “SKAA’s” (Skill, Knowledge, Attitude, and Ability areas)

  12. Phase IIIQFD Implementation • Five Matrices • Interative Process • Results flowed from one matrix to the next • Fast Input from many stakeholders • Provided valuable results • Quantifiable

  13. Matrix 1:Stakeholder vs. SKAA • 18x24 matrix was used to evaluate the importance of each SKAA for each stakeholder. • Identified which SKAAs are the most important overall. The result is a ranking that include the importance weighting for each stakeholder.

  14. Matrix 2: SKAA vs. Core Course • Core courses evaluated on current SKAA coverage. • Column totals reveal how much each individual course covers SKAA’s. • Row totals show how much each SKAA is covered in the curriculum. • Rankings of SKAA row totals reveal potential weaknesses in the curriculum.

  15. Case Study - IME 415 Quality Control by Statistical Methods • Column total was initially 41 points. • Professionalism/Ethics & Social Responsibility (+8) • Teaming – Team projects (+8) • Employability – Six-Sigma Quality (+2) • Use Skills/Tools – Web, Charts (+3) • Reliability Engineering – Intro (+3) • Quality Standards –ISO/QS 9000 (+0) • Added 24 points to the column = 75 points

  16. Matrix 3:SKAA vs. Methodology • Developed list of current and potential teaching methodologies. • Methodologies evaluated against each SKAA for “potential” effectiveness and assessment capability. • Rankings indicate methodologies with the most potential benefit in achieving and evaluating desired outcomes.

  17. Matrix 4:SKAA vs. Assessment Tool • List of existing and potential assessment tools. • Presented to the faculty and modified. • Tools rated for potential effectiveness in assessing the degree to which each SKAA has been effectively taught. • Used to decide which tools should be supported at the department level.

  18. Matrix 5:Assessment Tools vs. Core Courses • Core courses rated for the potential effectiveness of the tool. • Matrix gives each faculty member a more complete list of assessment options for the courses taught.

  19. Phase IVAction Planning • Timetable • New Industry Survey Instruments • Revised Instructional Assessment Instrument • Exit Interview Process

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