DB EET Final

Internet References Contained in Self-Study
Curriculum Committee bylaws -- <<http://cede.psu.edu/tc2k/contents/programs.htm>>

Current course outlines posted @ <<http://cede.psu.edu/tc2k/contents/programs.htm>>.
Annual course assessment reports from chairs to curriculum committee can be viewed at
<<http://cede.psu.edu/tc2k/contents/programs.htm>>.
MEET data is available at <<https://www.engr.psu.edu/MEET/>>.
Past exit survey results are available at <<http://www.cede.psu.edu/tc2k/>>.
Current outlines are available at <<http://cede.psu.edu/tc2k/contents/programs.htm>>.
Teaching load guidelines <<http://www.cede.psu.edu/tc2k/Engineering_8-05.pdf>>.
Official program objectives list << http://www.cede.psu.edu/tc2k/contents/programs.htm>>.
Official program outcomes list <<<<
http://www.cede.psu.edu/tc2k/contents/programs.htm>>.
DuBois Campus -- EET Self-Study Report July. 2005
Self-Study Report Part I

Associate Degree Program in
Electrical Engineering Technology (2EET)
The Pennsylvania State University
DuBois Campus
June 2006
PREPARED FOR:
Accreditation Board for Engineering and Technology (ABET)
Technology Accreditation Commission (TAC)
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
Phone: 410-347-7700
www.abet.org
Table of Contents
Page
Program Self-Study Report
Table of Contents
A. BACKGROUND INFORMATION
A.1 Degree Title
A.2 Program Modes
A.3 Actions to Correct Previous Findings
B. ACCREDITATION SUMMARY
B.1 Program Educational Objectives
B.1.a - Philosophy of EET Program Objectives
B.1.b - EET Program Objectives
B.2 Program Outcomes
B.2.a EET Program Outcomes
B.2.b Relationship Between Program Outcomes and ABET Criterion 2
B.2.c Relationship Between EET Program Outcomes and Program
Objectives
B.2.d Relationship Between EET Program Outcomes and Course
Outcomes
B.2.e Organization of Display Materials Demonstrating Accomplishment
of Outcomes
B.3 Assessment & Evaluation
B.3.a - EET Program CQI Process:
B.3.b Examples of Continuous Improvement of EET Program
B.4 Program Characteristics
B.4.a - EET Program Curriculum and Course Sequencing
B.4.b Minimum Credits and Credit Distributions re. ABET Criterion 4
B.4.c Quality Assurance of Core Courses
B.4.d Course Descriptions
B.4.e Demonstration of Adequate Attention to Key Curriculum
Components
B.4.f Co-operative Education Provisions
B.4.g Additional Review Materials
B.5 Faculty
B.5.a Faculty Analysis
B.5.b Relevance of Faculty Backgrounds to Program Curriculum
B.5.c Adequacy of Faculty-Student Interactions
B.5.d Technical Currency of Faculty
B.5.e Professional Development Program for Faculty
B.5.f Faculty Input to Program Objectives
B.5.g Faculty Workloads
B.5.h Faculty Teaching Assignments
1
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3
3
4
4
4
5
5
5
6
7
8
8
10
10
17
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28
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B.6 Facilities
B.7 Institutional & External Support
B.7.a.1 Resources of Acquisition, Maintenance & Operation of Facilities &
Equipment
B.7.a.2 Support Personnel and Institutional Services
Page
38
41
41
41
B.7.a.3 Selection, Supervision & Support of Faculty
42
B.7.b Support Expenditures for the Program
43
B.7.c Characteristics of the Industrial Advisory Committee for the EET

program
B.8 Program Criteria
Appendix A - Sample Course Assessment Reports
Appendix B - DuBois Campus EET Course Syllabi
Appendix C - Minutes of EET CQI Committee
Appendix D - Minutes of DuBois Campus Engineering Technology Industrial
Advisory Committee Meetings
Last Appendix Report cross reference to TAC of ABET assessment questions
44
46
48
52
81
83
93
A.
Background Information
A.1
Program Title
The Electrical Engineering Technology (2EET) program is a two-year engineering technology program
that upon graduation awards successful graduates with an Associate in Electrical Engineering Technology
diploma. The 2EET diploma is the only degree awarded; there are no options.
A.2
Program Modes
The EET program is offered only as a semester-based, day-schedule program. .
A.3
Actions to Correct Previous Findings
The EET program was last reviewed in October of 2000. There were no findings requiring actions arising
from that review. The program was re-accredited for six years.
B. Accreditation Summary
In order to be accredited by the Accreditation Board of Engineering and Technology (ABET), it is now
essential for engineering technology programs to adopt clearly defined and measurable objectives and
outcomes. The meaning of these two terms are clearly and explicitly defined by ABET. Objectives
represent those accomplishments that can reasonably be expected of program graduates in the first few
years after graduation. Outcomes represent the skills, knowledge and capabilities that graduates should
possess at the time of graduation so that they are properly prepared to achieve the objectives of the
program.
The Electrical Engineering Technology (EET) program at Penn State is offered at several campuses
within the Penn State system and DuBois campus is one of them. However, the program offered at all of
these campuses is administered and academically controlled by the School of Engineering Design,
Technology, and Professional Programs (SEDTAPP), which is a department within Penn States College
of Engineering (COE). As such, the EET program curriculum, as well as its objectives and outcomes, are
common to all offerings of the program. Further, to ensure appropriate breadth, relevance, and technical
currency, the objectives and outcomes of the EET program were established, and are maintained, through
an on-going process that involves faculty and program constituents from all campuses where the program
is offered. The details of that process are described in section B3 Assessment and Evaluation of this
document where continuous quality improvement practices are described. It was through this collective
process that the current EET program objectives and outcomes were established. The current objectives
and outcomes are described in the following paragraphs:
B.1 Program Educational Objectives

B.1.a Philosophy of EET Program Objectives:
To be valid, program objectives must be derived from the larger vision and mission of the University and
the College that offers the program. In the case of the EET program, this linkage is easily drawn. As
stated in the latest University strategic plan, Penn State is a multi-campus, public land-grant university
that improves the lives of peoplethrough, integrated, high-quality programs in teaching, research and
service.1 In the arena of academic programs, the University pursues this vision via a strategy that calls
for review[ing] academic programs [for] quality, centrality, and demand [and] identify[ing] programs
for enhancement, expansion, redefinition, merger, or elimination to achieve world-class excellence. 2
Within the University, the College of Engineering (COE) is the primary agent responsible for pursuing
this academic strategy for engineering technology programs. That responsibility is reflected in the
Colleges most recent strategic plan, where it is stated that the Colleges mission is to develop and
deliver an undergraduate curriculum based on active, problem-based and professionally oriented
teaching and learning3 and to do so in a way that gives Penn State engineering technology programs
their own identity and decision making capability, strengthen[s] baccalaureate pathways for viable
programs, and markets Penn State engineering technology programs nationwide.4
In SEDTAPPs view, the Universitys and Colleges focus on problem-based, professionally oriented
academics is consistent with the demands that future engineering technology graduates will face. That is,
1
Progress Admist Challenge The Pennsylvania State University Strategic Plan 2003-04 through 2005-06, page
4.
2
Ibid, page 6.
3
Penn State University College of Engineering Strategic Plan, 2005/6 2008/9, page 11
4
Ibid., page 13
job challenges for future graduates will be driven more by two trends rapid changes in technology
(automation, digitization, miniaturization, embedded computerization, etc.) and market globalization
than by any other factors. In that context, it will not be so much the facts and information that graduates
acquire while in school that matter, but will instead be their ability to apply new facts and information to
the conceptualization, evaluation and solution to new problems, to be able to convey those solutions in
clear fashion to others, and to do so in the context of local and international demands and constraints.
Further, their professional success and advancement will hinge on their ability to respond to new
problems in this way.
With this philosophical framework as a backdrop, the objectives adopted for Penn States EET program
are outlined below:
B.1.b EET Program Objectives:

The EET program objectives are - To produce graduates who, during the first few years of
professional practice, will:
1. Demonstrate broad knowledge of electrical and electronics engineering technology practices
to support design, application, installation, manufacturing, operation, and maintenance as
required by their employer,
2. Apply basic mathematical and scientific principles for technical problem solving in areas
which may include circuit analysis of both analog and digital electronics, microprocessors,
programmable logic controls, and electrical machines,
3. Utilize computers and software in a technical environment,
4. Demonstrate competence in written and oral communication,
5. Work effectively as an individual and as a member of a multidisciplinary team,
6. Show awareness of social concerns and professional responsibilities in the workplace, and
7. Continue their professional training and adapt to changes in the workplace through
additional formal or informal education.
B.2 Program Outcomes

The program objectives outlined above are the achievements that are expected of EET graduates once
they leave Penn State and embark on their careers. Program outcomes, on the other hand, are those skills
and capabilities that are the foundation on which those achievements can be built. Stated differently,
outcomes are the talents, skills, and capabilities that should be imparted to students so that, when they
leave Penn State, they are well-equipped to succeed at their chosen careers. Eleven outcomes have been
established for the EET program to ensure graduates are equipped to accomplish the expected objectives.
B.2.a EET Program Outcomes:

The outcomes require that - Graduates be able to:
1. Apply basic knowledge in electronics, electrical circuit analysis, electrical machines,
microprocessors, and programmable logic controllers,
2. Conduct experiments, and then analyze and interpret results,
3. Apply basic mathematical, scientific, and engineering concepts to technical problem solving,
4. Demonstrate a working knowledge of drafting and computer usage, including the use of one
or more computer software packages for technical problem solving,
5. Communicate effectively orally, visually, and in writing,
6. Work effectively in teams,
7. Understand professional, ethical and social responsibilities,
8. Have a respect for diversity and a knowledge of contemporary professional, societal and
global issues,
9. Recognize the need for lifelong learning and be prepared to continue their education through
formal or informal study,
10. Apply creativity through the use of project-based work to design circuits, systems or
processes, and
11. Have a commitment to quality, timeliness, and continuous improvement.
B.2.b Relationship Between Program Outcomes and ABET Criterion 2:

The preceding discussion describes the views of Penn State faculty, administration, and industry advisors
regarding appropriate and effective objectives and outcomes for the EET program. However, TAC of
ABET also has expectations regarding program outcomes. Those expectations are defined in Criterion 2
of the General Accreditation Criteria and are typically referred to as the a k requirements. In the most
recent Criteria5, these requirements are stated as follows
An engineering technology program must demonstrate that graduates have:
a. an appropriate mastery of the knowledge, techniques, skills and modern tools of their
disciplines,
b. an ability to apply current knowledge and adapt to emerging applications of mathematics,
science, engineering and technology,
c. an ability to conduct, analyze and interpret experiments and apply experimental results to
improve processes,
d. an ability to apply creativity in the design of systems, components or processes appropriate to
program objectives,
e. an ability to function effectively on teams,
f. an ability to identify, analyze and solve technical problems,
g. an ability to communicate effectively,
h. a recognition of the need for, and an ability to engage in, lifelong learning,
i. an ability to understand professional, ethical and social responsibilities,
j. a respect for diversity and a knowledge of contemporary professional, societal and global
issues, and
k. a commitment to quality, timeliness and continuous improvement.
In addition to the General Criteria, which apply to all accredited engineering technology programs, the
ABET stipulates program-specific performance expectations for specific programs. The program-specific
criteria for Electrical/Electronic(s) Engineering Technology Programs 6 stipulate that
Graduates must demonstrate knowledge and hands-on competence in:
a. the application of circuit analysis and design, computer programming, associated software,
analog and digital electronics, and microcomputers to the building, testing, operation, and
maintenance of electrical/electronic systems, and
b. the application of physics or chemistry to electrical/electronic(s) circuits in a rigorous
mathematical environment at or above the level of algebra and trigonometry.
Criteria for Accrediting Engineering Technology Programs, Effective for Evaluations During the 2006-2007
Evaluation Cycle, October 29, 2005, pg 5.
6
Ibid., pg. 19
Both the general and the program-specific criteria were considered in the development of and are
encompassed by the EET program outcomes. Table B.2-1 below shows the correspondence between EET
program outcomes and the ABETs general and program-specific criteria.
Table B.2-1 Correspondence Between Program Outcomes and ABET Criteria

Pgm.
Crit.
ABET General Criteria

Program Outcomes
(Students should: )
Apply basic knowledge in electronics, electrical circuit
1 analysis, electrical machines, microprocessors, and
programmable logic controllers.
2 Conduct experiments, and then analyze and interpret results.
Apply basic mathematical, scientific, and engineering concepts
3
to technical problem solving.
Demonstrate a working knowledge of drafting and computer
4 usage, including the use of one or more computer software
packages for technical problem solving.
5 Communicate effectively orally, visually, and in writing.
6 Work effectively in teams.
7 Understand professional, ethical and social responsibilities.
Have a respect for diversity and a knowledge of contemporary
8
professional, societal and global issues
Recognize the need for lifelong learning and be prepared to
9
continue their education through formal or informal study.
Apply creativity through the use of project-based work to
10
design circuits, systems or processes.
Have a commitment to quality, timeliness, and continuous
11
improvement.
X
X
X
X
X
X
X
X
X
X
X
X
X
B.2.c Relationship Between EET Program Outcomes and Program Objectives:

If program outcomes are to provide the proper foundation for achieving program objectives, it is essential
that there be a direct correlation between the outcomes and the expected objectives. Table B.2-2 below
illustrates this correspondence in general terms. Numbers of program objectives are those used in
paragraph B.1.b above.
Table B.2-2 Correspondence Between Program Objectives and Program Outcomes

Program Objectives
Program Outcomes (i.e., students should:)
1
2
3
4
5
6
7
8
Apply basic knowledge in electronics, electrical circuit analysis, electrical

machines, microprocessors, and programmable logic controllers.
Conduct experiments, and then analyze and interpret results.
Apply basic mathematical, scientific, and engineering concepts to technical
problem solving.
Demonstrate a working knowledge of drafting and computer usage, including the
use of one or more computer software packages for technical problem solving.
Communicate effectively orally, visually, and in writing.
Work effectively in teams.
Understand professional, ethical and social responsibilities.
Have a respect for diversity and a knowledge of contemporary professional,
societal and global issues
X
X
X
X
X
9
10
11
Recognize the need for lifelong learning and be prepared to continue their
education through formal or informal study.
Apply creativity through the use of project-based work to design circuits, systems
or processes.
Have a commitment to quality, timeliness, and continuous improvement.
X
X
X
X
B.2.d Relationship Between EET Program Outcomes and Course Outcomes:

In general, EET program outcomes are achieved through work in the various courses that make up the
EET curriculum. However, to ensure that result, it is necessary to take the final step of identifying and
ensuring the relationship among the expected outcomes and the courses that are responsible for achieving
those outcomes. That relationship, as currently constituted in the EET curriculum, is illustrated in Table
B.2-3. The table indicates those courses that are designed to be the primary venues for achieving the
various outcomes defined above. However, it is important to note that most, if not all, outcomes are
achieved through the influence of many courses and activities. Table B.2-3 indicates only those courses
where emphasis is placed specifically on the development of the indicated outcomes. Specific details of
the curriculum and the courses making up the curriculum are covered in a later section of this report.
Table B.2-3 Relationships Between Program Outcomes and Program Courses
1
2
3
4
5
6
7
8
9
10
11
(Students should: )
Apply basic knowledge in electronics, electrical circuit analysis,
electrical machines, microprocessors, and programmable logic
X
X X
X X X X X
controllers.
Conduct experiments, and then analyze and interpret results.
X
X X X
X
Apply basic mathematical, scientific, and engineering concepts to
X X X
X
X
X X
technical problem solving.
Demonstrate a working knowledge of drafting and computer usage,
including the use of one or more computer software packages for
X
X X
X
X
technical problem solving.
Communicate effectively orally, visually, and in writing.
X
X X
X X
X
X X
Work effectively in teams.
X
X
X
X
Understand professional, ethical and social responsibilities.
X
Have a respect for diversity and a knowledge of contemporary
X
X
professional, societal and global issues
Recognize the need for lifelong learning and be prepared to continue
their education through formal or informal study.
Apply creativity through the use of project-based work to design
X X
X
X X
circuits, systems or processes.
Have a commitment to quality, timeliness, and continuous
X
X
improvement.
Gen. Educ.
EET 220
EET 221 LAB
EET 216
EET 211
EET 213W
EET 210
EET 205 LAB
EET 118 LAB
EET 120 LAB
EET 117
EET 114
EGT 102
EGT 101
EET 109 LAB
EET 101
Program Outcomes
EET 005
EET 002
Courses
X
X
X
B.2.e Organization of Display Materials Demonstrating Accomplishment of Outcomes:

To facilitate the accreditation teams review of the success of the EET program in achieving
outcomes, Table B.2-3 has been used as an organizing framework for two distinct sets
materials. Though both sets contain the similar information, they are organized differently.
organized at the highest level according to the eleven program outcomes. That is, there
its defined
of display
One set is
are eleven
folders, one for each outcome listed in Table B.2.3. Each of these Outcome folders contains samples of
student work, relevant to that outcome, from each of the courses indicated in Table B.2.3. Since it is
generally true that no outcome is achieved through the efforts of a single course, a reviewer can, by
examining these folders, determine the breadth of development of each outcome across the entire program
curriculum.
The second display set provides a more in-depth look at the development of program outcomes. To do so
it follows the more traditional approach of organizing display materials into Course folders. However,
rather than being simply a random collection of course materials and examples of student work, Course
folders are subdivided into sub-folders that define, in specific terms, how the course supports
achievement of the program outcomes related to it. The sub-folders do this by first identifying a series of
specific course outcomes that, in combination, represent the courses contributions to achievement of the
higher-level program outcomes assigned to the course. Other sub-folders then describe the course
activities and assignments designed to achieve the course outcomes, and provide examples of student
work relevant to each of those activities and assignments. Thus, a reviewer interested in seeing more
detail on how specific courses support accomplishment of higher-level program outcomes can find that
detail by examining the various course folders. The general arrangement of sub-folders within Course
folders is described below:
Sub-Folder TopicDescription
Standard Course Outline7
SEDTAPP foundation document describing, for all

instructors teaching this course, the essential
materials to be covered in the course. Among other
things, the standard course outline identifies the
program outcomes supported by the course (from
Table B.3.2.), and more important, defines for each
program outcome, one or more explicit course
outcomes to be achieved by the course. Course
outcomes are those context-appropriate goals of
the course that have direct relevance to
accomplishment of the higher-level program
outcomes supported by the course.
Course Syllabus
Instructors specific outline, based on the standard

course outline, describing class schedules, reading
assignments, grading policies, etc.
Course Outcome Sub-folder(s)
One course outcome sub-folder exists for each

course outcome identified in the Standard Course
Outline (see above). A subfolder contains a
statement of the expected course outcome,
examples of the class activities (test problems,
homework assignments, lab exercises, etc.)
designed by the course instructor to accomplish
that course outcome, and a selection of
representative student work on those activities.
Standard course outlines are reference documents used by all faculty teaching EET courses in the Penn State
system. Each outline defines the minimum expectations for course coverage, suggests textbooks, identifies
necessary laboratory equipment, etc. An outline also identifies the program outcomes that a course is expected to
support, and more important, defines in terms explicit to the course content those achievements that will support
achievement of the related program outcomes. Section B.3 of this report explains standard course outlines in more
detail.
Given this arrangement of materials, an evaluator interested in evidence of a particular program outcome
can start with an individual Outcome folder to get a view of the breadth of coverage of the outcome
across the program curriculum. If there is interest in seeing more detail on the depth of outcome
development, reference to Table B.3.2 will identify those Course folders that should be reviewed to find
those details.
B.3
Assessment and Evaluation
B.3.a EET Program CQI Process:

The School of Engineering Design, Technology, and Professional Programs (SEDTAPP) is the department
for the College of Engineering with the academic authority to carry out the engineering technology
mission as established by the Colleges strategic plan. SEDTAPP is also the office that coordinates the
delivery of these programs for the University College, of which the DuBois campus is one location. From
the perspective of curriculum and programs, that mission for engineering technology is to develop and
deliver an undergraduate curriculum based on active, problem-based and professionally oriented
teaching and learning8 and to do so in a way that gives Penn State engineering technology programs
their own identity and decision making capability, strengthen[s] baccalaureate pathways for viable
programs, and markets Penn State engineering technology programs nationwide.9
Penn State University Wide Continuous Improvement Plan for SEDTAPP

The SEDTAPP strives to achieve this mission via a three-pronged strategy that emphasizes ongoing
assessment of and planning for the future vision of technology; systematic control, monitoring and
evolutionary growth of existing program curricula; and coordinated resource allocation and professional
development of faculty. The general responsibilities for carrying out these three strategies are embedded
in three broad-based activities headed, respectively, by the Engineering Technology Council, the
Engineering Technology Advisory Board, and the administrations of the SEDTAPP and the individual
University campuses where technology programs are offered. Further, ongoing monitoring, assessment,
improvement, and strategic growth of all the engineering technology are inherent features of these
activities. The attached diagram, Figure B.3-1, summarizes the organization and interaction among these
activities. Detailed descriptions of the activities and responsibilities of each area follow.
8
9
10
Figure B.3-1 SEDTAPP University-Wide Continuous Improvement Process for Engineering Technology
Programs
11
12
Figure B.3-1 SEDTAPP University-Wide Continuous Improvement Process for Engineering Technology Programs
THE ENGINEERING TECHNOLOGY COUNCIL (ETC):

In addition to the COEs engineering technology programs delivered by the University College, there are
engineering technology programs offered, and in some cases academically controlled, by four other
academic colleges within the Penn State system (The Capital College, the Altoona College, the Behrend
College and the Berks-Lehigh Valley College). Student movement among these programs is common,
and in fact, is encouraged by the University to optimize the availability of programs to all Pennsylvania
residents. As a result, it is essential that programs at all locations and colleges remain as compatible as
possible to avoid creating artificial barriers for students needing this flexibility of movement. Further, it
is essential that all the technology programs at the University share a coordinated strategy of program and
curriculum development to minimize unwanted duplication, optimize resource usage, avoid internal
competition for students, and create an integrated system of opportunities for future technology students.
The ETC is the main vehicle for ensuring the inter-campus coordination necessary to bring these results
about.
The ETC consists of the administrative leaders (department heads, division head, etc.) at each of the six
colleges involved in offering engineering technology programs. The Council typically meets four times a
year, and the meetings typically focus on developing long-term vision and strategy to enhance ET systemwide. These efforts involve developing a body-of-knowledge for ET, working with state-wide economic
development initiatives, collaborating with state industry consortiums, and benchmarking with other
institutions in the country.
THE ENGINEERING TECHNOLOGY ADVISORY BOARD (ETAB):

The ETAB serves both a strategic role and an operational role in the management of engineering
technology at Penn State. Its strategic role is to serve as an advisory body to the ETC with the specific
duty of helping to develop strategic visions for the orderly evolution of ET at Penn State. This duty
includes identifying emerging issues likely to influence future technology education, assessing the
relevance of those issues to Penn State ET programs, brainstorming effective responses to emerging
trends, developing practical strategies for pursuing future visions, identifying potential funding sources
for development activities, and preparing grant proposals to obtain funding.
The ETABs operational role is to facilitate the consistent delivery of SEDTAPPs existing technology
programs across the Penn State system, and to manage the orderly evolution of those curricula to meet
changing demands. It does this by overseeing curriculum development activities in all the ET programs
and by working to ensure that all programs evolve in a consistent and coordinated fashion. In this role,
the ETAB establish consistent goals for all programs, correlates activities and courses that can be shared
among programs, establishes and disseminates curriculum and course standards, responds to constituents
suggestions for curriculum improvement, and manages evolutionary changes in curricula.
The ETAB consist of selected faculty members, key administrators, and active curriculum and course
coordinators from throughout the Penn State technology system. Because of ETABs focus on curriculum
evolution, the key constituents are the lead ET curriculum and course coordinators. It typically meets two
to three times each year.
The ETAB accomplishes its operational objectives primarily by providing strategic direction to its three
main support groups: the system-wide program coordinators, the program curriculum committees, and the
engineering technology course chairs. The roles of each of these groups are described below
13
System-wide Program Coordinators though there are eight distinct ET programs in the
SEDTAPP system (EET, MET, BET, TelET, NanoET, AET, BEST, and EMET) 10,
commonalties in their curricula permit them to be grouped into three major programmatic
areas: Electrical-based ET (EET, TelET, BET, & NanoET), Mechanical-based ET (MET,
AET, & BEST), and Electro-Mechanical ET (EMET). The SEDTAPP has assigned a
System-wide Program Coordinator for each of these programmatic areas. System-wide
coordinators job is to be the liaison among the individual program coordinators at all
campuses where their respective programs are offered. The liaison function relates
primarily to keeping campus program leaders abreast of curriculum developments,
coordinating development activities that involve those leaders, identifying opportunities
for resource sharing and/or exchange among programs, and identifying common needs
and interests, and opportunities for shared effort, among faculty at different locations.
Program Curriculum Committees as with the system-wide coordinators, there are three
SEDTAPP Curriculum Committees, one for EET-related programs, one for MET-related
programs, and one for the EMET program. These committees are responsible for
establishing, controlling, monitoring, disseminating, and directing the orderly evolution
of the SEDTAPP engineering technology program curricula. The committees meet twice
during the year at the spring and fall SEDTAPP faculty meetings and at other times
during the year as situations dictate. Committees consist of faculty representatives from
all of the colleges within Penn State that deliver engineering technology programs.
Committee functions, membership, and operating rules are governed by bylaws, which
are available at <<http://cede.psu.edu/tc2k/contents/programs.htm>>. Each committee
accomplishes its charge mainly through the following activities:
Establishing and disseminating the TC2K objectives expected of the program, and
periodically reviewing and updating those objectives based on assessment information.
Establishing and disseminating the TC2K outcomes expected of the program, and
periodically reviewing and updating those outcomes to ensure they support the current
program objectives.
Establishing those courses and activities in the program curriculum that are to be the
primary means by which program outcomes are achieved.
Recruiting and managing course chairpersons to develop and maintain standard course
outlines for all technical courses in the curriculum.
Reviewing, approving, and disseminating standard course outlines to faculty.
Receiving, reviewing, responding to, and acting on faculty recommendations for

curriculum change and improvement.
10
Managing the curricular change process though the colleges and the University
Faculty Senate for official curriculum changes.
EET Electrical Engineering Technology

MET Mechanical Engineering Technology
BET Biomedical Engineering Technology
TelET Telecommunications Engineering Technology
NanoET Nanofabrication Engineering Technology
AET Architectural Engineering Technology
BEST Building Energy Systems Technology
EMET Electro-Mechanical Engineering Technology
14
Monitoring program-related assessment information from various assessment

systems (employer, graduate, and student exit surveys; advisory body inputs;
MEET11 data system; etc.) and taking appropriate curricular action to respond
to that information.
Maintaining records to document curricular change activities.
Course Chairpersons chairpersons in charge of SEDTAPPs standard course outlines
hold a key place in the SEDTAPP curricular quality control structure. As noted above,
curriculum committees establish the expected objectives and outcomes for programs, and
then identify those courses in the curriculum that are the key producers of the expected
outcomes. The committees rely on a set of approved, standard course outlines to ensure
that the defined outcomes are consistently achieved everywhere a program is offered.
They do this by requiring all faculty teaching in the SEDTAPP engineering technology
programs to use the standard outlines as the basis for their in-course syllabi. In concert
with this instruction, course outlines follow a standard format that requires explicit
identification of the program outcomes that are supported by the course. More important,
the outlines are required to expand program outcomes into specific course outcomes that
have explicit relevance to the content of the course. Course outcomes identify specific
tasks that students should perform and skills that they should acquire while in the course.
The outlines also suggest example activities and practices that can help students achieve
the prescribed course outcomes, and they suggest possible ways to assess and document
students success with respect to the outcomes.
Course chairs are the agents responsible for developing, maintaining, and revising course
outlines. They are selected from among those faculty who have significant experience
teaching each course, and they must be actively teaching any course that they chair.
Once selected, chairs are responsible first to develop, and then to provide annual updates
of the outlines to the curriculum committees. Annual updates are reviewed and approved
by the appropriate curriculum committee, and when approved, are posted to the official
curriculum committee websites. The annual update and approval process is completed
around the middle of the fall semester, and new outlines become effective beginning in
the following spring semester. The adoption of new outlines in mid-fall gives adequate
time for faculty to incorporate changes in their course plans for both the spring and
following fall semesters. The ET Curriculum Committee websites can be found at
In the process of developing and maintaining outlines, course chairs receive input from
several sources. As noted above, curriculum committees identify the program outcomes
to be supported by courses, and act as the review and approval body for changes to
outlines. However, the primary inputs leading to improvement of outlines come from
faculty. Each semester, the SEDTAPP surveys (via the MEET data system) the
performance of every technology course at every location with reference to the
established program outcomes. One element of the survey process offers faculty the
opportunity to comment on the effectiveness of existing course outlines and course
outcomes, and to offer suggestions for improvement. Course chairs have direct, online
access to those suggestions and comments, and they are expected to discuss the
comments with the appropriate faculty and develop suitable responses based on those
discussions. Suitable responses may be anything from a discussion and one-on-one
11
M.E.E.T. Measurement and Evaluations in Engineering Technology, available via

<<https://www.engr.psu.edu/MEET/>>
15
resolution of the comments with the interested faculty to the identification of necessary
revisions to the outline. Course chairs are responsible for managing and documenting
these activities and reporting the outcomes to curriculum committees on an annual basis.
The flow chart in Figures B.3-2, Curricular Committee Course Chair Faculty
Interactions, clarifies the nature of these interactions. Additionally, examples of annual
course assessment reports from course chairs to the curriculum committee can be viewed
On the curriculum committee website at
16
To:
Engr Faculty Council
Univ. Faculty Senate
Curriculum Committee
Establishes Program Objectives & Outcomes

Identifies Foundation Courses to Support Outcomes
Disseminates Objective, Outcome, & Course Information to Faculty
Assigns Course Chairs
Reviews & Approves Standard Course Outlines
Disseminates Approved Outlines to Faculty
Assesses Need for & Initiates Curricular Improvement/Change
Reviews & Responds to Faculty Suggestions re. Curriculum Changes
Manages University Approval of Curriculum Change
Program Outcomes vs. Courses
Response/Resolution to Course &

Curriculum Suggestions
Formal Proposals for Course &

Curriculum Change Approval
Recommendations for Course and

Curriculum Change
Annual Outline Updates
Course Chairs
Develops & Maintains Standard Course Outline

Reviews & Responds to Faculty Comments/Suggestions re. Course Outlines
Updates Course Outlines Annually in Response to Faculty Assessment & Comments
Course Change Suggestions
Response/Resolution
Change Suggestions
to
Course
Faculty
Incorporate Standard Course Outcomes into Class Syllabi

Assess Class Performance vs. Course Outcomes Each Semester
Provide Comments/Suggestions to Course Chairs re. Standard Outlines
Figure B.3-2 Curriculum Committee Course Chair Faculty Interactions
17
ADMINISTRATIVE SUPPORT STRUCTURE FOR ENGINEERING TECHNOLOGY:

The framework on which all of the above activities hang is the administrative infrastructure of the Penn
State colleges that offer technology programs. The head of the SEDTAPP provides overall coordination
of this function, primarily by interacting with the local campus Directors of Academic Affairs (DAAs) to
keep them apprised of external demands and obligations on the technology programs (mostly related to
accreditation), future directions and opportunities being pursued by SEDTAPP leadership, and funding
and grant opportunities that may help support local programs. The SEDTAPP head also establishes
workload guidelines for technology faculty, provides input to faculty performance evaluations, consults in
and provides guidance for faculty hiring, and advocates, with the campus administration, in faculty
promotion and tenure decisions. Finally, the SEDTAPP provides some funds to the campuses to support
professional development activities for faculty.
Campus DAAs are the local counterparts to the SEDTAPP head. They are the academic leaders at the
campuses, and as such, are most directly responsible for faculty supervision and development. They are
responsible for managing work assignments, providing necessary clerical and staff support, assessing and
rewarding performance, planning for and supporting professional development, ensuring adequate
resources and facilities for programs, hiring faculty, and advocating for faculty in promotion and tenure
processes.
A Campus Program Coordinator is the main administrative interface between the DAA and the
technology program and its faculty. The coordinators core role typically includes establishing program
class schedules, arranging for adjunct faculty when needed, advising students, and interacting with the
System-wide Program Coordinator (see above). Coordinators also monitor and anticipate equipment and
resource needs of the technology programs and keep campus administration aware of those needs
Finally, the faculty is the foundation for all the functions discussed above. In the context of ensuring
quality of the technology programs, faculty members have four key roles. Primarily, they are obliged to
teach the various courses in the program with particular emphasis given to accomplishing the course
outcomes stipulated in the standard course outlines. Second, they are responsible for continually
assessing the accomplishments in their courses against the expected outcomes, mainly by participating in
the various assessment activities and surveys conducted by the SEDTAPP via the ETAB. They also
routinely assess both their courses and the program with respect to developing trends and changing
technology, and recommend to course chairs and curriculum committees, course and curriculum
adjustments to adapt to these changes. Finally, faculty are expected to be actively involved with local
industrial contacts, via the local advisory committee and elsewhere, to identify sources of resources,
funding, and adjunct faculty candidates, and to create opportunities for tours, internship, student
employment, and faculty development and consultancy.
B.3.b Examples of Continuous Improvement of EET Program:

As the previous discussion illustrates, the task of monitoring and improving the quality of Penn States
EET programs is spread over multiple hierarchical levels, starting with the University-level SEDTAPP
administration and its supporting committees and devolving down through the EET curriculum committee
and supporting course chairs finally to the local EET program coordinators and faculty. The following list
highlights several examples of specific assessment and improvement actions that have been taken at each
level during the past two years. Though not exhaustive, these examples do provide a representative
indication of the scope and depth of EET quality improvement activities, both in general and locally at the
DuBois campus.
EXAMPLE CQI ACTIVITIES OF SEDTAPP AND SUPPORTING COMMITTEES:

DuBois Campus -- EET Self-Study Report
18
Representative examples of quality improvement accomplishments of the SEDTAPP administration and

supporting committees are:
Development and implementation of the on-line, Internet-based MEET survey system.

MEET data has been collected since fall of 2004 and is available on-line at
<<https://www.engr.psu.edu/MEET/>>. ET faculty, program coordinators, curriculum
committees, and administrators use the data to support both semester-based and annual
course and program assessments (examples of EET program assessments by the EET
curriculum committee and course assessments done by EET faculty at DuBois are
discussed later).
Development and implementation of an on-line, Internet-based exit survey of

graduating ET students to determine their career directions and to obtain their overall
assessment of the capabilities they acquired as a student at Penn State. Surveys have
been conducted each semester since spring of 2005, and results are used by SEDTAPP
administration and the EET curriculum committees to identify program weaknesses
and areas for improvement.
Past survey results are available at
<<http://www.cede.psu.edu/tc2k/>>.
Development and implementation of an on-line, Internet-based survey of actual and

potential EET employers to determine the post-graduation performance of Penn State
students and to gain industry feedback on the appropriateness and relevance of EET
program educational objectives and outcomes. Surveys have been conducted each
semester since spring of 2005. As with the exit and MEET surveys, results from the
employer/industry survey are used to identify program weaknesses and areas for
improvement.
EXAMPLE CQI ACTIVITIES OF EET CURRICULUM COMMITTEE & EET COURSE CHAIRS:
Representative examples of quality improvement accomplishments of the EET curriculum committee and
EET course chairs are:
Creation of a standard format for all EET technical course outlines to include explicit
indication of the correlation between EET program outcomes and subsidiary course
outcomes.
Revision and on-line posting of all EET course outlines following the new,
standardized format. Current outlines are available via the EET curriculum committee
link at <<http://cede.psu.edu/tc2k/contents/programs.htm>>. Outlines have been
available in this fashion since fall of 2004.
Policy established requiring annual update of standard course outlines, including

written justification for all modifications. Updates are to be based on MEET results
and on a review and resolution of suggestions and concerns raised by faculty either via
MEET or curriculum committee meetings. Update reports for the most recent
revisions are maintained at the EET curriculum committee site
EXAMPLE CQI ACTIVITIES OF EET PROGRAM COORDINATOR AND EET FACULTY AT DUBOIS:
19
At the local level, the faculty are responsible for ensuring that the overall quality of the EET program is
monitored, maintained, and improved. At DuBois, this responsibility has led to a variety of activities
targeting program improvement. Some specific examples, and their effects on program quality, are:
Since 2003, the EET faculty and lab staff assistant have been planning and identifying the
recourses and optimal uses of available engineering technology laboratory funds to best
support the program. These efforts have led to:
B.4
acquisition and installation of three new PLCs with new training stations, as well as
update the software on the older PLCs to the most current version.
acquisition of projectors with remote control for both EET electronic and computer labs.
upgrade the computers in the EET computer labs.
Establishment of semester review process in which each instructor is asked to use MEET data
and other student evaluations to assess the effectiveness of each course taught during the
semester and to identify any concerns or areas for improvement to be attempted (see Appendix
A). The immediate effect of this policy has been to emphasize to all instructors the importance
of ensuring proper coverage of required topics in their courses. (see section B.4.c.)
Establishment of the local EET continuous quality improvement (CQI) committee. The
committees charter is to continuously improve the program though feedback taken from the
assessment measures, advances in technology, students, industrial, and alumni constituencies.
The CQI committee meets twice per year to discuss status of actions based on data collected
from the assessment measures and program constituencies. (see Appendix C for the committee
reports and section B.4.c. )
Program Characteristics
Characteristics of the EET curriculum are described in the following paragraphs. Information is
organized according to the specific topics called out by Criterion 4 of the General Accreditation Criteria.
B.4.a EET Program Curriculum and Course Sequencing:

The EET curriculum and course sequencing are illustrated in Table B.4-1 on the following page. The first
column indicates the year and semester in which students typically take courses; however, special needs
of individual students may cause alteration of the schedule in occasional instances. Course prerequisites,
which are stipulated in the University Bulletin, dictate required sequencing of certain courses.
Table B.4-1 EET Program Curriculum
20
Technical Content
(Lecture/Lab Credits)
Social Sciences &

Humanities
Physical & Natural

Sciences
Year and
Semester
Mathematics
Course
(Department, Number, Title)
(C) indicates foundation or core course
(S) indicates technical specialty course
Communications
Category (Credit Hours)
Electrical & Electronics Courses1

Yr 1, Sm 1
Yr 1, Sm 1
Yr 1, Sm 2
Yr 1, Sm 2
Yr 1, Sm 2
Yr 1, Sm 2
Yr 2, Sm 1
Yr 2, Sm 1
Yr 2, Sm 1
Yr 2, Sm 1
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
EET 101 Electrical Circuits I (C)

EET 109 Electrical Circuits I Lab (C)
EET 114 Electrical Circuits II (C)
EET 117 Digital Electronics (S)
EET 118 Electrical Circuits II Lab (C)
EET 120 Digital Electronics Lab (S)
EET 205 Semiconductor Lab (S)
EET 210 Fund. of Semiconductors (S)
EET 211 Microprocessors (S)
EET 213W Fund.of Elecrical Machines2 (S)
EET 216 Linear Electronic Circuits (S)
EET 220 Programmable Logic Controls (S)
EET 221 Linear Electronics Lab (S)
Total credits (lecture/lab) =
3/0
0/1
4/0
3/0
0/1
0/1
0/1
2/0
3/0
4/1
3/0
1/1
0/1
23/7
Total credits (lecture/lab) =
0/1
0/1
0/1
0/1
0/4
(4/1)3
Supporting Technical Courses1

Yr 1, Sm 1
Yr 1, Sm 1
Yr 1, Sm 1
Yr 1, Sm 2
EGT 101 Technical Drawing Fund. (C)

EGT 102 Intro. to Computer-Aided Drftg (C)
ET 002 ET Orientation (C)
ET 005 Engr. Methods in ET (C)
Mathematics Courses4
Yr 1, Sm 1
Yr 1, Sm 2
Yr 2, Sm 3
Math 081 Tech Math I

Math 082 Tech Math II
Math 083 Tech Math III
3
3
4
10
Total credits =
Physical Sciences Courses5

Yr 1, Sm 2
Yr 2, Sm 1
Phys 150 Tech Physics I

Phys 151 Tech Physics II
Total credits =
3
3
6
Communications Courses
Yr 1, Sm 1
Yr 2, Sm 2
Engl 015 Rhetoric & Composition 2

CAS 100 Effective Speech2
Total credits =
3
3
6
Technical Elective Course Selections (representative courses listed in Table B.4-1A)

Yr 2, Sm 2
Each student is required to take 1 4 credits of

technical elective courses.
Total Credits (a minimum of 1 credit is required) =
14
General Education Courses (one course in each discipline required; representative courses listed in Table B.4-1B) 6
Yr 1, Sm 1
Yr 2, Sm 2
Yr 2, Sm 2
Social Sciences, Humanities or Arts7

Totals Required for the Degree (by Category) =
Percent of Total =
63
93
21
3
3
3
Total Credits =
9
10
6
9
15
9
14
Total Credits Required in the Program =
35
53
668
Table B.4-1 Notes

1
2
3
4
5
7
8
The breadth and depth of the technical sciences and supporting technical courses are designed to satisfy the Technical Content requirement of
Criterion 4 of the GENERAL CRITERIA.
These courses have specific and significant relevance to the Communications requirements specified by Criterion 4 of the GENERAL CRITERIA.
The college composition and public speaking courses are required by the University of all associate degree graduates. Further, the W
designated course requires extensive and focused development of written and oral communication skills within the specific context of the
program discipline. The requirement for a discipline-specific W course in all degree programs is also a University-wide requirement.
These totals and percentages do not include the contribution of the W-designated technical course to the communications training of
students. If that contribution is included, the communications credit total would be 11, and the percentage would be 17%
The technical math sequence includes topics in college algebra, trigonometry, and concepts of technical calculus, including limits, derivatives
& differentiation, integration & integration techniques, and basic differential equations. This range of coverage exceeds the minimum
Mathematics requirements of Criterion 4 of the GENERAL CRITERIA.
The two-course physics sequence required by the EET program covers topics in mechanics, heat, wave motion, sound, electricity, light, and
basics of modern physics. Coverage is from the perspective of the basic sciences, which provides students with a broader theoretical
foundation for their studies in the technical sciences. Both courses include experimental lab activities. This content and focus is consistent
with the Physical and Natural Sciences requirement of Criterion 4 of the GENERAL CRITERIA.
All associate degree graduates at Penn State University must complete a minimum of nine credits in the Social Sciences, Humanities, and Arts.
One course in each area is generally required. Additionally, at least one of these courses must be either intercultural in nature or international
in focus to satisfy University-wide requirements for breadth and diversity in programs societal and global perspectives. These requirements
are consistent with the Social Sciences and Humanities requirement of Criterion 4 of the GENERAL CRITERIA.
Examples of Social Sciences, Humanities, and Arts courses typically available at the campus are listed in Table B.4-1B, which follows.
Total program credits exceed the minimum of 64 specified by Criterion 4 of the GENERAL CRITERIA.
Table B.4-1A -- Technical Elective Course Selections
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Yr 2, Sm 2
Technical Content
Social Sciences &

Humanities
Physical & Natural

Sciences
Course
Chem 011 Intro Chemistry
Chem 012 Chemical Principles
CET 261 Fluid Flow
CmpSc 101 Basic Computer Prgmg
CmpSc 201 Computer Prgmg for Engr
EET 297 Independent Studies
IET 101 Mfg Matls, Processes & Lab
IET 105 Economics of Industry
MchT 111 Statics
Math 140 Calc w/ Analytic Geom I
Math 141 Calc w/ Analytic Geom II
BiSc 003 Environmental Science
Mathematics
Year and
Semester
Communications
(Courses below automatically satisfy technical elective requirements of EET. Other courses may be approved by the SEDTAPP Dept. Head)
3
3
3
3
3
19
3
2
3
4
4
3
Total Credits (A minimum of 1 credit is required) =
22
14
Table B.4-1B General Education Courses

EET students are required to complete three credits each of Social Sciences, Humanities, and Arts studies for a total of nine General Education
credits. At least one of these courses must be an International and Intercultural Competency (GI) designated course. Typical courses available
at the New Kensington campus to satisfy these requirements are listed below. GI designated course are shown in Italics.
Subject
Course
Description
Art
Art History
Art 20
ArtH 100
ArtH 111
ArtH 112
InArt 1
Music 005
Music 007
Music 008
Music 009
Thea 100
Thea 102
Arts
Introduction to Drawing
Introduction to Art
Ancient to Medieval Art
Renaissance to Modern Art
The Arts
An Introduction to Western Music
Evolution of Jazz
Rudiments of Music
Introduction to World Musics
The Art of the Theatre
Fundamentals of Acting
CmLit 10
Engl 104
Engl 139
Engl 182
Engl 194
Hist 1
Hist 2
Hist 20
Hist 21
Hist 175
Hist 191
Hist 192
Phil 10
Phil 106
Phil 221
Rl St 001
Humanities
The Forms of World Literature
The Bible as Literature
Black American Literature
Literature and Empire
Women Writers
The Western Heritage I
The Western Heritage II
American Civilization to 1877
American Civilization since 1877
The History of Modern East Asia
Early African History
Modern African History
Critical Thinking
Introduction to Business Ethics
Philosophy of Science
Introduction to World Religions
Integrative Arts
Music
Theatre Arts
Comparative Literature
English
History
Philosophy
Anthropology
Economics
Geography
History
International Studies
Political Science
Psychology
Sociology
Womens Studies
Anth 045
Econ 002
Econ 004
Geog 020
Hist 12
Hist 120
IntSt 100
Pl Sc 001
Pl Sc 003
Pl Sc 014
Psy 002
Psy 213
Psy 221
Psy 243
Soc 001
WmnSt 001
Social & Behavioral Sciences

Cultural Anthropology
Introductory Microeconomic Analysis
Introductory Macroeconomic Analysis
Human Geography: An Introduction
History of Pennsylvania
Europe since 1848
Introduction to International Studies
Intro to American National Government
Introduction to Comparative Politics
International Relations
Psychology
Intro to Developmental Psychology
Introduction to Cognitive Psychology
Psychology of Personal Well-Being
Introductory Sociology
Introduction to Womens Studies
B.4.b Minimum Credits and Credit Distributions re. ABET Criterion 4:

Footnotes in Table B.4-1 indicate the correlations between various elements of the EET curriculum and
minimum credit hours and credit distributions specified in ABET Criterion 4. Details of these
relationships are described below.
23
TOTAL CREDITS
The EET program consists of 66 total credits, which exceeds the 64 credit minimum requirement of
Criterion 4.
COMMUNICATIONS
While communications skills are imparted in a variety of places in the EET curriculum, the specific
elements that address students communications skills directly are English 15 (Rhetoric & Composition),
Communications Arts and Sciences 100 (Effective Speech), EET 220 and EET 213W (Fundamentals of
Electric Machines). The first two of these courses provide traditional college-level-instruction in the art
of effective writing and effective public speaking respectively. The EET 213W course is the Universityapproved writing intensive course in the EET program.
The University requires all students to complete at least three credits of writing-intensive course work
within their major. Further, "W" courses must include writing assignments that relate clearly to the
course objectives and serve as effective instruments for learning the subject matter of the course.
Typically, assignments are designed to help students investigate the course subject matter, gain experience
in interpreting data, shape writing and/or speaking for a particular audience, or practice the type of
writing and/or speaking associated with a given profession or discipline. W courses also provide
opportunities for students to receive written feedback from the instructor and to apply that feedback to
future efforts. W courses often include peer review of student communications, group writing projects,
use of writing or learning centers, and classroom discussions of writing and/or speaking assignments.
From a grading perspective, it is typically expected that 20% of the grade in a W course will be
determined from the communications-related activities.
While the English composition, speech communications, and W courses provide special emphasis to
the development of EET students communications skills, it is also possible to point out specific examples
of written, oral and graphical communications exercises in other parts of the technical curriculum as it is
taught at the DuBois campus.
Technical Writing Exercises Essentially all lab courses within in the EET curriculum
require students to prepare formal written reports to document lab exercises. Basic,
structured lab reports are required in all three of the freshman lab courses (EET 109, 118
& 120), and the sophomore electronic labs (EET 205 & 221) elevate the level of this type
of formal lab reporting. Finally, the EET 213W course requires students to prepare a
substantial, library-research-based research paper, and the EET 220 course requires
students to prepare several project reports, documenting PLC-based controls projects
done in that course. Specific examples of substantial, technology course-based writing
exercises can be found in the display materials for the EET 205, EET 213W and EET 220
courses.
Oral Presentation Exercises The speech communications class is the obvious place
where students oral presentation skills are developed. However, oral presentations are a
standard element of the EET 213W course where students are required to present
summaries of their research reports to classmates using standard presentation tools. Oral
project presentations are also a standard component of the EET 205, EET 221 and
EET220 laboratory courses. As part of the training in the use of presentation software,
students are required to combine results from various software tools (word processing,
spreadsheet tables and graphs, electronic simulations, etc.) into a professional slide-based
presentation.
24
Graphical Presentation Exercises Graphical presentation of visual and numerical information is

a critical skill in technology professions. The EET curriculum imparts this skill in several
courses. Visual presentations using CAD are the specific focus of the EGT 102 course. Students
are required to demonstrate a full range of skills covering multi-view, sectional and isometric
drawings; dimensioning, layout, and complex assemblies. As noted above, creation of graphical
representations of numerical data is required in many labs, but the ET 002, ET 005, and EET
213W courses give particular emphasis to this topic. ET 002 covers the use of various
mathematical and simulation software concentrating on Microsoft Excel. Part of that coverage
specifically addresses creation of engineering-quality graphs of calculated and measured data.
PSpice and Visual Basic programming are covered in ET 005. The PSpice skills covered in ET
005 are then used to simulate the labs covered in EET 205 and EET 221 Graphing skills learned
in ET 002 are honed in other EET courses where a variety of lab exercises require students to
collect, analyze, and synthesize laboratory measurements into meaningful engineering-quality
graphs of machine performance characteristics.
Library Research & Use of Technical Literature There are two key instances where EET
students are required to investigate and use library and technical data resources. They are required
to use this knowledge to retrieve a collection of technical resources covering a broad range of
technical subjects. Also, the research report required in the EET 213W course is a formal
research report requiring review and proper referencing of information sources, which are
generally retrieved both through the library and the Internet. Finally, the EET 120, 205, 220, and
221 lab courses routinely require students to retrieve equipment and component performance
specifications from manufacturers literature, most often via Internet websites. In EET 220
students are required to research technical specifications on the internet that can be used with
either discrete or analog PLC modules.
Teamwork Skills Essentially all lab courses in the EET curriculum are team-based exercises
involving teams of 2, 3 or the entire class of students conducting lab exercises. In EET 213W,
students are required to work in teams and conduct research projects during the semester on
topics that relate to electrical machines. They are also required to give team-based oral
presentations on their research projects to their peers and the instructor. In EET 220 students are
required to work in teams of 2 or 3 students to design PLC based solution for industrial control
problems.
MATHEMATICS
The EET technical math sequence includes topics in college algebra, trigonometry, and concepts of
technical calculus, including limits, derivatives & differentiation, integration & integration techniques,
and basic differential equations. This range of coverage exceeds the minimum requirements of Criterion
4 for an associate degree program.
PHYSICAL AND NATURAL SCIENCES

The two-course physics sequence required by the EET program covers topics in mechanics, heat, wave
motion, sound, electricity, light, and basics of modern physics. Coverage is from the perspective of the
basic sciences, which provides students with a broader theoretical foundation for their studies in the
electrical and electronic technical sciences. Both courses include experimental lab activities. This
content and focus is consistent with the physical and natural sciences requirement of Criterion 4 for an
associate degree program.
25
SOCIAL SCIENCES AND HUMANITIES

All associate degree graduates at Penn State must complete a minimum of nine credits in the study of the
social sciences, humanities, and arts. One course in each area is generally required. Additionally, at least
one of these courses must be either intercultural in nature or must be international in focus to satisfy
University-wide requirements for breadth and diversity in programs societal and global perspectives.
These requirements are consistent with the social sciences and humanities requirement of Criterion 4 for
an associate degree program.
TECHNICAL CONTENT
The technical content of the EET curriculum consists of the combination of ET-, EGT-, and EETdesignated courses (see Table B.4-1 above). The combination of these courses represents 35 of the total
66 credits in the program. Thus, technical content represents 53% of the total curriculum, which is
between the minimum of 33% and the maximum of 67% required by the General Criteria.
The ET-, EGT- and 100-level EET-designated courses constitute the core or foundation of the program.
The ET courses provide students with foundation training in computer tools that are essential to success in
the program. The EGT courses provide a similar purpose with respect to engineering drawing and
computer-aided drafting skills. The freshman-level EET courses teach students the fundamental concepts,
theories and analysis techniques for dealing with DC, AC and digital circuits; tools that are essential to
success in the technical specialty courses of the sophomore year.
The 200-level EET-designated courses represent the technical specialty courses in the EET program.
Building on the core courses, these courses teach students fundamentals of the operation and analysis of
analog electronic devices and circuits, microprocessors and microcontrollers, programmable logic
controls, and high-power AC and DC electrical machines .
Laboratory activities support essentially all core and specialty topics. All laboratories require students to
use standard laboratory measurement equipment (analog and digital voltage and current meters, function
generators, frequency counters, power supplies, oscilloscopes, tachometers, power meters, etc.) to excite
and monitor the performance of electrical and electronic devices and electrical machines. In most cases,
the data determined through these measurements are analyzed and synthesized into formal laboratory
reports.
Design practices and the use of design tools - in the EET curriculum are concentrated in four topical
areas: digital electronics, analog electronics, programmable logic controls, and electric machines.
Courses in each of the areas require students to complete open-ended design analyses, in many cases
supported by lab demonstrations, to arrive at workable device and circuit designs. These projects include
such activities as designing PLC controls for sequential processes involving on/off temperature/light,
traffic, and motor controls; investigating the effects of standard modeling parameters on performance
characteristics of induction motors; designing, building and verifying digital combinational logic circuits
and counter/timer circuits; designing, building and verifying operation of standard amplifier circuits; etc.
In all cases, students are expected to use standard design tools such as PSpice, Excel, Ladder Logic
Software, Matlab, Autocad, etc. as well as standard design methods taught in class to accomplish these
design efforts.
Integrating Experiences are a part of several courses in the EET program. These activities require
students to apply various technical and non-technical skills to solve problems or complete assigned tasks.
Examples include:
The electrical machines course (EET 213W) includes a research report on design
analysis of single-phase induction motors which requires students to integrate a variety
of technical and non-technical skills. The research report involves library research,
26
completion of multiple tasks according to a pre-imposed schedule, technical and nontechnical perspectives, and formal reporting in both written and oral formats.
The programmable logic controls course (EET 220) consists of a series of exercises in
which students conceptualize, design, and develop different control systems using
digital/analog I/O modules. The final project requires the students to integrate the
various design projects into a practical industrial control system and test and debug the
system. In the process, students are exposed to and practice concepts of job
segmentation, specification and control interface requirements, and design integration.
In combination, these activities solidify students abilities to apply a range of skills and perspectives to
problem solving tasks and team-based projects.
CO-OPERATIVE EDUCATION
The EET program has no co-operative education or internship provisions.
B.4.c Quality Assurance of Core Courses:

Section B.3.a. describes the general quality control process and administrative features implemented by
SEDTAPP to monitor, maintain, and improve the courses that make up the EET program. However, the
EET coordinator and program faculty at DuBois also employ individual practices that provided added
monitoring, assurance and improvement in course delivery. These are described in the following:
Student Review of Teaching Evaluations (SRTEs) The EET faculty conduct in the
University-sponsored student reviews of classes at the end of each semester. SRTEs
provide student input to both the quality of courses and the quality of instruction.
Compiled results of SRTEs are provided to faculty early in the following semester so
that they may incorporate the student input into future classes.
Measurement and Evaluation of Engineering Technology (M.E.E.T.) surveys all EET

faculty participate in and have their classes participate in the M.E.E.T. surveys (see
section B.3.a. for information on M.E.E.T.) to evaluate the success of their classes and
the students in achieving expected course outcomes.
Semester Course Reviews the EET faculty members perform self-assessment of the
results of their courses for each of the semesters. Data from SRTEs, M.E.E.T., and
individual faculty assessments are used to assemble these assessments and each faculty
identifies possible areas for improvement of their courses in future offerings.
Examples of these reports are included in Appendix A of this report.
EET CQI Committee The committee meets to discuss status of actions based on data
collected from the assessment measures and program constituencies. (see Appendix C
for the committee reports)
B.4.d Course Descriptions:

Standard course outlines can be viewed at <<http://cede.psu.edu/studentguide/associate/2eet.htm>>.
Detailed outlines/syllabi for the technical core and specialty courses listed in Table B.4.1, as conducted at
the DuBois campus, are included in Appendix B. Both a hardcopy of the course outlines and a CD
version of the course outlines are also provided.
B.4.e Demonstration of Adequate Attention to Key Curriculum Components:
27
The following table shows the breakdown, by credit count, to the distinct curricular elements of the EET
program:
Table B.4-2 Credit Allocations to Key Curricular Topics

Curricular Area
Total Credits
Percent of Program
Technical Core1
Technical Specialties2
Mathematics
Physical Sciences
Communications3
Soc. Sc/Hum/Arts
Totals
17
18
10
6
6 (11)
9
66
26
27
15
9
9 (17)
14
100
Notes:
1 Technical core courses are ET-2, -5, EGT-101, -102, EET-101, -109, -114, & -118.
2 Technical specialty course are EET-205, -210, -211, -213W, -216, -220, -221, & -220
3 Numbers in () include credits for EET 213W in the Communications category. Numbers not in () reflect only the Engl-15 (college
composition) and CAS-100 (effective speaking) courses.
As the table shows, more than half of the program is dedicated to technology subjects. Further, more than
three quarters of the program is dedicated to technology subjects supported by critical math and science
topics. The remaining ~25% of the program is committed to essential communications skills and exposure
to core topics in the humanities and social sciences. This distribution of studies is typical of similar
programs at other schools.
B.4.f Co-operative Education Provisions:

The DuBois EET program has no co-operative education or internship provisions.
B.4.g Additional Review Materials:

Most review materials demonstrating the above described characteristics are included in the Outcomes
and Course files described previously in section B.2.e. Information not contained in those files
generally will be found in appendices to this report or online at SEDTAPP-maintained websites. Where
appropriate, the text herein indicates the relevant appendix or identifies the Internet address to the
relevant website. (Note if viewing an electronic version of this report from an Internet-connected
computer, links to online sources are active, and the information may be accessed directly by clicking on
the link while holding down the Ctrl key).
Video tapes of the students oral presentation in various courses are available along with other display
materials.
28
B.5
Program Faculty
B.5.a Faculty Analysis:

Table B.5-1 summarizes the qualifications of all faculty teaching in the EET program. Activity assessments reflect these since the last
ABET visit. Curriculum vita follow the table.
Name
Pingjuan L. Werner
Roger L. Allshouse
Henry D. Vipond
Rank
Professor
Instructor
Instructor
FT or PT
Table B.5-1 Faculty Analysis: EET Program
Degrees Earned
Degree, Year, &
Institution
FT
Ph.D., EE, Penn State

University, 1991.
M.S.EE. City College of
City University of New
York, 1986.
B.S.EE. Xian Jiaotong
University, China, 1979.
FT Ph.D., EE, Penn State
University, 1984.
M.S.E.E.
Rutgers
University, 1977
B.S. Education, Edinboro
University
of
Pennsylvania, 1970
PT
MBA , University of South Dakota
Level of Activity (high, med, low, none)*

Professional
in:
Registration
Govt./Industry Teaching
This
(Indicate
Professional Professional
Work in
Eng/ET
Eng/ET Institution
State)
Development
Society
Industry
Years of Experience
16
16
High
(See attached)
25
6.5
18
1991
BSEE Penn State University 1978
29
6.5
High
(See attached)
High
(See attached)
Biographical Data Sheet

Pingjuan L. Werner
Education
Ph.D. 1991
M.S. 1986
B.S.. 1979
Electrical Engineering, The Pennsylvania State University.

Electrical Engineering, The City College of the City University of New York.
Electrical Engineering, The Xian Jiaotong University, P.R. China .
1. Refereedpublications/presentations(Samplesfromlast3years)
Werner, P. L., and D. H. Werner, "Design Synthesis of Miniature Multi-band Monopole Antennas with
Application to Ground-based and Vehicular Communication Systems," IEEE Antennas and Wireless
Propagation Letters, Vol. 4, pp. 104-106, 2005.
Werner, D. H., W. Kuhirun, and P. L. Werner, Fractile Arrays: A New Class of Tiled
Arrays with Fractal Boundaries, IEEE Transactions on Antennas and Propagation,
Vol. 52, No. 8, pp. 2008-2018, August 2004.
Werner, D. H., D. Baldacci, and P.L. Werner. 2004. An Efficient Procedure for Calculating the Driving
Point Impedance of Fractal Arrays, IEEE Transactions on Antennas and Propagation, Vol. 52, No. 2, pp.
380-382. Feb. 2004.
Werner, P. L. and D. H. Werner. Miniature Multi-band Whip Antennas Designed Using
Genetic Algorithms With Application to Vehicular Communication Systems.
Proceedings of the 2004 IEEE Antennas and Propagation International Symposium.
Vol. IV, pp. 4404 4407, June 21-26, 2004.
Allard, R. J., D. H. Werner, and P. L. Werner. 2003. Radiation Pattern Synthesis for Arrays of Conformal
Antennas Mounted on Arbitrarily-Shaped Three-Dimensional Platforms Using Genetic Algorithms,
IEEE Transactions on Antennas and Propagation, Vol. 51, No. 5, pp. 1054-1062, May 2003.
Werner, D. H., M. A. Gingrich, and P. L. Werner. 2003. A Self-Similar Fractal Radiation Pattern
Synthesis Technique for Reconfigurable Multi-Band Arrays, IEEE Transactions on Antennas and
Propagation, Vol. 51, No. 7, pp. 1486-1498, July 2003.
Werner, D. H., W. Kuhirun, and P. L. Werner. 2003. The Peano-Gosper Fractal Array IEEE
Transactions on Antennas and Propagation. Vol. 51, No. 8, pp. 2063-2072, Aug. 2003.
Kern, D. J., M. J. Wilhelm, D. H. Werner, and P. L. Werner. A Novel Design Technique
for Ultra-thin Tunable EBG AMC Surfaces. Proceedings of the 2004 IEEE Antennas
and Propagation International Symposium. Vol. II, pp. 1167 1170, June 21-26,
2004.
DeLuccia, C. S., D. H. Werner, P. L. Werner, M.F. Pantoja, and A. R. Bretones. A Novel
Reconfigurable Tunable/Steerable Antenna. Proceedings of the 2004 IEEE Antennas
and Propagation International Symposium. Vol. II, pp. 1839 1842, June 21-26,
2004.
Werner, D. H., W. Kuhirun and P.L. Werner. Fractile Arrays: A New Class of
Broadband Tiled Arrays with Fractal Boundaries. Proceedings of the 2004 IEEE
Antennas and Propagation International Symposium. Vol. I, pp. 563 566, June 2126, 2004.
30
Werner, P.L., M. J. Wilhelm, R. T. Salisbury, L. D. Swann, D. H. Werner, Novel Design

Techniques for Miniature Circularly-Polarized Antennas using Genetic Algorithms,
Proceedings of the IEEE Antennas and Propagation International Symposium.
Columbus, OH. Vol. I, pp. 145-148, June 22- 27, 2003.
Partsofbooks.
Werner, D. H., M. G. Bray, R. J. Allard, and P. L. Werner. The Synthesis and Design of Communication
Antennas Using Genetic Algorithms. Chapter in Soft Computing in Communications, Lipo Wang, Editor,
Springer-Verlag, New York, pp. 221-244, 2004.
Industrial Experience:
Electrical Engineer, Chinese Academy of Sciences, 1980 1983.
Industry Consulting
Raytheon Corporation, St. Petersburg, FL. 2001. Fractal antenna array optimization.
Sciperio,
Inc.,
Stillwater.
Oklahoma.
2000
2005.
Antenna
optimization/miniaturization.
Patents
US Patent on Fractile antenna arrays and methods for producing a fractile antenna
array. U.S. Patent Application No. 10/625,158; PSU 2002-2633.
US Patent on High-selective electromagnetic bandgap device and antenna
system. U.S. Patent Application No. 10/909,213; PSU 2004-1898.
Recordofmembershipinprofessionalandlearnedsocieties
Senior Member of the Institute of Electrical and Electronics Engineers (IEEE), 1998
present.
Member of Sigma Xi Scientific Research Honor Society, 1992 - present.
Member of Eta Kappa Nu Electrical Engineering Honor Society, 1991 - present.
Member of Tau Beta Pi Engineering Honor Society, 1989 present.
Listofhonorsorawards
Applied Computational Electromagnetics International Society Valued Service
Award, 2002.
Penn State Engineering Society (PSES) Outstanding Teaching Award, 1998.
Activeparticipationinprofessionalandlearnedsocieties(last5years)
Committee Member, IEEE Wave & Propagation Standards Committee. 1997 present.
Session Chair, Genetic Algorithms, IEEE Antennas and Propagation Society
International Symposium and URSI Radio Science Meeting, 2002 -2004.
Committee Member, Elections Committee
Electromagnetics Society (ACES), 1994 - 2002.
of
the
Applied
Computational
Chair, Elections Committee of the Applied Computational Electromagnetics Society

(ACES), 1995 - 2002.
31
Technical Co-Chair and Co-Organizer for the 2000 ACES International Symposium Millennium Conference. 2000.
32

Roger L. Allshouse
EDUCATION:
Ph.D.,1984
ElectricalEngineering,ThePennsylvaniaStateUniversity
M.S.,1977
ElectricalEngineering,RutgersUniversity
B.S.,1970
SecondaryEducation,EdinboroUniversityofPennsylvania
Listofhonorsorawards:
DuBois Education Foundation Educator of the Year Award. Academic Year 2001-02
NASA Group Achievement Award for Participation in the VLBI Observing Campaign Following
the Loma Prieta Earthquake, 1989
NASA Group Achievement Award for Participation in the NASA Crustal Dynamics Project, 1986
Recordofmembershipinprofessionalandlearnedsocieties:
Member of the Institute of Electrical and Electronics Engineers (IEEE), 1985
present.
Member of the American Geophysical Union 1999 present.
Member of the American Society of Engineering Educators, 2004 present.
Industrial Experience:
Senior Engineer/Manager, AlliedSignal Technical Services Corporation, Manager, Microwave
Development Office. May 1985 - June 1998.
PUBLICATIONS: by Roger LeRoy Allshouse
Ferraro, A. J., H. S. Lee, R. Allshouse, K. Carroll, A. A. Tomko, F. J. Kelly, R. G. Joiner,
VLF/ELF Radiation From the Ionospheric Dynamo Current System Modulated by Powerful
HF Signals, Journal of Atmospheric and Terrestrial Physics, 44, 1113-1122, 1982.
Carroll, K. J., A. J. Ferraro, H. S. Lee, R. Allshouse, B. Long, R. J. Lunnen, Effect of HF
Heating Array Directivity Pattern on the Frequency Response of Generated ELF/VLF., PSUIRL-SCI-475, Ionosphere Research Laboratory, the Pennsylvania State University, 1983.
Lunnen, R. J., A. J. Ferraro, H. S. Lee, R. Allshouse, K. Carroll, B. Long, An Experimenter's
Handbook for Experiments to Examine VLF/ELF Radiation From the Ionospheric Dynamo
Current System Modulated by Powerful H. F. Signals, PSU-IRL-SCI-480, Ionosphere Research
Laboratory, The Pennsylvania State University, 1983.
Allshouse, R. L., The Relationship Between Ionospherically Produced ELF/VLF Signals and the
Dynamo Current System at Arecibo, Ph.D. thesis, The Pennsylvania State University, University
Park, August, 1984.
Ferraro, A. J., H. S. Lee, R. Allshouse, K. Carroll, R. Lunnen, T. Collins, Characteristics of
Ionospheric ELF Radiation Generated by HF Heating, Journal of Atmospheric and Terrestrial
Physics,46, 855-865, 1984.
33
Lunnen, R. J., A. J. Ferraro, H. S. Lee, R. Allshouse, K. Carroll, and D. Werner, Detection of

Local and Long-path VLF/ELF Radiation From Modulated Ionospheric Current Systems, Radio
Science, 20, 553-563, 1985.
Schupler, B. R., R. L. Allshouse, and T. A. Clark, Signal Characteristics of GPS User Antennas,
NAVIGATION: Journal of The Institute of Navigation, 41, No. 3, 277-295, Fall 1994
Schupler, B. R., T. A. Clark, and R. L. Allshouse, Characterization of GPS Antennas: Reanalysis
and New Results, Proceedings of The IUGG Symposium, Springer-Verlag, 1995
CONFERENCE PAPERS by Roger L. Allshouse
Ferraro, A. J., H. S. Lee, R. Allshouse, K. Carroll, R. Lunnen, T. Collins, Characteristics of
Ionospheric ELF Radiation Generated by HF Heating of the Ionospheric D-region. URSI
Conference, National Radio Science Meeting, Boulder Colorado, 11-l4 Jan. 1984.
Lunnen, R. J., A. J. Ferraro, H. S. Lee, T. Collins, R. Allshouse, K. Carroll, D. Werner, Detection
of Local and Long-path VLF/ELF Radiation From Modulated Ionospheric Current Systems.
Fourth International Ionospheric Effects Symposium, IES '84, Sponsored by Naval Research
Laboratory, Air Force Geophysics Laboratory, U. S. Army Center for Communications Systems,
and Office of Naval Research, Arlington, VA, 1-3 May 1984.
Allshouse, R. L., Planetary Lightning and Non-Thermal Radio Emission Detection, URSI
Conference, National Radio Science Meeting, Blacksburg, Virginia, 15-19 June 1987.
Schupler, B. R., R. L. Allshouse, A. WU, Crustal Dynamics Project Water Vapor
Radiometers: Hardware Developments, Status, and Plans, AGU Spring Meeting, Baltimore,
Maryland, 1988, EOS, Vol. 69, #16, P. 332, 1988.
Schupler, B. R., R. L. Allshouse, T. A. Clark, Predicting GPS Multipath Susceptibility From
Measured Antenna Characteristics, AGU Fall Meeting, San Francisco, California, 1994, EOS,
Vol. 75, #44, P. 172, 1994/Supplement.
Schupler, B. R., T. A. Clark, R. L. Allshouse, Characterizations of GPS User Antennas: A
Continuing Saga, AGU Fall Meeting, San Francisco, California, 1994, EOS, Vol. 75, #44, P.
172, 1994/Supplement.
Allshouse, R. L., Schupler, B.R., GPS Multipath Over Different Reflecting Surfaces, AGU Spring
Meeting, Baltimore, Maryland, 1995, EOS, Vol.76, #17, P. S92, 1995/Supplement.
Schupler, B. R., R. L. Allshouse, A Comparison of GPS User Antenna Calibration Data,
Presentation at the Spring 1996 AGU Meeting, EOS Vol. 77, P. S74, 1996.
Clark, T. A., Schupler, B. R., Kodak, C. A., Allshouse, R. A., MacMillan, D. S., GPS Antennas:
Towards Improving our Understanding of Factors Affecting Geodetic Performance, Presentation
at the Spring 1996 AGU Meeting, EOS, Vol. 77, 17, P. S70, 1996.
Schupler, B. R., Clark, T. A., Allshouse, R. A., Characterizations of GPS User Antennas:
Reanalysis and New Results, in GPS Trends in Precise Terrestrial, Airborne and Spaceborne
Applications, IAG Symposia 115, Springer, 1996.
34

Henry D. Vipond
EDUCATION:
1988-1991
1974-1978
1970-1974
Masters, Business Administration, University of South Dakota

BS, Electrical Engineering, Pennsylvania State University
US Air Forces - Avionics Instrument System Specialist
Military:
1970-1974
Avionics Instrument System Specialist U.S. Air Forces.

Overseas duty Thailand and Turkey
EXPERIENCE:
1997 to present
Self-Employment and part time jobs
1991 to 7/16/97
Hughes Training Inc. - (CAE Link)

Engineer Technologist I - Test and system integration of aircraft flight simulators and
components. Including hardware design verification, modification, and integration of
multi-processor systems and computer controlled systems.
1978 to 1991
Wrote System Test Plan and directed the verification testing for the Royal Danish
F16 flight simulator program. This also included collecting, reviewing and
directing the writing of tests used in system verification.
Participated in the process of preparing CAE Link and Hughes Training for ISO
9000 Registration, which concluded in the awarding of the registration
certificate.
Completed workmanship training in MIL-STD-2000, MIL-STD-454 and
IPC-A-610 for solder, crimp and wire wrap.
Westinghouse Electronic Systems Group

System Test Engineer/ Field Engineer
A12 Airborne Radar Test and Development Program (1990-1991). Tasks included:
Designing and setting up Factory Test Equipment used for system integration and system
sell off, Maintaining forecasts of product sales and cost, and Generating spending and
resource plans.
Directed and monitored the conversion of field test site for airborne radar system
integration and test. The field site was completed well ahead of schedule.
Identified under utilized facility assets and recommended new uses for the assets.
This resulted in new contracts and a new business area for Westinghouse. The
first contract was for $134K.
Corrected charging and billing errors saving the section money. Record keeping,
also was improved by correcting the cause of the errors.
35
- At Ellsworth AFB, South Dakota (1987-1990). Performed, system integration,

troubleshooting and maintenance of the radar system on the B1-B aircraft.
Used individualized and small group training classes to overcome problems

caused by operational and procedural errors. This improved overall radar system
performance.
Sole representative for company during set up and sell off of Millions of Dollars
worth of intermediate level maintenance equipment.
Developed dBase program to and correlated system reliability data, which was
subsequently adapted for use at other Bases.
- Production of Factory Test Equipment (1986). Equipment was sold to Japan for the
manufacture F-16 radar. Updated and modified design used in previously manufactured
test equipment. Monitored the production of the test equipment. Wrote new test
procedures and test equipment specifications.
was recognized by Japanese customer for giving an exceptional product

presentation.
- Supported and improved the VHSIC chip Engineering Test Station and the Radiation
Test Equipment at Westinghouse's Advanced Technology Laboratory (1983-1986).
Main responsibility was to insured electrical integrity of laboratory equipment during
radiation testing. Measured chip functionality and operational characteristics.
Determined and developed test configurations to obtain needed information. Evaluated
and interpreted the test results.
- Supported E3-A AWACS radar system at Tinker AFB, Oklahoma and during field trips
to Saudi Arabia (1978-1983). Advised and trained the U.S. Air Force personnel in
maintaining and troubleshooting the E3-A AWACS radar system. Collected and analyzed
data used to improve and evaluate the radar system.
Developed computer programs to support our information needs. The programs

helped improve and evaluate the radar system performance.
Was lead engineer of two-man team, supporting radar systems in Keflavik,
iceland.
36
B.5.b Relevance of Faculty Backgrounds to Program Curriculum:

The table below relates faculty backgrounds and competencies to each of the curricular areas of the EET program
based on industrial experience, research, and/or fields of study.
Faculty Background Versus EET Program Curricular Areas
Pingjuan Werner
Roger
Allshouse
Henry Vipond
Circuit
Analysis
Analog
Electronics
Digital
Electronics
Microprocessors
Machines
Programmable
Logic
Controllers
X
X
X
X
X
X
X
X
X
X
X
X
Both full-time faculty members in the EET program have Ph.D. degrees in electrical engineering, which ensures
that they have the necessary knowledge to teach any of the courses in the program. This commonality of
backgrounds provides important redundancy that ensures coverage for all courses is available at all times.
Mr. Vipond is a part time faculty in the EET program. He has extensive experience developing and deploying
airborne radar systems and flight simulators, while working for large defense companies. He was involved in
R&D, system integration, testing and deployment of these systems. He also trained technicians to trouble
shooting and repair of these systems.
37
B.5.c Adequacy of Faculty-Student Interactions:

The number of EET faculty members is sufficient to accommodate the needs of the program. The faculty to
student ratio provides for a great deal of interaction and personal attention. Advising and counseling duties are
performed by the full time faculty members. The full-time faculty in the program are conversant with curriculum,
scheduling, and program requirements. This fact along with their day-to-day involvement with students ensures
that students always have access to adequate academic advising.
B.5.d Technical Currency of Faculty:

In addition to having extensive industrial experience prior to teaching in the EET program, the faculty intimately
involved in teaching the EET program maintain significant involvement with current technology via either
consulting or active participation of national/international conferences. Professor Werner has been regularly
attending and presenting research papers at the IEEE international conferences and has been involved as a
consultant for companies. Professor Allshouse maintains active memberships in IEEE, The American Geophysical
Union and ASEE. He has attended the ASEE annual conference in each of the last three years.
B.5.e Professional Development Program for Faculty:

The campus, department, college and university, provide opportunities to the EET faculty for professional
development. Opportunities range from local workshops to funding for travel to attend international conferences.
Faculty members prepare an annual report on their activities in these areas and are strongly encouraged to
participate. Faculty Biographical Data provide examples of such activities for each faculty member.
B.5.f Faculty Input to Program Objectives:

Program objectives and outcomes for the EET program, and the expected relationships among these and the
program curriculum, are established by EET Curriculum Committee, which involves representation from all the
colleges that offer the EET program. These documents are maintained on-line at an open-access Internet site
available to all faculty. The process for establishing and updating these documents involves Committee
representatives notifying their constituent faculty of proposed changes, which are posted online, and asking for
comment and reactions. All feedback received is provided to the Committee for consideration before
modifications are adopted as final. As a result, all faculty have the opportunity to be involved in the creation of
and modifications to the program.
Faculty are also included in the annual distribution of standard course outlines, which are first distributed in draft
form for comment. Further, the on-line course assessment system (M.E.E.T. see section B.3.a.) gives all faculty
the opportunity every semester to provide feedback to Course Chairs regarding appropriateness of, problems with,
or suggestions for improvement of standard course outlines. These comments are reviewed by Course Chairs,
who are charged with responding to and resolving all such comments with both the faculty and the Curriculum
Committee.
Finally, all faculty are involved in the meetings of the EET Industrial Advisory Committee, which provides
feedback on program and curriculum issues related to the program. These meetings provide the faculty the
opportunity to discuss with active industry practitioners issues related to the topics they teach.
38
B.5.g Faculty Workloads:

Faculty workloads for the 2005 2006 academic year are shown in Table B.5-3. Workload guidelines, which
describe expected credit loads and class contacts for each faculty rank, are available at
<<http://www.cede.psu.edu/tc2k/Engineering_8-05.pdf>>.
Table B.5-2 Full-Time Faculty Workload Summary

Credit Hours per year
Contact Hours per year (per
Week)
Laboratory Size
Class Size
Advisees
Range
18 - 20
Average
19
19 - 27
4-5
4-5
0-7
23
4.5
4.5
3.5
B.5.h Faculty Teaching Assignments:

Teaching assignments for the 2005 2006 academic year are shown in Table B.5-4.
Table B.5-3 Faculty Teaching Assignments

Semester
Instructor
Roger Allshouse
Fall 2005
EET 101, EET 109
EET 205, EET 210
CSE 271,CSE 275
Spring 2006
EET 117, EET 120
EET 216, EET 221
ET 05
Ping Werner
EET 213W, EET 211
EET 114, EET 220, EE 210

EET 118
Henry Vipond
39
B.6
Program Facilities
General: Since the last ABET visit, classrooms, laboratory facilities and equipment used for the Electrical
Engineering Technology program at Penn State DuBois have had significant improvement. The EET program is
now housed in the 46,000-square-foot new Workforce Development and Technology building which provides a
modern site for four Penn State DuBois two-year technology programs. The EET program primarily utilizes two
new laboratories to conduct lectures and hands-on classroom exercises: a 992 square foot AC/DC electronics
laboratory, a 782 square foot computer laboratory and a stockroom. This area is managed by a full time staff
laboratory supervisor.
Laboratory Descriptions:
Electronics Laboratory: The electronics laboratory has 12 new stations capable of accommodating a total of 24
students. Each station is equipped with basic test and measurement equipment, such as a multi-meter, an
oscilloscope, a function generator, a power supply, and a power meter. Additional measurement equipment, such
as frequency counters and logic analyzers, is available to share among stations. This laboratory houses a couple of
motor/generator test sets and various loads (capacitive, inductive, and resistive) for use during certain laboratory
exercises. Other equipment available for use in this laboratory includes: bread boards, decade capacitors, decade
resistors, Variacs, and a variety of leads and probes (for use with the meters and scopes).
Since the last ABET visit, one DC motor starter and one three-phase induction motor were purchased for the
Electronic Lab to support electronic machine course (EET213W). In addition to the new equipments, the lab has
received six digital multi-meters, and six oscilloscopes from the Department of Electrical Engineering, Penn State
at University Park.
Computer Laboratory: The computer laboratory currently houses 19 personal computers, one SLC-100
programmable logic controllers (PLCs), three SLC-500 PLCs with three new updated Rockwell Software. In
2004, the lab is equipped with a new networkable printer, three new Allen-Bradly Micrologic 1500 Programmable
Logic Controllers (PLCs) with 3 set of new training aids and software. The three latest modern PCs in this lab are
dedicated to three new Allen-Bradly Micrologix 1500 PLCs. The other 12 PCs are utilized in other EET courses
and for general use by the EE T students in completing their homework assignments and laboratory exercises.
This laboratory is also used for some of the Continuing Education courses in similar subjects at Penn State
DuBois.
Each of these computers is configured with a Microsoft Operating System (Windows XP). Typical application
software available on these computers includes Microsofts Office Suite, Pspice (electronic design program),
assembly language simulator, and the typical web browsing and email software.
Computer Facilities and Equipment
DEF 103: There are 16 Dell Optiplex GX240 computers. These machines contain a 1.8 GHz Intel Pentium 4
processor, 1GB of RAM, 40GB or 80GB harddrive, 250MB Zip drive, 48x CDROM drive, and a 18 Dell
1801FP LCD monitor. One of these machines is used as an instructor station in the front of the room. These
computers are on a private network that consists of a 100Mbps switch and a Linksys firewall/router. Each
machine has Internet access and authenticates user access via a dedicated EE T domain server. This lab also has a
dedicated Dell W5300n laser printer. This lab was recently equipped with a brand new data projector that projects
to the front of the room. The PCs in the EE T laboratory as well as those in the main student computer laboratory,
are loaded with circuit simulation programs such as PSPICE and have word processing and other instructional
software. There are 3 IBM 300GL desktops in the back of the room. They are 800 MHz Pentium 3 computers,
with 256MB of RAM, 40GB harddrive and 100MB ZIP drive. These machines are used to operate PLCs only.
40
DEF 104: 2 IBM 300GL desktops. They are Pentium 3 800 MHz machines with 256MB of RAM, 40GB
harddrive and 100MB ZIP drives.
The EE T program is supported by student computer labs on campus. These labs are maintained by the Penn State
DuBois IT Department. These labs include:
Swift 101a: 42 Dell computers with 3.4 GHz Intel Pentium 4 processors, 2GB of RAM, 160GB harddrives, and
19 Dell LCD monitors. This lab also contains a Dell W5300n laser printer, and a Lexmark Optra SE 3455+ laser
printer.
Swift 103: 29 Dell computers with 3.0 GHz Intel Pentium 4 processors, 1GB of RAM, 80GB harddrives, 250MB
Zip drives, and 19 Dell LCD monitors. The lab is also equipped with a Dell 5300n laser printer.
DEF 101: 24 Dell computers with 3.2 GHz Intel Pentium 4 processors, 1GB of RAM, 80GB harddrives, 18 Dell
LCD monitors. This lab has a Dell 5300n laser printer and one instructor station.
Collaborative Learning Studios, Smeal 149 and 151: These labs are identical and both contain 8 Dell computers
with 3.2 GHz Intel Pentium 4 processors, 1GB of RAM, 250MB Zip drives, 80GB harddrives and 18 Dell LCD
monitors. Each room also has an instructor station.
In support of the EE T program, EE T students utilize the CAD laboratories of the ME T program for the EG T
102 course. There are 14 student stations with an instructor station in the CAD laboratory. The computers are 3
GHz Pentium 4 Dells with 1GB of RAM, 80GB Harddrive, CDRW, 250MB ZIP drive and 20 CRT monitor. The
laboratory is also equipped with a HP Deskjet 9300 printer and a DesignJet 750C plotter. The software currently
used are AutoCAD 2004, AutoCAD Mechanical Desktop 2004, AutoCAD Mechanical 2004, Autodesk Inventor
10 Professional, and SolidWorks 2004. The instructor's station is projected to the screen in the front of the
laboratory. EE T students also use the general computer lab and the computer classroom for general computing
work/word processing, and for the ET 002 and ET 005 courses.
List of 2-EET Lab Equipment

BK Precision 1615A Triple Output DC Power Supply x5
Tektronix CPS250 Triple Output Power Supply x5
Powerstat Variable Transformer x8
Variac W5MT Autotransformer x3
Hewlett Packard DC Power Supply x2
Tektronix 2235 100MHz Oscilloscope x5
Tektronix 2220 Digital Storage Oscilloscope x6
Tektronix 2221 Digital Storage Oscilloscope x4
Tektronix 2213A 60MHz Oscilloscope x3
Tektronix 2213 60MHz Oscilloscope x1
Tektronix T935A 35MHz Oscilloscope x1
Science Fair 300 In One Electronic Projects Lab x6
Altera UP2 Development Kit x10
Standard Toolkits x17
BK Precision 875B DMM x3
BK Precision 875A DMM x1
Extech DMM 383273 w/PC Interface Capabilities x3
BK Precision 350 Clamp Meter x4
41
Datalab Solution Labs x9

CTI Breadboard SB-112 x10
CTI Breadboard SB-128 x12
Protoboard 102 Breadboard x2
SPC Capacitance Substitution CSU-290 x10
SPC Capacitance Substitution RSU-280 x10
Wavetek 4MHz Function Generator 182A x12
Tenma 175MHz Universal Counter x3
Tektronix CFG250 2MHz Function Generator x3
Tektronix 1230 Logic Analyzer x2
Keithley 179A TRMS Multimeter x15
Keithley 179 TRMS Digital Multimeter x2
Keithley 175 Autoranging Multimeter x4
Valhalla Scientific 2100 Digital Power Analyzer x10
Leader LDC-822 Digital Counter
Sencore LC77 Capacitor-Inductor Analyzer x1
Keithley 485 Autoranging Picometer x2
Weller WESD51 Variable Temperature Soldering Irons x2
Weller WP35 Soldering Irons x10
Tektronix DM501 Digital Multimeter x1
Wagner Hotair Gun x1
Electrix E430 Magnified Lamp x2
Lista Benches x12
Lista Desks x6
Hampden HMCL-3 Capacitance Load Generator x1
Hampden HMIL-3 Inductance Load Generator x1
Hampden DC-IAS-300A
Hampden PLC-100 120/208v Resistance Load x2
Hampden T-100-3A-3 Three Phase Transformer x1
BK Precision 1601 Regulated DC Power Supply x4
Allen Bradley Micrologix 1500 Test Lab x3
Dell Optiplex GX270 PLC PCs x3
General Electric Direct Current Generator
EICO Capacitance Decade Box x4
B.7
Institutional and External Support
B.7.a.1 Resources fo Acquistion, Maintenance & Operation of Facilities & Equipment
42
The main financial resources for replacing/upgrading the EET laboratory equipment come from several sources,
including grants, tuition surcharges, targeted fund drives, matching funds from the College of Engineering,
University College equipment funds, and campus general funds. Major renovations and equipment upgrades are
typically handled through grants, while smaller purchases and expendable resources are covered from campus
general funds and surcharge accounts.
All students also pay a computer surcharge to the University each semester, and a portion of the surcharge is
returned to the campus in proportion to campus enrollment. This money is dedicated to maintaining state-of-theart computers on campus, and in recent years has resulted in new computers being purchased each year. It has also
been typical for the surcharge money to be supplemented by funds from the general budget of the College. These
funds, too, have generally been earmarked for computer upgrades. When these funds are available, the campus
practice is to install the newest purchases in the campus Computer Laboratory and to move existing computers out
to other areas on campus. Engineering labs are typically one of the areas to be considered in these moves, and
several upgrades of lab computers have occurred since the last accreditation visit.
Equipment repair and maintenance are handled in the following ways: Technical support staff on campus do
minor repairs and maintenance. Major repairs/upgrades are contracted out to the local electronics and equipment
vendors. Funds for these repairs come from the same sources indicated above. Occasionally, the EET students do
course related repair as lab exercises and these repairs are performed under the supervision of the course
instructors.
B.7.a.2 Support Personnel and Institutional Services
TECHNICAL SUPPORT STAFF:
The engineering technology programs at DuBois have the services of a full-time technician whose sole
responsibility is to support the engineering technology labs and computing facilities and services assigned
to support those labs.
STUDENT SUPPORT SERVICES:

A variety of advising, counseling, and career-related services are available to engineering technology
students at the DuBois campus. Chief among these is a Learning Center that is staffed by professional
teaching/staff members. These individuals manage the learning support activities of the center, and the
activities of the Learning Center include: tutoring in the sciences, mathematics, engineering and
engineering technology, and English. While most students obtain academic advising from faculty
members, some at risk students often seek additional advising and personal counseling in the Learning
Center.
CLERICAL SUPPORT SERVICES:
Although all engineering technology faculty have word processing software available on their computers
and direct access to several printing and copying facilities, there is also substantial clerical support
available in the office of the Director of Academic Affairs (DAA). Two full-time administrative assistants
are assigned to the DAAs office, and their job responsibilities include supporting faculty in the
preparation of papers, tests, class assignments, etc.
B.7.a.3 Selection, Supervision & Support of Faculty

PROCEDURES TO MAINTAIN COMPETENCE OF FACULTY
43
Engineering technology faculty in the University College must maintain currency in their given fields,
including keeping abreast of technological advances in their fields and of the changing technical skills
needed in industry and other employment settings.
According to University policy (policy HR-40), faculty must submit each January Faculty Activity
Reports that detail, for the previous chronological year, activity in the three main areas of responsibility:
teaching, research/scholarship and service. The reports provide a basis for annual reviews: First,
individual, pre-March conferences between the faculty members and the campus Director of Academic
Affairs (DAA) are held. Secondly, March Conferences at University Park between the Campus DAA and
Executive Officer (CEO) and the SEDTAPP Head produce an overall consensus rating of each faculty
members performance. Additionally, individual ratings are established for teaching, scholarship/research
and service. These ratings are reported back to the faculty by the DAA in post-March conferences.
Finally, as a formal follow-up to the conferences, annual performance letters are written by the DAA,
with input from and concurrence of the CEO and the School Head, and forwarded to the faculty.
POLICY REGARDING ATTENDANCE AT TECHNICAL SOCIETY MEETINGS

Within SEDTAPP, faculty are encouraged to attend two professional meetings a year, one with a technical
focus, usually in the form of regional or national or international conferences or workshops. Preference in
the funding of these activities is given to faculty who are on the tenure track and who are presenting.
There is support also for attendance at meetings to provide service to the profession through the chairing of
sessions or committee work. To support faculty advancement broadly, multiple funding sources are
available to the faculty. With justification, faculty members can obtain financial support from:
the College for up to $2,000 for Research Development Grants, which can include travel
SEDTAPP for up to $400 for matching travel support
the campus for up to $500 for travel support
the Global Fund for up to $500 matching for out-of-country research/scholarship activities
Schreyer Institute Travel for Enrichment of Teaching grant for up to $500
POLICY ON PROMOTION & TENURE

All standing faculty positions (tenured, tenure-track, continuing appointments) are indefinite in length.
One-year fixed term and multi-year fixed term appointments are automatically renewed at the time of their
expiration unless there is a substantive change in the situation of the appointment.
For faculty on the tenure track, a promotion and tenure process takes place that is separate from the annual
reviews discussed earlier. This process is governed by University policy HR-23 and by statements of
expectations and criteria for tenure and promotion for the College of Engineering, SEDTAPP, the
University College, and the campus. Reviews are performed at the second, fourth and sixth year marks.
The sixth-year review is for tenure and promotion, which are now linked at Penn State. Promotion to
Professor typically occurs no sooner than the eleventh year mark (five years subsequent to earliest
promotion to Associate level) However, Associate Professors may request consideration for promotion to
full Professor at any point subsequent to the eleventh year. For all reviews, the levels of review in the
system consist of the Campus committee, the DAA and CEO, the SEDTAPP committee, the SEDTAPP
Head, and the University College Dean, for each of which a review letter is written. For tenure (sixth year)
and promotion, the University Promotion and Tenure Committee and the University Provost are involved.
Faculty members compile dossiers for the review process, with teaching, research and scholarly activity, and
service serving as the basis for the reviews, as for annual reviews. Methods for judging what constitute good
teaching, research, scholarship, and service are established by the campus, the SEDTAPP and the College
respectively. It should be noted that attainment of a national reputation, as reflected in independently solicited
44
external letters and evidence of a plan of research are two particularly important aspects of successful
promotion.
Many units within the University, including the College, the Campus and SEDTAPP, provide promotion and
tenure workshops, individual feedback and dossier critiquing to help faculty prepare for the process. The
DAA, in particular, regularly assesses and discusses the progress of faculty on the tenure-track through the
annual review process and by handling applications for research funding.
At DuBois, one faculty is a tenured full professor and the other faculty is a fixed term instructor.
POLICY REGARDING CONSULTING WORK
University policy (policy HR-80) provides for faculty to do private consulting work for a maximum of one
day per week provided their assigned duties are not impacted negatively. SEDTAPP faculty members are
encouraged to consult to remain current in their fields and to enhance research and scholarship opportunities
that might be important for promotion and tenure or for annual review.
As part of a research institution, faculty at the campus who are on the tenure track are expected to be involved
in research. Appropriate to the delivery of engineering technology programs, the engineering technology
faculty may be engaged in more applied types of research, making connection, in particular, with local
industries. Faculty can obtain support for their research activities through Research Development Grants
from the College for up to $2,000. The College also has recognized in its Statement of Expectations and
Criteria for Tenure and Promotion that, while there can be no compromise on the quality of research
performed, the quantity expected need not approach that of the faculty at University Park. Moreover, more
applied or pedagogy-related research is more appropriate at the commonwealth campuses. In addition to the
sources noted above, the College also awards Undergraduate Research Stipends of $500 to faculty to support
students working with faculty on research.
The University supports the idea of standardized teaching loads for faculty. SEDTAPP has established
guidelines on teaching loads that are specific to faculty at the campus and are intended to bring consistency
across the College. They allow, however, for variations having to do with the availability of laboratory
technician support, the numbers of preparations done in a semester, or the significance of professional service,
etc. Allowance of lower loads for research-active versus non-tenure-track faculty is made. Relative to a
standard load range, the campus supports the paying of extra compensation to faculty members who agree to
teach additional courses, so long as this does not unduly affect their research productivity negatively. These
guidelines are available at <<http://www.cede.psu.edu/tc2k/Engineering_8-05.pdf>>.
B.7.b Support Expenditures for the Program:

Table B.7-1 lists the expenditures directly supporting the EET program during the last three years and
anticipates expenditures for the coming year.
45
Table B.7-1 Support Expenditures for EET Program

Expenditure Category
Operations, excl. staff
Travel
Equipment institutional
funds
Equipment grants & gifts
Temporary (non-teaching)
assistance
Totals:
Two years ago
Last year
Current Year
Budgeted for
year of visit
$33,904.33
$1293.23
$34,948.23
$3678.17
$34,752.96
$855.26
$34,699.26
1000
$11,556.97
$522
$0.0
$250
$38,000
$0.0
$0.0
$0.0
$0.0
$0.0
$0.0
$0.0
$84,754.53
$39,148.4
$35,608.22
$35,949.26
B.7.c Characteristics of the Industrial Advisory Committee for the EET program:
The EET Industrial Advisory Committee is comprised of individuals representing a cross section from
local industries. Meetings are held three times each year. Minutes from the meetings are in Appendix D
The membership is listed in Table B.7-2 below.
Table B.7-2 Industrial Advisory Committee

ELECTRICAL ENGINEERING TECHNOLOGY SUB-COMMITTEE
Mr. Andrew Park
B&R Electric
26 Railroad Street
St. Marys, PA 15857
spm@brelectric.com
Mr. Raymond Serafini (IAC Vice-Chair & 2EET Sub-Committee Chair)
BOC Gases, RD 2, Box 535
Brockway, PA 15824
265-0363 (home)
reslas@alltel.net
Scott D. Servidea
Industrial Products Group -GKN Sintered Metals
1 Tom Mix Drive
DuBois PA 15801
375-0938
scott.servidea@gknsintermetals.com
STUDENT REPRESENTATIVE
Marly Greely
124 West Long Avenue
DuBois, PA 15801
mag374@psu.edu
46
CAMPUS MEMBERS
Dr. Pingjuan Werner
Professor of Engineering
Penn State DuBois Campus
College Place
DuBois, PA 15801
plw7@psu.edu
Dr. Roger Allshouse
Instructor in Engineering
College Place
DuBois, PA 15801
rla8@psu.edu
Dr. Robert Loeb
Director of Academic Affairs
College Place
DuBois, PA 15801
rxl5@psu.edu
Dr. Anita McDonald
Campus Executive Officer
College Place
DuBois, PA 15801
adm10@psu.edu
Brian Tokarcik
Engineering Technician
DuBois, PA 15801
bet128@psu.edu
Dr. Dhushy Sathianathan
School of Engineering
Technology & Commonwealth Engineering
PENN STATE UNIVERSITY
245 Hammond Bldg.
University Park, PA 16802
814-865-7589
dhushy@psu.edu
47
B.8
Program Criteria
The relationships between EET program and course outcomes and ABET Program Criteria for
Electrical/Electronic(s) Engineering Technology programs were outlined briefly in section B.2 of this report.
Table B.8.1 below repeats that information in expanded detail to show explicitly those courses in the curriculum
that are designed to satisfy the specific program criteria stipulated in the ABET program criteria.
As shown in Table B.2.1 and B.2.3, ABETs EET program criteria A and B are addressed by Penn States EET
program through five educational outcomes. Those are:
Outcome 1 application of basic knowledge in electronics, electrical circuit analysis, electrical machines,
microprocessors, and PLC, which is primarily addressed by courses EET 101, 114, 117, 210, 211, 213W, and
220.
Outcome 2 conduct of experiments, and then analysis and integration of results, which is accomplished
primarily in lab courses EET 109, 118, 120, 205, and 221.
Outcome 3 application of mathematical, scientific, and engineering concepts to technical problem solving,
which is primarily accomplished in courses ET 002 and 005, EET 101, 114, 210, 213W, and 216.
Outcome 4 demonstrate a working knowledge of drafting and computer usage, including the use of one or
more computer software packages for technical problem solving, which is primarily addressed in ET 005,
EGT 101 and 102, EET 211 and 220.
Outcome 10 application of creativity through the use of project-based work to design circuits, systems, and
processes, which is primarily centered in courses EET 120, 205, 211, 220, and 221.
48
Table B.8.1 correlates the courses listed above to the requirements established by the EET program criteria
established by ABET.
Table B.8.1 Mapping EET Program Courses to ABET Program Criteria

ABET EET Program Criteria
B
Phys 150
Phys 151
EGT 101
EGT 102
ET 002
ET 005
EET 101
EET 109
EET 114
EET 117
EET 118
EET 120
EET 205
EET 210
EET 216
EET 221
EET 211
EET 213W
EET 220
Application of Mathematics
Microprocessors &
Microcomputers
Digital Electronics
Analog Electronics
Programming & Associated

Software
Courses
Circuit Analysis, Design, &

Testing
Application of the following to the design, building, testing,

operation, and maintenance of electrical/electronic circuits
Application of the
following to electrical
and/or electronic circuits
Application of Physics
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Appendix A Sample Course Assessment Reports
49
Course Performance Evaluation for Fall 2004

Ping Werner (EET211, EET213W)
EET211:
Course Outcome 1: (Student should be able to program using the capabilities of the stack, the program
counter, .)
The stack was introduced as part of lectures in subroutine topic. The students may not fully understand
how the stack works.
Action:
The stack will be covered in one lecture period and homework related to the stack will be assigned as
exercise.
EET 213W:
Course Outcome 5: (students should be able to communicate effectively orally, visually and in writing)
The students were not asked to perform formal presentations on technical subjects, since the technical
presentations were conducted in EET211 (instead of in EET213W).
Action:
In 2005, the students will be asked to do a formal research project (team effort) and will give a
professional presentation to faculty and peers.
Also, the students will be requested to do a research paper by searching library/internet on certain topics.
Course Performance Evaluation for Spring 2005

Ping Werner (EET114, EET220)
50
EET114:
The average scores in both student perception and faculty perception from the MEET data indicated that
the outcomes were met.
We have a higher percentage of the students who were technically weak this year; As a result, the faculty
perception is generally lower than student perception for the course.
No action needed.
EET220:
Overall scores from the MEET data indicate the course outcomes were met except course outcome 1e.
1e: Students will be able to use PLC analog output modules to correctly operate meters, actuators,
motors, control circuits and other voltage- or current-controlled devices typical of PLC applications.
The analog I/O modules were installed in the mid semester, therefore the experiments on analog I/O
were implemented towards the end of the semester and we were running out of time.
Action: Will start introduce the analog experiments earlier in the semester, so the students will have
enough exposure to this type of PLC applications.
Course Performance Evaluation for Fall 2004

Roger Allshouse (EET101, EET 210)
51
EET 101:
Course Outcome 1: (For multisource circuits, students will demonstrate circuit analysis by correctly
computing current(s) by the Branch Current Analysis and Mesh Analysis methods for DC circuits only.)
KVL and KCL have been covered extensively in the course. Branch Current Analysis and Mesh
Analysis have not been covered in this course since some students have not been exposed to the
simultaneous solution of linear equations
Action:
One lecture period and homework will be devoted to the simultaneous solution of linear equations in
two and three unknowns
EET 210:
No action needed.
52
Course Performance Evaluation for Spring 2005

Roger Allshouse (ET 005, EET 120, EET 216, EET 117)
ET 005:
Course Outcome 8: (Introduction of students to professional code of ethics that practitioners of
engineering & technology are expected to abide by.)
Previously this material has not been covered in ET 005 at DuBois.
Action:
One lecture period and outside reading assignments will be added to the syllabus to cover this material.
EET 120:
Course Outcome 2: (Students will be able to correctly operate standard electronic test equipment such as
oscilloscopes, signal analyzers, digital multi-meters, power supplies, frequency meters, and
programmable memories programmers to analyze, test, and implement digital circuits.)
This outcome has been achieved with the exception of the part concerning programmable memories.
Action:
Lab exercises will be employed which include programmable gate arrays.
EET 216:
No action needed.
EET 117:
Course Outcome 6: (Students will demonstrate knowledge of the nomenclature and technology in the
area of memory devices: ROM, RAM, PROM, PLD, FPGAs, etc.)
ROM, RAM, and PROM devices have been covered in this class.
Action:
Lecture material on PLDs and FPGAs will be added to the class.
53
Appendix B DuBois Campus EET Course Syllabi

EET 101 Circuits I (3:3:0)
Fall 2005
EET 101:
Fundamental theory of resistance, current, voltage capacitance, inductance. Direct

Current and alternating current concepts through series parallel circuits.
Pre-requisite: A basic understanding of algebra. Student should have taken (or be taking) a college
algebra course concurrently with EET 101. Some rudimentary computer literacy would
be helpful but not necessary. EET 109 must be taken concurrently with EET 101.
Instructor::
Dr. Roger L. Allshouse, Office: 102K DEF Bldg., Telephone: Office 375-4856 Home:
814-849-7637, E-Mail: rla8@psu.edu
Textbook:
Boylestad, Introductory Circuit Analysis, Prentice Hall 10th Edition.
References:
Jackson, Introduction to Electric Circuits, Prentice Hall, 6Th Edition.
Goals:
To introduce the student the basic DC and AC circuit analysis. The course assumes no
previous knowledge of electricity of electronics. The course is intended to be part of a
common first semester for al technology students at Penn State.
Grading
Policy:
Quizzes
Homework
Three Exams
Final Exam
5%
5%
60%
30%
100.0-90.0
89.9-86.6
86.5-83.3
83.2-80.0
79.9-76.6
76.5-73.3
73.2-70.0
69.9-60
59.9-0.0
A
AB+
B
BC+
C
D
F
Statement of Academic Integrity

Any academic dishonesty in this course will be dealt in accordance with the appropriate policies and
rules of the University.
54
Any substantial academic dishonesty will not be tolerated and will result in an automatic failure for the
course.
Tentative Schedule
Week
Topic
1
2
Course orientation, system of units, calculator usage

Atomic Structure, Current, Voltage, Dc Supplies, conductors,
insulators , wire tables.
Temperature effect, color code, conductance, Ohms Law, Power
Efficiency,
Energy, Review for Exam # 1
3
4
Exam # 1
5
6
7
8
Series Circuits, Kirchoffs Voltage Law, Voltage Division, Internal

Resistance, regulation.
Parallel Circuits, Kirchoffs Current Law/Parallel Networks,
Current divider, short circuits.
Parallel voltage sources, Series-Parallel networks I, Series-Parallel
networks II.
Ladder Networks, Review for Exam #2
Exam # 2
9
10
11
12
13
14
Capacitance, Inductance, sinewave generation.

Definition, Sinewave equation, Phase relations, average, effective
value of Sinewave.
Response to R,L, and C, Power, Power Factor, complex numbers.
Mathematics of Complex Numbers, Phasors, series AC circuits.
Voltage Divider, admittance, Susceptance, Parallel AC circuits.
Current Divider rule, Equivalent AC circuits, Review for Exam # 3
Exam # 3
15
Series/Parallel AC Circuits I, Series/Parallel Circuits II, AC Ladder

Networks. Review Final Exam.
Final Exam
55
EET 109 Electric Circuits Lab

Fall 2005
Instructor: Dr. Roger Allshouse
Home Phone 849-7637
E-Mail: rla8@psu.edu
Office: 102K DEF Bldg.

Office Phone: 375-4856
Prerequisite: A basic understanding of algebra. Student should have taken (or be taking
concurrently) EET 101. Some computer literacy would be helpful but not necessary.
Textbook:
Introductory Circuit Analysis by Boylestad, Merill 10th Edition.

Laboratory Notebook for weekly exercises.
Grading Policy: Lab Notebook

Participation
100-90.
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
90%
10%
A
AB+
B
BC+
C
D
F
Statement of Academic Integrity:

Any academic dishonesty in this course will be dealt with in accordance with the
appropriate policies and rules of the University. Academic dishonesty includes but is not
limited to cheating, plagiarism, fabrication of information, aiding acts of academic
dishonesty by others, submitting previously used work or the work of others or tampering
with the work of other persons. Any substantial academic dishonesty will not be
tolerated and will result in failure of the course.
56
EET 109
Fall 2005
Attendance: Students are required to be present for every lab period. Any labs which
are missed must be made up as soon as possible. Arrangements to complete the lab
should be made with the instructor.
Reports are due one week after the completion of each lab exercise. NOTE: Except in
cases of serious personal illness or family tragedy the grade on papers turned in late will
be reduced by 10% for each day that the paper is late.
Tentative Schedule
Week
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
LAB TITLE
Introduction
Resistors and the Color Code
Basic Laboratory Instruments
Ohms Law
Variable Resistors
Power Calculations and Measurement
Series Circuits
Voltage Dividers and Series Circuits
Parallel Circuits
Voltage Dividers and Parallel Circuits
PSPICE
Oscilloscope
Capacitors
RC Charge and Discharge
57
EET 114 Course Outline

(4 contact hours/week, 4 credit)
EET 114 Electrical Circuits (4:4:0)
Directions and alternating current circuit analysis including Thevenin and Norton Theorems,
mesh, node analysis. Capacitance, inductance, resonance, power, polyphase curcuits.
Prerequisite: EET 101
Instructor:
Pingjuan Werner, Ph.D.
Textbook:
Boylestad, Robert, Introductory Circuit Analysis, Charles E. Merrill Publishing Company,
Columbus, Ohio.
References:
1. Bartkowiak, Robert A., Electric Circuit Analysis, Harper & Row Publishers, New York,
NY.
2. Jackson, Herbert W., Introduction to Electric Circuits, Seventh Edition, Prentice--Hall.
3. Nashelsky and Boylestad, Basic Applied to Circuit Analysis, Merrill Publishing
Company, Columbus, Ohio.
Plus minus grading levels:

A = 90 to 100
A- = 86.67 to 89.99
B+ = 83.34 to 86.66
B = 80.00 to 83.33
B- = 76.67 to 79.99
C+ = 73.34 to 76.66
C = 70.00 to 73.33
D = 60.00 to 69.99
F < 60.00
Grading procedure:
4 exams 20% each
Quizzes 20%
EE T 114 TENTATIVE COURSE OUTLINE
Session Topic
=============================================================================
1. Orientation, review of AC/DC series parallel circuits
2. Current sources, source conversions
3. Determinants, branch analysis
4. Mesh (loop) analysis
5. Mesh. node analysis
6. Node equations
7. Bridge networks
8. Wye-delta networks
9. Superposition
10. Thevenin Theorem
11. Norton theorem
12. Thevenin/Norton theorems
13. Maximum power transfer theorem
14. Millman, substitution. and reciprocity theorems
15. Review for exam #1
16. Examination #1
17. Introduction to capacitors
58
18. Capacitor charge

19. Capacitor discharge
20. Thevenin charge, capacitors in series/parallel
21. Faraday's Law, Lenz's Law
22. Induced voltage, RL charge
23. RL decay
24. RLC in DC circuits
25. Review for exam #2
26. Examination #2
27. Review of chapters 13-16; basic AC circuits
28. AC source conversions
29. AC mesh equations
30. AC node equations
31. AC bridge circuits, delta-WYE
32. AC superposition
33. AC Thevenin theorem
34. AC Norton theorem
35. AC maximum power transfer theorem
36. AC power
37. Power triangle
38. Power factor correction
39. Series resonance
40. Q factor
41. Parallel resonance
42. Resonance
43. Review for exam 13
44. Examination #3
45. Introduction to polyphase circuits
46. WYE generator
47. WYE - WYE
48. WYE- Deita
49. Delta systems
50. Delta-Delta, Delta-WY
51. Power in three phase circuits
52. Two and three wattmeter methods
53. Unbalanced four-wire load
54. Unbalanced three-wire load
55. Fourier series
56. Fourier series.
57. Circuit response to non-sinusoidal inputs
58. Addition and subtraction for non sinusoidal inputs
Examination #4
59
EET 205 - Linear Devices Laboratory

Fall 2005
EET 205: Linear Devices Circuits Laboratory I: (1 credit). Use of electrical instruments to test and
measure linear devices. Introduction to report writing.
Prerequisite: EET109 and concurrent: EET210.
Instructor:
Dr. Roger L. Allshouse, Office: 102K DEF Bldg. Telephone: Office 375-4856, Home:
814-849-7637, E-Mail: rla8@psu.edu
Text:
Berlin, "Experiments in Electronic Devices" (5th ed), Prentice-Hall.

Goody, "OrCAD PSpice for Windows", (3nd ed), Prentice-Hall., 2001
Goals:
To provide students with an understanding of how to build circuits based primarily on

operational amplifiers and how to use digital multimeters, signal generators, frequency
meters and oscilloscopes to test these circuits. In addition, students must learn to write
well organized reports using a word processor. Lastly, they must learn to apply PSPICE
for Windows to evaluate the potential performance of these circuits with the aid of a
computer.
Calculator:
Students shall be required to purchase an engineering/scientific calculator that is
capable of solving simultaneous equations. It is strongly recommended that the instructor require all
students to purchase the same calculator.
Computer :
Students must learn to use PSPICE to evaluate linear devices circuits and word
processing software must be used to write all reports.
Lab. Exercises: The lab exercises are listed for the Berlin book by week and by exercise number.
Week
1
2
3
4
5
6,7
8
9
10
11
12
13
Lab #
1
8 and 9
19
27
29
30
31
32
33
37
40
Topic
Introduction
The Diode
Transistor Base Biasing
The JFET Drain Curve
Op-Amp Slew Rate
Inverting and Non-Inverting Amplifiers
Op-Amp Comparators
Op-Amp Integrator and Differentiator
Low-Pass Active Filter
High-Pass Active Filter
555 Timer Circuit
IC Voltage Regulator
60
14,15
Project Presentations
Required Equipment:
The following is the minimum equipment required to conduct this course:

DMM, Dual-Trace Oscilloscope, Signal Generator, Frequency Meter,
Variable DC Supply, WIN95/98 PC, Breadboard and Misc. Components:
The following equipment is also useful: Digital Scope and/or Data
Acquisition System
Course Grading:
1. Formal Reports
2. Informal Reports
3. Lab work and participation
4. Projects
30%
20%
10%
40%
Comments & Suggestions: Groups of two students will be formed. Each group will turn in a report
one week after the completion of the lab. The reports will be formal and informal in alternate weeks (Ex.
First week formal, following week informal and so on). In addition, each group of students will be asked
to work in projects. The projects can be selected from technical magazines. By the 8th week of classes
each group will be asked to present in class a preliminary findings including diagrams. By the 15th week
all projects should be completed, final presentations and final formal reports will be required. At the
discretion of the instructor, the course outline may be altered to match the pace of material covered in
EET 210.
Any academic dishonesty in this course will be dealt in accordance with the
appropriate policies and rules of the university.
Any substantial academic dishonesty will be not tolerated and will result in an automatic failure for the
course.
Grading Scale:
100.0-90.0
89.9-86.6
86.5-83.3
83.2-80.0
79.9-76.6
76.5-73.3
73.2-70.0
69.9-60
59.9-0.0
A
AB+
B
BC+
C
D
F
61
EET 210 COURSE OUTLINE
FALL 2005
Catalog Data: EET 210. FUNDAMENTALS OF SEMICONDUCTORS (2:2:0) Study of the

theory and applications of linear electronic circuits, including integrated circuits and
operational amplifiers.
Prerequisite: EET 114, Math 82.
Instructor : Dr. Roger L. Allshouse, Office: 102K DEF Bldg. Telephone: Office 375-4856,
Home: 814-849-7637, E-Mail: rla8@psu.edu
Text Book :
Floyd, T.L., Buchla, D., "Fundamentals of Analog Circuits", Prentice Hall 2002.
References : 1.Floyd,T.L. "Electronic Devices," 5th Edition, Merrill.

2. Boylestad R., Nashelsky L, Electronic Devices and Circuit Theory, 5th Ed. Prentice
Hall, 1992.
3. Malvino, A.P. Electronic Principles 5th Ed. Macmillan/McGraw-Hill 1993.
Grading Policy:
1. Homework
5%
2. Quizzes
5%
3. Two Examinations
60%
4. Final Exam
30%
62
Any academic dishonesty in this course will be dealt in accordance with the appropriate policies and
rules of the university. Any substantial academic dishonesty will not be tolerated and will result in an
automatic failure for the course.
Grading Scale:
100.0-90.0
89.9-86.6
86.5-83.3
83.2-80.0
79.9-76.6
76.5-73.3
73.2-70.0
69.9-60
59.9-0.0
A
AB+
B
BC+
C
D
F
TENTATIVE SCHEDULE
WEEK
TOPICS, with chapter and section from the textbook.
Introduction to Semiconductors and Diodes (2-1 to 2-6)
Introduction to Bipolar Junction Transistor (3-1 to 3-4)
Introduction to Filed Effect Transistors (4-1 to 4-3)
Introduction to Operational Amplifiers (6-1 to 6-3)
Exam # 1
5
Negative Feedback and Compensation (6-4 to 6-8)
Op-amp frequency response, Basic Concepts (7-1 to 7-3)
Op-Amp Frequency response Stability and Compensation (7-4 to 7-8)
Basic Op-Amps Circuits, Summing Amplifiers (8-1 to 8-2)
Integrators/Differentiators and A/D and D/A Circuits (8-3 to 8-6)
10
Instrumentation and Isolation Amplifiers (12-1 to 12-2)
11
Transconductance, Log/Antilog and converters amplifiers (12-3 to 12-4)
63
Exam # 2
12.
Active Filters, Basic Response (9-1 to 9-2)
13.
Active Filters, Low/High Pass (9-3 to 9-4)
14
Active Band-Pass Filters (9-5 to 9-7)
15
Oscillators and Timers (10-1 to 10-7)
Final Exam
Calculator
Use:
Students are expected to own and know how to use a scientific calculator, such as the TI85/86 or equivalent.
Computer
Use:
Students are expected to use PSPICE for Windows, Electronic Workbench, or equivalent
software, especially for calculating and presenting the frequency response of amplifiers.
64

SPRING 2006
EET 117 : DIGITAL ELECTRONICS (3:3:0) Fundamentals of digital circuits, including logic circuits,
Boolean algebra, counters, A/D and D/A converters, and introduction to computer operations.
Pre-requisite:
EET 101
Instructor: Dr. Roger L. Allshouse, Office: 102K DEF Bldg., Telephone: Office 814-375-4856,
Textbook:
Tocci, Ronald, and Widmer, N., Digital Systems:

Principles and
Applications 9th Edition, Prentice Hall, 2001. ISBN 0-13-085634-7
References:
Malvino and Leach, Digital Principles and Applications.

Greenfield, Joseph, Practical Digital Design Using IC's, John Wiley and sons.
Grading Policy:
1. Quizzes
5%
2. Homework
5%
3. Three examinations 90%
Grade Scale:
100-90.
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
A
AB+
B
BC+
C
D
F

Any academic dishonesty in this course will be dealt with in accordance with the appropriate policies
and rules of the University. Academic dishonesty includes but is not limited to cheating, plagiarism,
fabrication of information, aiding acts of academic dishonesty by others, submitting previously used
work or the work of others or tampering with the work of other persons. Any substantial academic
dishonesty will not be tolerated and will result in failure of the course.
65
TENTATIVE SCHEDULE
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Topic
Chapter
Introduction
Analog vs. Digital systems.
Binary, octal and hexadecimal number
systems, other codes.
Logic gates and Boolean algebra
DeMorgan's Theorem, NAND & NOR implementation
EXAM # 1
Combinatorial logic SOP, Karnaugh maps
Exclusive OR design aspects, logic Families
Open collector & tri-state. Logic family :ECL,
MOS & CMOS.
MSI Logic, multiplexer, decoders, BCD dec. ,
LCD's & encoders. DEMUX tri-state & application.
Review
EXAM # 2
Binary arithmetic: 2's complement
Binary, BCD & HEX arithmetic, arithmetic
circuits.
Flips-Flops
SC, JK, D, clocked FF
Flip-Flops Master/Slave, Synchronization
Analysis
Counters, introduction
Counters, synchronization, decoding
registers
Digital to Analog (D/A),
Analog to Digital (A/D)
Applications and Review
10
FINAL EXAM
66
1
2
3
3
4
4, 8
8
9
6
5
5
7
7
10

EET Electrical Circuits II Laboratory (1 credit) Students will use various electrical test instruments
to measure voltage, current, power, etc. in DC and AC circuits.
Concurrent: EET 114
Instructor: Henry Vipond
Required Text:
Boylestad/Kousourou, Experiments in Circuit Analysis, Prentice Hall, Tenth Edition
Boylestad, Introductory Circuit Analysis, Tenth Edition
A
90
to
A86.67 to
B+
83.34 to
B
80.00 to
B76.67 to
C+
73.34 to
C
70.00 to
D
60.00 to
F
< 60.00
100
89.99
86.66
83.33
79.99
76.66
73.33
69.99
Grading procedure:
Each lab exercise will be given a score between 0 and 100. The final grade will be determined
by summing lab scores and dividing by the number of labs. The following criteria will be used to
determine scores.
Preparation be for lab
Participation in class
Lab notebook
20 points
30 points
50 points
All Lab Reports are due no later then the beginning of the next lab class. In most cases, this is one week
from the date of the performance of the exercise.
Cases of emergency or other special circumstances will be considered on an individual basis.
However, the individual should inform the instructor and schedule a make-up time with the instructor as
soon as possible so that the missed lab can be made up under appropriate supervision.
67

Exercise
Topic
Program
Introduction
Design of a dc Ammeter and

Voltmeter and Meter Loading Effects
L16 (dc)
Superposition Theorem
L10 (dc)
Thevenins Theorem & Maximum

Power Transfer
L11 (dc)
Methods of Analysis
L13 (dc)
Capacitors
L14 (dc)
RC Charge/Discharge
hand out
R-L and R-L-C Circuits with a

DC Source Voltage
L15 (dc)
Computer Analysis: Series, Parallel,

And Series-Parallel Networks
L19 (dc)
10
Computer Analysis: Superposition,

Thevenins Theorem, Transients
L20 (dc)
11
Series Sinusoidal Circuits
L8 (ac)
12
Parallel Sinusoidal Circuits
L9 (ac)
13
Series-Parallel Sinusoidal Circuits
L10 (ac)
14
Thevenins Theorem & Maximum

Power Transfer
L11 (ac)
15
Power Measurement in Balanced

Three-Phase System
L18 (ac)
68
EET 120 Digital Electronics Lab

Spring 2006
Home Phone: 814-849-7637
Office: 102K DWF Bldg.

Office Phone: 375-4856
Prerequisite: A basic understanding of voltage, current and resistance in DC circuits.

Proficiency in the use of basic electrical instruments such as multimeters and function
generators.
Textbook: Laboratory Exercise Handouts as supplied by your instructor.
A Laboratory Notebook is required for weekly lab reports.
Grading Policy:
Lab Notebook
Final Project
Participation
70%
20%
10%
100-90.
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
A
AB+
B
BC+
C
D
F

69
Lab Notebooks are due one week after the completion of each lab exercise.
Formal Report on the final project is due on the last day of classes (and will not be
accepted after that date).
Tentative Schedule
Week
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
LAB TITLE
Introduction
Basic Logic Gates
Exclusive OR Gates
Boolean Theorems
Address Decoder
Nand Gates as a Universal Logic Element
Flip-Flops
Binary Counters
Shift Register Counters
Encoders and Decoders
Addition and Subtraction Circuits (two weeks)
Clock Circuits
Final Project (two weeks)
Final Project.
EET 211 Microprocessors (4 contact hours/week, 3credit)

Course Descr: A study of machine language programming, and interfacing for
70
microprocessor-based systems emphasizing engineering applications of

microprocessors and microcontrollers.
Instructor:
Dr. Ping Werner
Textbook:
The 68000 Microprocessors (Hardware and software principles and applications), James
L. Antonakos, Prentice Hall, 2004.
Reference:
The Pentium Microprocessor, James L. Antinakos, Prentice-Hall, 1997.

The 8051 Microcontroller and Embedded Systems, Mazidi, M., Prentice Hall. 2000.
Grading Policy:
Exam
---------Final Project
---------Lab work
---------Home work & Quizzes---------A
AB+
B
BC+
C
D
F
30%
30%
25%
15%
90 100
86.67 89.99
83.34 86.66
80.00 83.33
76.67 79.99
73.34 76.66
70.00 73.33
60.00 69.99
< 60.00
Week
Topic
Lab&HW
-------------------------------------------------------------------------------------------------------1
Introduction
HW#1
Binary math review
Assignment (for group)
Microprocessor system architecture,
incl. memory and I/O.
Lab #1
1&2
3& 4
Intro. to 68K
Microprocessor programming model.
Addressing modes.
Data register direct, address register direct,
Address register indirect.
Program counter, status register
71
HW #2
Lab: 68K simulator

HW #3
HW #4
5&6
Instruction types, data transfer,

Arithmetic.
Basic math programs
single and multi-byte signed addition
& subtraction and unsigned
multiplication & division.
Lab: Stack, program arithmetic

Load program from PC
to processor (P68k lab)
HW #5
BCD arithmetic addition and subtraction Lab: Program BCD arithmetic

HW #6
8&9
Program loop constructs

jump and Branch instructions.
Control, polling and sensing loops.
Lab: Program loop constructs

HW #7
10
Subroutines.
Lab: siren&flash subroutine

(P68K lab)
HW: handout
11 & 12
Basic parallel port operation and interfacing Lab: Final project

(LEDs, relays, D/A and A/D, etc).
13 & 14
Assembly language programming.

Overview of other processor families.
Overview of special interface circuits.
Lab: Final project
Computer usage:
Students are expected to use the computers to write and assemble assembly language programs and also
run them by downloading them to target microprocessor. Students will also use a microprocessor
software simulator that runs on the personal computer. Students will also prepare lab reports and conduct
out-of-class assignments using the computer.
Laboratory projects and/or assignments:
1. Laboratory activities consist of 2-hour hands-on exercises every week and one Final Project. The
exercises are the implementation of topics covered in lectures.
2. The final project integrates all the knowledge that students learned during the semester including
programming and interfacing techniques.
3. Students are required to submit their work for each exercise and a formal report for the Final
Project. Students are also required to give a formal presentation for their final project.
EET 213W - Electrical Machines (6 contact hours/week, 5 credits)
-----------------------------------------------------------------------------------------------------------------------------------------
72
Course Descr:
system
Electro-mechanical energy conversion, AC and DC rotating machines, transformers,

protective devices, and solid-state power controls
Prerequisite: EET 114, EET 118

Instructor:
Pingjuan Werner, Ph.D.
Textbook:
Rosenblatt & Friedman, Direct and Alternating Current Machinery, .Second Edition;
Merrill Publishing Company.
A
90 to 100
A86.67 to 89.99
B+
83.34 to 86.66
B
80.00 to 83.33
B.76.67 to 79.99
c+
73.34 to 76.66
C
7J.00 to 73.33
D
60.00 to S9.93
F
< 60.00
Grading procedure:
3 exams (20% each)
Written laboratory reports & lab notebook
Research lab report and presentation
Quizzes & class participation
60%
20%
10%
10%
EET 213W COURSE OUTLINE

Week
Assignment
Topic
Page
DC Generator Characteristics and Operation

Covers: induction, voltage buildup, critical resistance, voltage control
regulation, equivalent models, operating characteristics for shunt
and series dc generators, commutation, and armature reaction for
dc machine
5-13
43-58
1&2
DC motor characteristics and applications

Covers: electrical-to-mechanical power conversion, torque-speed
characteristics, regulation, losses, and efficiency
89-106
Control of DC motors and Dynamo efficiency

Covers: typical starting and speed control methods for dc machines.
Dynamo efficiency
111-149
143-146
4&5
Labs:
DC motor starting methods/controls
Shunt, series, & compound DC motor performance
EXAM #1
Transformer principles, Transformer operation and connections
Covers: ideal characteristics, no-load V&I relationships, transformer
73
182-207
217-260
equations and phasor diagrams, leakage and mutual reactances,

equivalent circuits, short and open circuit tests, copper core losses,
efficiency, regulation, polarity markings and testing, 1 phase and 3
phase connections, autotransformers and parallel operation
Labs:
1. Transformer basics (V-I relationship, polarity testing, voltage regulation)
2. 3-phase transformers (constructing wye/delta 3-phase banks from 1- phase
transformers).
6&7
Principles of 3 induction motors

Covers: principles of operation, concepts of rotating fields, synchronous
speed, slip, rotor frequency, and equivalent circuits
265-290
8&9
Performance of 3 induction motors

Covers: concepts of mechanical power and torques, torque-speed
characteristics, starting, pull up, maximum torque, losses, efficiency,
power factor, NEMA classifications, performance vs. motor parameters,
characteristic shaping, blocked-rotor, locked-rotor and no-load tests
290-309
Labs:
3-phase Induction motor performance (reversing, torque-speed curves)
Start & stall torque, efficiency, power factor
EXAM #2
10 &11
1 induction motor operating principles,

1 motor types, control and specialty motors
Covers: 1 induction motor, Universal, split-phase, capacitor-start,
reluctance, hysteresis, permanent magnet motors
487-525
12 & 13
Principles of Synchronous Generators

365-409
Covers: output frequency, generated EMF, armature reaction, regulation,
synchronous impedance, losses, and efficiency
13 & 14
Principles of Synchronous Motors

Covers: principles of operation, methods of starting, V-curves, power
factor control.
415-460
Labs:
Synchronous motor performance (start & pull-out torque, power factor control, V-curves)
Synchronous alternator performance (synchronizing, regulation, power factor control)
Research project and presentation on single-phase induction motors
EXAM #3

SPRING 2006
74
EET 216: Linear Electronics Circuits (3:3:0) theoretical study of linear electronic devices and circuits,
including field effect transistors, op-amps, and the frequency response of amplifiers.
Prerequisite: EET 210.
Goals: The objective of the course is for students to be able to analyze and design power supplies, and
small and power amplifiers using electronic devices such as diodes, transistors and integrated
circuits. The student will also analyze MOSFETS, SCR's, and triacs.
Instructor: Dr. Roger L. Allshouse, Office: 102K DEF Bldg., Telephone: Office 375-4856,
Text Book:
Floyd, T.L. and Buchla, D. Fundamentals of Analog Circuits, Second Edition, Prentice Hall,
2002.
References:
1. Floyd, T.L. Electronic Devices, Prentice Hall 1998

2. Malvino, A.P. Electronic Principles McGraw-Hill 1992.
3. Boylestad, R., Nasheslky, L. Electronic Devices and Circuit Theory, Prentice Hall, 1992
Grading Policy:
1. Homework
2. Quizzes
3. Three Examinations
Grade Scale:
100-90.
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
5%
5%
90%
A
AB+
B
BC+
C
D
F
Calculator
Use:
Students are expected to own and know how to use a scientific calculator, such as the TI85/86 or equivalent.
Computer
Use:
Students are expected to use PSPICE for Windows, Electronic Workbench, or equivalent
software, especially for calculating and presenting the frequency response of amplifiers.

Any academic dishonesty in this course will be dealt with in accordance with the appropriate policies
and rules of the University. Academic dishonesty includes but is not limited to cheating, plagiarism,
fabrication of information, aiding acts of academic dishonesty by others, submitting previously used
75
work or the work of others or tampering with the work of other persons. Any substantial academic
dishonesty will not be tolerated and will result in failure of the course.
Topics Covered This Course:
1
Op-amp frequency response, Basic Concepts (7-1 to 7-3)
Op-Amp Frequency response Stability and Compensation (7-4 to 7-8)
Basic Op-Amps Circuits, Summing Amplifiers (8-1 to 8-2)
Integrators/Differentiators and A/D and D/A Circuits (8-3 to 8-6)
Exam Number One

5
Instrumentation and Isolation Amplifiers (12-1 to 12-2)
Transconductance, Log/Antilog and converters amplifiers (12-3 to 12-4)
7.
Active Filters, Basic Response (9-1 to 9-2)
8.
Active Filters, Low/High Pass (9-3 to 9-4)
Active Band-Pass Filters (9-5 to 9-7)
10
Oscillators and Timers (10-1 to 10-7)
Exam Number Two

11
Limiters, clampers (2-7), zener diodes (2-8), SCRs and triacs (15-5)
12
Voltage Regulators: Basic Series Regulators, Basic Shunt Regulators (11-1 to 11-3)
13
Voltage Regulators: Basic Switching Regulators, Integrated Circuit Regulators (11-4 to 11-6)
14
Common collector (3-5) and common base (3-6) amplifiers, MOSFETs (4-4 to 4-6)
15
RF and Power Amplifiers: RF Amplifiers, Transformer Coupled Amplifiers, Class A

and Class B Amplifiers, (Chapter 5)
Final Exam
EET 220 Programmable Logic Controllers

Course Outline
(2 contact hours per week, 2 credit)
76
Programmable Logic Controller

(2 credits) An introduction to programmable logic controllers (PLCs). Topics covered include PLC
programming, troubleshooting, networking, and industrial applications.
Prerequisite: EET117
Instructor:
Text Book:
P. L. Werner, Ph. D.
Fundamentals of Programmable Logic Controllers, Sensors, and
Communications, 2nd Edition, by Jon Stenerson. Publisher: Prentice Hall.
References:
Petruzella, Programmable Logic Controllers, Glencoe McGraw-Hill. Petruzella,

Activities Manual for Programmable Logic Controllers, Glencoe McGraw-Hill.
SLC-100, -500 Programmable Controller users manuals by Allen Bradley.
Grading Policy:
Lab participation
20%
1 exam
20%
Projects
30%
Final Project
30%
Grading levels:
A
90 100
A86.67 89.99
B+
83.34 86.66
B
80.00 - 83.33
B76.67 79.99
C+
73.34 76.66
C
70.00 73.33
D
60.00 69.99
F
< 60.00
Course Integrity:
Academic dishonesty will be dealt with in accordance with appropriate rules and policies of the University. Any
academic dishonesty that can be substantiated will result in an automatic failure of the course.
Week
1
Topic
Lab
Overview of PLCs
PLC hardware
Ladder logic: Exam on/off

Ladder logic: Latch, unlatch
Introduce AB SLC 500 & Micro Logix 1500
Exam If Close/Open (XIC/XIO)
SLC 500 & ML 1500 timer instructions
4
5
77
AB SLC100/500,
AB Micro Logix 1500
Exam on/off : lab #1
(AB SLC 100)
XIC/XIO
SLC 500: lab #2
Timer lab: lab #3
Timer-on- delay (TON),
TON, TOF, RTO

Project #1: timer project
timer-off-delay (TOF), Retentive-timer

(RTO)
SLC 500& ML 1500 counter instructions
Counter-up (CTU) and Counter-down
(CTD)
Counter-up (CTU) and Counter-down
(CTD)
Comparison Instructions
10
EQU, NEQ, LES, GRT, etc.
EQU, NEQ, LES, GRT,

SLC 500: lab # 5
Project #3: instruction project
11
Math instructions
ADD, SUB, MUL, DIV,etc.
ADD, SUB, MUL, DIV

SLC 500: lab # 6
12
I/O modules and wiring
I/O modules and wiring
13
PLC installation and troubleshooting
Final project proposal
14
Final project
Final project
15
Final project presentation
Presentation
6
7
8
(CTU) and (CTD)

SLC 500: lab #4
Project #2: counter project
Topics:
1. Overview of PLCs.
2. PLC hardware.
3. Fundamentals of PLC programming.
4. Timers and counters.
5. Program control instructions.
6. Data manipulation instructions.
7. Arithmetic instructions.
8. I/O modules and wiring.
9. Advanced PLC programming.
10. PLC installation and troubleshooting.
11. Plant floor communications & PLC networking.
12. Process control & data acquisition systems.
13. PLC project.
SPRING 2006
78
EET 221: Linear Electronic Laboratory (1:0:2). Laboratory study of transistors; study of differential
operational amplifiers and integrated circuits.
Prerequisite: : EET 205. Concurrent EET 216.
Instructor: Dr. Roger L. Allshouse, Office: 102K DEF Bldg., Telephone: Office 375-4856,
Lab Manual:
Buchla, Fundamentals of Analog Circuits
Reference s::
1. Boylestad, R. and Nashelsky, L. Electronic Devices and Circuit Theory

5th edition Prentice-Hall 1992.
2. Goody, Roy, OrCAD PSpice for Windows, Third Edition, Prentice Hall, 2001.
Grading Policy:
1.
2.
3.
2.
Formal Reports
Informal Reports
Lab work and participation
Projects
Grade Scale:
100-90.
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
40%
40%
10%
10%
A
AB+
B
BC+
C
D
F
NOTE: Groups of two students will be formed. Each student will turn in a report one week after the
completion of the lab. The reports will be formal and informal in alternate weeks (Ex. First week formal,
following informal and so on). In addition, each student must complete a final project. The projects can be
selected from technical magazines or purchased in kit form. By the 6th week of class each group will be
asked to present in class their preliminary findings, including diagrams, which describe the project. By the
15th week all projects should be completed, final presentation and final formal reports will be required. At
the discretion of the instructor, the course outline may be altered to match the pace of material covered in
EET 216
Statement of Academic Integrity: Any academic dishonesty in this course will be dealt with in
accordance with the appropriate policies and rules of the University. Academic dishonesty includes but
is not limited to cheating, plagiarism, fabrication of information, aiding acts of academic dishonesty by
others, submitting previously used work or the work of others or tampering with the work of other
79
persons. Any substantial academic dishonesty will not be tolerated and will result in failure of the
course.
Attendance: Students are required to be present for every lab period. Any labs, which are missed, must
be made up as soon as possible. Arrangements to complete the lab should be made with the instructor.
TENTATIVE SCHEDULE
Week:
Assignment:
1
Summing Amplifiers
2
Op-Amp Frequency Response
3
AC Sweep Analysis in PSpice
4
Op-Amp Differentiator and Integrator
5
Catch up Day
6
Log and Antilog Amplifiers
7
Op-Amp Comparators
8
The Butterworth 2nd-Order Low Pass Active Filter
9
The Active Band-pass Filter
10
The 555 Timer Astable Multivibrator and/or The Wien-Bridge Oscillator
11
The Zener Diode and Voltage Regulation
12
The Silicon Controlled Rectifier
13
The Integrated-Circuit Voltage Regulator
14
The Common Base Amplifier
15
Final project presentations **.
_________________________________________________________________
.
** It is recommended that students start working in their projects as soon as the semester starts so to avoid
delays in finishing them. Discussions with the instructor are encouraged.
80
ET 005: Experimental Methods in Engineering Technology

SPRING 2006

Home Phone 814-849-7637
Office: 102K DEF Bldg.

Office Phone: 814-375-4856
Prerequisite: Math 081 and EET 101

Textbooks: 1. Introduction to Visual Basic, By David I. Schneider. Prentice Hall, 2001.
2.
OrCAD PSpice for Windows Volume I: DC and AC Circuits, By Roy W. Goody.

Prentice Hall, 2001
3. Two 3.5 inch disks are also required to turn in projects for evaluation.
Grading Policy:
Regular Projects
Participation
100-90
89-86
85-83
82-80
79-76
75-73
72-70
69-60
59-0.0
90%
10%
A
AB+
B
BC+
C
D
F
81

Tentative Schedule
NOTE: The First Part of the course is from the Visual Basic Text.
Week Number 1)
Week Number 2)
Week Number 3)
Week Number 4)
Week Number 5)
Week Number 6)
Week Number 7)
Week Number 8)
Introduction, Programming Tools.

Visual Basic Objects, Visual Basic Events.
Numbers, Strings.
Input and Output.
Built-in Functions.
Controlling Program Flow, General Procedures.
Decision Structures, Do Loops.
ForNext Loops.
NOTE: The Second part of the course is from the text on Pspice.
Week Number 9) Introduction to Capture - Ohm's Law.
Week Number 10) Series/Parallel DC Circuits - Multiple Schematics.
Week Number 11) Voltage Source Theorems - Thevenin's, Mesh, and Superposition.
Week Number 12) Current Source Theorems - Norton's, Nodal, and Superposition.
Week Number 13) DC Sweep Mode - Linearity and Markers..
Week Number 14) Parametric DC Sweep - Power Transfer..
Week Number 15) AC Resistance - The Transient Mode.
82
Appendix C Minutes of EET CQI Committee

EET CQI Meeting Minutes
Tuesday, October 18, 2005 3:30PM
Present: Ping Werner, Roger Allshouse, Brian Tokarcik
Ping Werner reported the ABET preparation meeting help at UP on October 14, 2005.
Based on the discussions in the meeting, the EET faculty will
Study the M.E.E.T. Data (class assessments) collected from Spring 05. Based on
the results, each faculty member will provide a plan of actions to address
inadequacies in each of the courses.
Collect the course display material from Fall 05 and divided them based on
program outcomes.
Adjourned 4:30PM
====================================================================
Spring 06 Semester EET CQI Meeting
Date: Mon, 13 Feb 2006 13:15:35 -0500
To: Roger_L._Allshouse_Ph.D., Brian_Tokarcik
From: Ping Werner <plw7@psu.edu>
Subject: 2nd EET CQI meeting
Hi Roger and Brian,
Let's have our 2nd EET CQI meeting on-line.
1. We all need to look at MEET data (Spring 05) and based on the data, we come up with a plan in
writing for each course on how to make improvement (if needed).
2. My Course Performance Evaluations for Fall04 and spring 05 are attached in ABET report
Appendix A for your review.
3. Attached is my latest version (nearly finished) of ABET self-study report.
Roger: you need to finish your part (in the report) which I highlighted in red.
Brian and Roger: Please take a look at Facility section and finalize that part of the report.
83
Thanks and looking forward to your reply,

Ping
DuBoisEET_Self-Study Questionnaire 1-16-2006.doc
===================================================================
X-Sender: plw7@mail.psu.edu
X-Mailer: QUALCOMM Windows Eudora Version 6.1.2.0
Date: Wed, 19 Apr 2006 15:49:46 -0400
To: "Roger L. Allshouse Ph.D." <rla8@psu.edu>, Brian Tokarcik <bet128@psu.edu>
From: Ping Werner <plw7@psu.edu>
Subject: 2nd EET CQI meeting
Cc: plw7@psu.edu
X-Virus-Scanned: by amavisd-new
Hi Roger,
In the past, we did not teach Nodal, Mesh, etc in EET101, because we cover these topics in EET114. We
need to cover these topics in Fall 06 (follow the system-wide course outline), since the MET students do
not take EET114.
Thanks,
Ping
======================================================================
84
Appendix D Minutes of DuBois Campus Engineering Technology Industrial Advisory

Committee Meetings
Industrial Advisory Committee Meeting

April 20, 2005
5:30 P. M.
Penn State DuBois
Present: Jim Aiello, Mary Culver, Jason Forster, Shawn Russell, Fred Terwilliger, Rob Loeb, Ross
Kester, Jason Long, Kathy Neureiter, Roger Allshouse, Brian Tokarcik
Subcommittee Meetings: Individual subcommittees convened at 5:30 p.m. over dinner.
Call to Order: At 6:10 p.m., Chairman Jim Aiello welcomed everyone and called the full committee
meeting to order.
Review of Minutes: No changes were required in the minutes of the last meeting. Jason Forster moved
to accept the minutes as written. Mary Culver seconded the motion; all were in favor.
CEO Report: Dr. Loeb provided a brief report in the absence of Dr. McDonald. There is a proposal
before the University Trustees to reorganize the Commonwealth College (CWC). If this is approved in
May, a new Vice President will have academic authority over all Commonwealth Campuses. Campus
Executive Officers will become known as Chancellors, and a thinning of the administrative structures at
campuses will occur. The actions would become effective on July 1, 2005. However, Dr. Dhushy
Sathianathan will remain as head of the School of Engineering Design, Technology and Professional
Programs (SEDTAPP). In the future it may be possible to move the Materials Engineering Technology
Program (2MAET) from the Commonwealth College to the College of Engineering.
A collaborative grant proposal submitted by faculty from the Information Science and Technology
(2IST) and Wildlife Technology (2WLT) programs resulted in a prestigious award worth $73,500. Dr.
Loeb commended Jason Long and Keely Roen for their efforts in obtaining this funding, as only 31
proposals across the nation were funded by the Hewlett Packard Foundation. 2WLT students will use
twenty (20) tablet PCs in their wildlife management field work, and the 2IST students will plan, develop
and maintain the computer network and equipment in support. Dr. Loeb noted that this is a wonderful
example of the type of job duties that each group of students will experience upon graduation. Jim
Aiello commented that this was outstanding, especially working in co-operation with another
department. This is a great example of what grants are for.
2IST Report: Jason Long shared a newly designed program 2IST guide for students with all present.
The campus has these guides for other programs, but had not developed one for IST. Jason worked in
conjunction with Diane Gigliotti-Spratt through Tech Prep to complete this booklet; IST is a hot
program under Tech Prep. Brian Tokarcik designed the cover.
85
Jason plans to ask Cisco Systems for equipment through their donation program. He also represented
the campus at the recently held Punxsutawney Tech Fest, and took students to Ridgway to see the
computer systems in Pennsylvania State Police vehicles and offices. The students were particularly
interested in learning how the equipment handled temperature extremes in the vehicles; despite the
recent thirty degree nights and the eighty degree days, there have been no problems.
Jason noted that the Information Technology Club hosted a Frequently Asked Questions Common
Hour session recently where students could ask about any computer-related issues that they have. The
Club also conducted some funraisers such as Free For All Friday, where students could play
networked video games, and developed two software problems for the Tech Challenge.
LAN parties for high school students were hosted on Saturday, February 26 th and Saturday, April 16th.
Over seventy computers were networked for gaming purposes, but a snowstorm and the first day of
fishing season respectively cut down on the number of participants.
Finally, students are developing a virtual tour of campus to be presented soon to the administration, and
are considering developing a video for the website.
2EET Report: Roger Allshouse distributed his 2EET report, noting that he and his colleague Ping
Werner are busy preparing for the ABET review next fall. The self-study will be completed by July 15 th.
He reported that three to four students have recently expressed an interest in transferring to this campus
to enroll in the 2EET program, so he and Dr. Werner are reviewing individual transcripts.
2EET students are currently working to update, rebuild and repair the trainers currently in the laboratory.
Dr. Loeb asked if the full complement of computers is in the new laboratories. When Dr. Allshouse said
no, Brian Tokarcik was tasked with locating the computers that should be there. Despite this, there are
enough computers for the students.
2MAET Report: Dr. Loeb distributed a report for Steve Johnson, who is in State College attending the
CISP conference. In addition to his work toward ABET accreditation of the 2MAET program, Steve has
been making connections in the community and is looking to work collaboratively with industry. Jim
Aiello acknowledged that his company, St. Marys Pressed Metals, is working with Steve on a
grant.
2MET Report: Ross Kester also distributed a handout containing his report. A review of the
enrollments in the three first-year courses shows good numbers. The Fall 2004 class evaluations are
completed; Ross was already aware of the outdated or non-existent equipment problems listed by the
students. Spring 2005 students will complete evaluations on-line. Ross will watch this process closely
and report back to the committee, since there has been a poor response to on-line surveys in the past.
Ross is currently looking at class schedules for compatibility, since over twenty-five percent of his
students are working full-time.
In response to the rapid prototyping issue discussed at the last meeting, Ross spoke to a representative of
the Roland Advanced Solutions Division at the Punxsutawney Tech Fest. This group uses a
subtractive process with rigid Styrofoam rather than an additive process. This process costs much
86
less, but also has fewer options for use. Jim Aiello asked what students would run into in industry;
Ross noted that they would generally use the additive process. Ross also noted that the image which
he saw left a lot to be desired. Jim stated that there is no substitute for a 3D model. He also asked
what type of application the subtractive process would be used for. Ross felt that it would be better
suited to educational use in high schools rather than industrial use; it does part of the job, but not what
we need here.
ABET Report: Most ABET issues were covered in the subcommittee reports, but Dr, Loeb did note that
DuBois is the only campus which prepared Volume II of the report. As a result, Dr. Sathianathan wants
to use this as a model for the others to complete. Dr. Loeb is happy with the move to an on-line system,
but he is also concerned about students completing evaluations. Ross, Roger and possibly Steve will be
attending the ASEE Conference in June in Portland, Oregon. ASEE sessions are a major professional
development activity for faculty.
Grant Report: Kathy distributed a short report listing the recent activities of personnel in the Grants
and Tech Prep offices. She also noted that Diane Gigliotti-Spratt was named the Penn Stater of the
Quarter for January through March 2005 due to her work with the High School Technology Challenge.
Old Business: Dr. Loeb reviewed the results of the survey to determine interest in a baccalaureate
degree in engineering technology. He is unsure of how far he can push this degree due to the low
number of respondents and the CWC reorganization. He also said that there is talk at the Deans level of
a system-wide baccalaureate in engineering technology, but this will not happen in the near future. Jim
asked how many respondents there were; thirty four people out of 382 responded. Jim also said
that when he completed the survey, he wanted to check everything listed on the course list as
necessary, and add items with a view to powdered metal technology. Perhaps the other
respondents viewed the course list from their own industry perspectives. Shawn Russell noted
that from a hiring standpoint, a graduate with a four-year engineering technology degree is more
employable than that of a two-year associate degree since there is additional time in the program
for hands-on training.
New Business: Dave Shimmel asked that his name be removed from the IAC membership list since he
has moved from the area. Dr. Loeb then distributed and asked for comments on a sample letter of
invitation for new members. Shawn Russell asked if it was necessary to hold a meeting in January
since there is generally bad weather. Jim stated that he has had to miss the past two January
meetings for this reason. Fred Terwilliger suggested having meetings in October, February and
May. Jason Forster suggested having a meeting at the beginning of the fall semester and at the
end of the spring semester. Dr. Loeb stated that the TAC of ABET people would probably cite the
committee for having only two meetings per year. Jim asked what time frame would work; Jason
prefers the current start time of 5:30 p.m. Ross Kester agreed, noting that most laboratory classes are
completed by that point for the faculty. Jim Aiello moved to change the IAC meetings to the last
Wednesday in September, the second Wednesday in December, and the first Wednesday in April.
The motion was seconded by Fred Terwilliger; all were in favor.
Minor changes were suggested in the sample letter of invitation. Jim has names of people to invite for
membership; he will provide these to Kathy. He commented that the ideas put forth by Kathy to
87
enhance the committee were good and should be implemented. Jason Forster moved to make
Kathy a member of the committee and Recording Secretary, despite her status as a staff member.
The motion was seconded by Shawn Russell; all were in favor. Kathy is willing to act as Recording
Secretary whether she is listed on the membership or not, should her staff status become an issue.
In other new business, all present were in favor of including email addresses and telephone contact
information on the membership list. Should bad weather necessitate cancellation of future meetings,
campus personnel will make every effort to notify members shortly after noon due to the travel distances
of most members.
At 7:25 p.m. Jason Forster moved to adjourn; Shawn Russell seconded and all were in favor.
88

October 19, 2005
5:30 P. M.
Penn State DuBois
Present: Jim Aiello, Joe Polito, Ken States, Ray Serafini, Elaine Gigliotti, Fred Terwilliger, Rob Loeb,
Ross Kester, Jason Long, Steve Johnson, Kathy Neureiter, Roger Allshouse, Brian Tokarcik
New Members: Two potential new members were presented to the committee:
Mr. Kenneth States has a baccalaureate degree in mechanical engineering with a computer science minor
as well as international experience in powdered metallurgy. He is interested in becoming a member of
the mechanical engineering technology subcommittee.
Mr. Scott Servidea has a baccalaureate degree in business and associate degrees in electrical engineering
technology and mechanical engineering technology. He is interested in becoming a member of the
electrical engineering technology subcommittee.
Chairman Aiello asked for comments; Roger Allshouse moved to accept both members. Jim Aiello
seconded the motion; all present were in favor of adding these two people to the requested
subcommittees. A letter of acceptance will be provided to both members.
Call to Order: At 6:20 p.m., Chairman Jim Aiello welcomed everyone and called the full
committee meeting to order.
Review of Minutes: No changes were requested in the minutes. Ross Kester moved to accept the
minutes. Jason Long seconded the motion; all were in favor.
CEO Report: Dr. McDonald was not able to attend the meeting, but she provided copies of the latest
version of College Place magazine for review.
2EET Report: Roger Allshouse provided a handout describing the progress made in the Electrical
Engineering Technology department since the last meeting. Preparations continue for the upcoming
TAC of ABET visit; to this end, the Continuous Quality Improvement committee met on October 18 th to
review course evaluations and to see where improvements can be made. Joe Polito asked if it was an
ABET requirement to have a CQI committee for each program; yes, it is. Display materials are
being collected for the accreditation visit. In addition, materials of another sort are being displayed the
Engineering Club has begun collecting and displaying antique engineering tools. Some of these have
been donated by Dr. Allshouse.
2MAET Report: Steve Johnson provided a handout to the group detailing Academic/program activities,
Equipment activities, Industry/Outreach Interaction activities, and Research/Scholarship activities.
89
Dr. Johnson recently submitted a proposal to the Department of Labor and Industry requesting $110,000
in equipment, to be matched by an equal amount of funds from local industry and the campus. He and
Ross Kester were also part of the team developing a Keystone Innovation Zone grant proposal which
was submitted at the end of September. Finally, he noted that the Crossover 2005 conference held
recently at University Park described a potential combination of life sciences and materials sciences.
2MET Report: Ross Kester proffered a handout and a question to those present: should ethics be
included in engineering technology classes, especially in the writing intensive courses? If so, would any
of the industry representatives on the committee be willing to share generic case studies? Joe Polito
has instances of reverse engineering of products as well as software piracy. Dr. Loeb noted that the
Rock Ethics group at University Park might be of assistance; if any case studies are received from this
group, Ross will share them with the committee.
Ross then asked if any local companies are using Electric Pen; no one uses these for sketching. He also
asked if the times, locations and offerings on the spring schedule are meeting the needs of employees
and employers. Jim Aiello feels that the general response is yes, he sees lots of offerings and much
publicity. In fact, his CNC programmer recently took a class through continuing education.
The MET portion of the recently submitted equipment grant is for CNC equipment; two Haas units will
cost over $100,000. His intent is to build a manufacturing cell with vertical and horizontal capabilities.
Haas already has an agreement in place with the University and will reduce the unit prices based on the
total number of units that the University as a whole has. Both Ken States and Jim Aiello feel that
funds there is no better way to spend funds than on CNC modeling training for students. Jim
added that CNC training is so critical to this region, it should definitely be pursued. Elaine
Gigliotti asked about the age demographics of the students from the St. Marys area. Most
students are over the age of 20, with a median age in the 30s. Most are shift workers who are
looking to move from floor work into quality control or product design.
Referencing a discussion from the April 20, 2005 meeting, Ross provided an ABS plastic sample of 3D
modeling from Dimension Printing. Z Corp also had a good product that he looked at, but the
Dimension product was better. If the equipment grant is funded, one of these units will be purchased
and installed in the CAD lab.
Finally, Ross noted that he and Brian Tokarcik have acquired two additional types of software for the
CAD lab. Both Solid Works and Pro E were free and are being put on the lab computers now. Ken
States asked what will be done with the software? Ross plans to integrate them into the program. He
will maintain AutoCAD, but will build skills on the new software. Solid Works will be relatively easy to
learn, but Pro E will be much harder.
2IST Report: Jason Long distributed a handout and noted that the current Dean of the School of IST
has submitted his resignation. As of June 6, 2006, the Dean will return to his former position as a
faculty member.
90
This semester the IST students will conduct a dry run training of the wildlife technology students who
are using the tablet pcs obtained through a grant from Hewlett Packard. They will also be
implementing wireless technology on campus to tie in with this. The total amount of funding received
through this grant was $73,500.
Through the MSDN Academic Alliance, students will be able to obtain operating software and
networking software for use at home as well as on campus. The Microsoft Business Solutions alignment
allowed Jason to obtain Microsoft Great Plains software, valued at $131,150, for free. Ray Serafini
asked what the software is for; it is an integrated business management package. Jason is using
this to create a virtual engineering company. In this cross disciplinary project, the Mechanical
Engineering Technology students will become the workforce which will build projects to suit the needs
of customers. Business Administration students will staff the company, and the IST students will
support the equipment and software. He is testing the software now and will discuss the project in the
spring with the business faculty. Full implementation is expected for Fall 2006. To date, several
companies have already provided dummy information.
Independent Study students are currently locating secure and unsecure wireless hot spots in the area and
are creating information on a website on how to secure these spots. Jason asked if this would be helpful
information for people to have. Fred Terwilliger feels that companies would definitely want to know
where their unsecure locations are. Ken States asked if this is a saleable product? Would wireless
companies be interested in knowing this information to increase sales? A University in New York
has done this on a larger scale for unsecure areas.
Finally, Jason commented that there is now a video game team on campus which hopes to compete with
other campuses. Jim Aiello commented on the great focus on CQI evidenced on all of the preceding
reports and especially on how innovative the virtual company will be. He hopes to hear more on
this project in the future.
ABET Report: Rob shared a PowerPoint presentation describing in detail the accreditation process.
The Committees meeting next September will coincide with the accreditation visit.
Grant Report: Kathy Neureiter distributed a handout describing the grants applied for and awarded
since the last meeting. She also provided an update on the Tech Prep program.
Old Business: Rob has been pursuing a baccalaureate program in engineering technology. He was told
by both Behrend and Capitol Campus personnel that this issue should be discussed with the Engineering
Technology Advisory Committee at University Park. He presented to this committee in September 2005
and was informed that the DuBois Campus would need to provide delivery of the Behrend or Capitol
curriculum. This idea was not well received by either Behrend or Capitol personnel, as they do not want
to be responsible for their curriculum being delivered by faculty who are not from those two institutions.
Rob does not hold much hope for obtaining the degree at this point.
New Business: Rob shared an article from a local newspaper in which St. Marys Pressed Metals was
one of eleven companies presented with a 2004 Governors Award for Environmental Excellence.
Chairman Aiellos company has found a means of using an acid mine drainage pollutant as an
91
additive in powdered metal bearings. The bearings have many potential uses, including (but not
limited) to nanoparticle technology. The article is included at the end of these minutes.
Next Meeting: As discussed in April, the next meeting will take place on December 14, 2005 at 5:30
p.m. at the DuBois Campus.
At 7:50 p.m. Ray Serafini moved to adjourn; Joe Polito seconded and all were in favor.
92

December 14, 2005
5:30 P. M.
Penn State DuBois
Present: Jim Aiello, Ken States, Elaine Gigliotti, Rob Loeb, Ross Kester, Kathy Neureiter, Roger
Allshouse, Brian Tokarcik
Call to Order: At 6:10 p.m., Chairman Jim Aiello welcomed everyone and called the full
committee meeting to order.
Review of Minutes: No changes were requested in the minutes. Ross Kester moved to accept the
minutes. Ken States seconded the motion; all were in favor.
Chancellors Report: Dr. McDonald was not able to attend the meeting, but she would like everyone to
know that she is actively pursuing a baccalaureate degree in Mechanical Engineering Technology as
well as additional funding for equipment.
2EET Report: Roger Allshouse provided a handout describing the progress made in the Electrical
Engineering Technology department since the last meeting. Preparations continue for the upcoming
TAC of ABET visit.
2MAET Report: Steve Johnson provided a handout to the group detailing Academic/program activities,
Equipment activities, Industry/Outreach Interaction activities, and Research/Scholarship activities.
However, Dr. Loeb asked that the handout not be distributed until he determined if the enrollment
numbers were accurate.
2MET Report: Ross Kester also provided a handout to the group. On December 13 th Ross and Brian
Tokarcik traveled to the Hawk Precision Components factory in Falls Creek to view a HAAS unit.
While this was not a production unit, valuable insight was obtained through the machine operators
present. Haas has excellent after sales support through a service agency north of Pittsburgh.
They also provide telephone support 24 hours a day, seven days a week. Ken States confirmed the
HAAS data; he has had to troubleshoot some items. Ross asked how many units are at local industry.
He wants to sole source the bid for the machinery and will be able to do this if there are many units
locally. Ken stated that Symmco has 2 lathes and 2 mills. Elaine Gigliotti noted that the Forging
Department at GKN Emporium has some units, but she is not certain of the number. Jim Aiello
stated that Secondary Development and Research (located in the industrial complex outside of
Ridgway) has 8 units. Kathy reported that Kersey Tool and Die has 2 units. Ross will check with
Jeff Adams from the Ridgway High School, as he is quite knowledgeable about this topic. Evidently,
another brand available is Harding, but these machines are hard to program and service is poor. Jim
noted that the addition of this machinery will be a huge asset for the educational program.
93
Ross and Brian met to determine how best to archive materials for all three engineering technology
programs for Fall 2005 and Spring 2006 semesters. Dhushy recommends filing paper copies in file
cabinets but also scanning the copies for digital archiving. These materials will be categorized by
outcomes. Materials for Fall 2004 and Spring 2005 were also collected, but these will not be
categorized. After the review has taken place, the notebooks from the previous visit will be disposed of.
2IST Report: In the absence of Jason Long, Brian Tokarcik distributed a handout with details of
achievements in the IST program.
ABET Report: Rob Loeb reported that Dhushy is still adding departmental information into the ABET
reports. Ken States asked how soon this will happen and what the recycle time is. Rob expects to
hear soon who the reviewers will be, and there is a 6 year cycle between reviews.
Grant Report: Kathy Neureiter describing the grants applied for and awarded since the last meeting.
The equipment grant was awarded at $106,000; this plus the matching funds will allow purchases of at
least $212,000, perhaps $216,000 depending on the final amount of match. Kathy also provided an
update on the Tech Prep program. The High School Technology Challenge will be held on March 7 th
(during Spring Break); additional information will be provided to IAC members who wish to participate
as judges. Finally, she noted that an IST articulation agreement has been signed with Cameron County
High School.
Old Business: There was no old business to discuss.
New Business: Rob will meet with John Romano, Bill Mahar and personnel from Capitol Campus
tomorrow to discuss obstacles to moving the 4MET degree forward. By shifting teaching
responsibilities, it will be possible to use existing full- and part-time personnel in this degree.
The Powdered Metal Initiative grant was funded at $100,000 this year, half of the usual amount. Rob
asked the committee to attempt to influence the award granting process for '06-'07 through a letter
writing campaign. Jim Aiello moved to have the IAC exert pressure on the appropriate people to
reinstate the full $200,000. Brian Tokarcik seconded; all were in favor.
Next Meeting: The next meeting will take place on April 5, 2006 at 5:30 p.m. at the DuBois Campus.
At 6:50 p.m. Ken States moved to adjourn; Roger Allshouse seconded and all were in favor.
Respectfully submitted,
Kathryn M. Neureiter
94
Appendix (final) Cross-Reference: Self-Study to TAC of ABET Assessment Form TC4

Report Cross-Reference to TAC of ABET Assessment Questions (Form TC4)
QUESTIONS RELATED TO EET PROGRAM TITLE, DEGREE OFFERINGS AND OPTIONS
Program Title: Electrical Engineering Technology
Degree Conferred: Associate Degree
Delivery mode: two-year, semester-based, daytime-only program
Remote/alternative delivery, co-op, etc. options: none
CRITERION #1 QUESTIONS RELATED TO EET PROGRAM OBJECTIVES
Program Objectives: Official program objectives for the EET program are published and maintained on
the SEDTAPP ET programs website at
<<http://www.cede.psu.edu/tc2k/contents/programs.htm>>
Current program objectives for EET are listed in section B.1.b of this report.
Consistency of Institution and Program Missions: Consistency of EET program objectives with the
missions of Penn State, the College of Engineering, and the SEDTAPP is described in section B.1.a.
Maintenance of Program Objectives: The EET Curriculum Committee is responsible for maintaining and
updating EET program objectives. The review, assessment, and updating process is described in section
B.3.
Reflection of Constituents Needs in Program Objectives: EET program objectives are based on inputs
from all program constituents (i.e., faculty, students, administrators, and industry representatives). The
process for involving these groups in the establishment of objectives is discussed in section B.3.
Adequacy of Educational Program to Support Stated Objectives: Sections B.4, B.5, and B.6 describe the
curriculum, faculty, and facilities, respectively, that ensure that graduates of the EET program can achieve
the stated program objectives.
CRITERION #2 QUESTIONS RELATED TO EET PROGRAM OUTCOMES
Program Outcomes: Official program outcomes for the EET program are published and maintained on the
SEDTAPP ET programs website at
<<http://www.cede.psu.edu/tc2k/contents/programs.htm>>
Current program outcomes for EET are listed in section B.2.a.
Adequacy of Program Outcomes to Encompass TAC of ABET Criteria 2a 2k: The defined EET
program outcomes are not an identical match to the 2a 2k criteria; however, they` do encompass the full
intent of the 2a 2k criteria. This relationship is discussed in section B.2.b and shown explicitly in table
B.2.1.
Ability of Program Outcomes to Achieve Specific Elements of Criteria 2a 2k: Table B.2.1 shows the
correlation between EET program outcomes and criteria 2a 2k. Table B.2.3 shows the relationships
between program outcomes and specific curriculum elements in the EET program. In combination, these
95
tables indicate how the EET program addresses individual 2a 2k criteria. Specific items reflecting
coverage of criteria 2a 2k are identified in the following o Criterion 2a: Technical knowledge, analytical skills, and analysis methods relevant to electrical
engineering technology are covered in the core EET technical courses EET 101, 114, 117, 210,
211, 213W, 216 and 220. Key computer-based skills and tools are covered in EGT 101 and 102,
ET 005, and EET 211 and 220.
o Criterion 2b: The ability of EET students to apply technical skills and analytical tools, particularly
those demanding understanding and application of math and science concepts, is challenged
throughout the EET curriculum. However, the key courses relied on to develop these skills are
ET 005 and EET 101, 114, 210, 213W and 216.
o Criterion 2c: The ability of EET students to analyze, interpret and apply experimental results is
demonstrated in all of the lab-based EET courses. However, key courses relied on to develop
these skills are EET 109, 118, 205, 213W, and 221.
o Criterion 2d: The ability of EET students to apply creativity to design of systems, components and
processes is most emphasized in work assignments in EET 120, 205, 211, and 220, which
encompass the topics of digital electronics, microprocessors, linear electronic devices, and
programmable logic controls.
o Criterion 2e: The ability of EET students to work effectively in teams is demonstrated in
essentially all lab-based EET courses. However, key courses relied on to develop team-based
skills are EET 118, 213W, 220, and 221.
o Criterion 2f: The ability of EET students to formulate, analyze and accurately solve technical
problems is an inherent requirement in all the technical skills courses. However, key courses
relied on to develop problem-solving skills are ET 005 and EET 114, 210, 213W, and 216.
o Criterion 2g: EET students develop fundamental writing and speaking skills in required English
composition (Engl 015) and public speaking (CAS 100) courses. Effective application of these
skills to technical subjects is emphasized in EET 120, 205, 213W, and 220. Some of these
courses also emphasize effective visual and graphical presentation of technical information.
o Criterion 2h: The importance of life-long learning is emphasized throughout the EET curriculum.
o Criterion 2i: Awareness of professional, ethical, and societal responsibilities of practicing
technologists is addressed across the EET curriculum.
o Criterion 2j: Respect for diversity and knowledge of and appreciation for important issues of
contemporary society are impressed upon EET students via the Universitys General Education
requiremens, particularly those related to required diversity-focused studies in either the Arts,
Humanities, or Social Sciences.
o Criterion 2k: Instilling in EET students a commitment to quality and continuous improvement is
inherent in any number of the project and laboratory exercises they perform. However, particular
emphasis to these concepts is provided in the report and project development exercises in EET
213W and EET 220.
Verification of Achievement of Outcomes Prior to Graduation: Verification of achievement of outcomes is

based on the assumption that successful completion of all required courses indicates successful
achievement of required course outcomes, which in turn assures achievement of required program
outcomes as indicated in section B.2 of this report. Verification that all graduates have successfully
96
completed all required courses in the EET curriculum is done by both the program coordinator and the
University Registrar. The verification process is described in section B.9 if Volume II of this report.
CRITERION #3 QUESTIONS RELATED TO EET PROGRAM ASSESSMENT AND EVALUATION
Formal Assessment Process in Place and Functioning: A full description of the CQI processes used to
ensure continuing assessment and improvement of the EET program is provided in section B.3 of this
report.
Written Continuous Improvement Plan in Place: Since fall of 2003, the SEDTAPP has been
issuing an ETCETC2K Resource Manual to all faculty teaching engineering technology in the Penn
State system. This manual provides reference materials, assessment guidance, timetables for action,
contact points, and task assignments so that all program coordinators and ET faculty are aware of what is
expected of them and what resources are at their disposal to conduct the ETCEs CQI program. It also
identifies the key tools (MEET survey system, archived MEET survey data, standard course outlines, etc.)
that are available to assist them as they carry out that process. Copies of these manuals will be available
for review by the ABET review team. Further, the contents of the Resource Guide, updates to it, and
reports on ongoing CQI activities are a keystone component of the two annual meetings of all SEDTAPP
ET faculty. The discussion in section B.3 of this report is a synopsis of the various elements of the
processes and activities that are covered by the Resource Manual.
Multiple Assessment Measures are Used: There are several system-wide and local assessment
tools used to monitor program success at the DuBois campus. These are described in detail in section
B.3; however, in summary the important ones are
System-level Activities: MEET survey system used each semester by both faculty and students to
evaluate every ET course offered that semester; exit surveys conducted each semester of all
graduating ET students; annual alumni surveys of former graduates; annual industrial surveys of
representative industry contacts; issuance and annual updates to standard course outlines for all ET
courses; annual review, evaluation, and update of program educational objectives and outcomes by
relevant curriculum committees; annual review by curriculum committee of all system program
MEET data to identify system-level quality concerns.
Local-level Activities: course assessments performed by all ET faculty each semester for courses
taught that semester, and written reports identifying issues and opportunities for improvement
provided to program coordinator; student review and teaching evaluations (SRTE surveys)
conducted each semester for each ET course taught.
Assessment Data Evaluated and Used to Improve Program: See section B.3.b and appendices A
and C of this report for examples.
CRITERION #4 QUESTIONS RELATED TO EET PROGRAM CHARACTERISTICS
Content of Curriculum Develops Graduates Ability to Solve Problems: Program educational

outcome #1 is the primary means of ensuring this result. See table B.2-3 for a list of courses primarily
responsible for this outcome. Refer to the standard course outlines for these courses (separate document
assembled by the SEDTAPP) for a description of the fundamental content of these courses. Refer to
appendix B of this report for specific syllabi used when teaching these courses at the DuBois campus.
Orientation is Consistent with Program Objectives, Faculty Qualifications, etc.: See Table B.2-2
for correspondence of program objectives and planned program outcomes. See Tables B.5-1 and B.5-2
for faculty qualifications and workloads. See section B.4-1 and section B.4 for information on program
97
content. See section B.1 for a discussion of the compatibility between program objectives and college
and University objectives.
Total Credits and Credit Distribution: Section B.4.b discusses the EET program credit distribution in
reference to the minimum requirements of ABETs accreditation criteria.
CRITERION #5 QUESTIONS RELATED TO EET PROGRAM FACULTY
Faculty Workloads and Qualifications: See Table B.5-1 and individual vitae in section B.5.a.
Faculty Characteristics:
Balance of Backgrounds: See Table B.5-1, individual vitae in section B.5.a.
Individual Faculty Competence: See Table B.5-1, individual vitae in section B.5.a, and discussion
of specific faculty expertise in section B.5.b.
Breadth and Depth of Faculty: See Table B.5-1, individual vitae in section B.5.a, and discussion of
specific faculty expertise in section B.5.b.
Support for Extracurricular Activities: One ET faculty member is the advisor of the Engineering
Club. All ET faculty participate routinely in campus recruiting an open-house events for
prospective students.
Faculty Professional Development: See section B.5.e for a discussion of professional development
support.
Size of Faculty: See Table B.5-2 for information on workloads for current faculty supporting the
program.
Faculty Responsibility and Authority to Define, Revise, Implement, and Achieve Program Change:
See section B.3.a, and particularly the discussion of course chair and standard outline updates, for a
discussion of faculty involvement in key quality improvement functions.
CRITERION #6 QUESTIONS RELATED TO EET PROGRAM FACILITIES
Financial Support for the Program: See Table B.7-1 and section B.7.a.1 for details of financial support for
the program.
Classrooms, Laboratories, Computing Facilities, etc.: Section B.6 provides a comprehensive discussion
of all the physical plant and computing facilities available to the ET programs.
Support Staff: Support staff available to the ET program are described in section B.7.a.2.
Information Resources: Section B.6.d summarizes the informational resources available to the ET
programs. A more detailed description of technical references and library resources is provided in volume
II of this report.
CRITERION #7 QUESTIONS RELATED TO INSTITUTIONAL AND EXTERNAL SUPPORT
Faculty Recruiting, Retention, and Development: See section B.7.a.3.
Student Recruiting, Selection and Advising: See section B.7a.4.
Support Staff: Support staff available to the ET program are described in section B.7.a.2.
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Job Placement Services: Career placement services are provided to ET students by placement counselor
(see section B.7.a for a discussion of the Learning Center). A more detailed description of campus career
services is provided in volume II of this report.
Industrial Advisory Committee: See section B.7.c and appendix D for a description of the makeup of the
programs industrial advisory committee and examples of minutes from previous meetings and
involvement of industrial contacts with the campus programs.
CRITERION #8 QUESTIONS RELATED TO ABET PROGRAM-SPECIFIC CRITERIA see section B.8 for a discussion
of the relationship between program objectives and outcomes and specific ABET program criteria.
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Internet References Contained in Self-Study

Curriculum Committee bylaws -- <<http://cede.psu.edu/tc2k/contents/programs.htm>>

DuBois Campus -- EET Self-Study Report July. 2005

Self-Study Report Part I

DuBois Campus -- EET Self-Study Report July. 2005

B.7.a.3 Selection, Supervision & Support of Faculty

B.7.b Support Expenditures for the Program

B.7.c Characteristics of the Industrial Advisory Committee for the EET

DuBois Campus -- EET Self-Study Report July. 2005

The EET program is offered only as a semester-based, day-schedule program. .

Actions to Correct Previous Findings

DuBois Campus -- EET Self-Study Report July. 2005

B.1 Program Educational Objectives

B.1.b EET Program Objectives:

B.2 Program Outcomes

B.2.a EET Program Outcomes:

B.2.b Relationship Between Program Outcomes and ABET Criterion 2:

DuBois Campus -- EET Self-Study Report July. 2005

Table B.2-1 Correspondence Between Program Outcomes and ABET Criteria

ABET General Criteria

B.2.c Relationship Between EET Program Outcomes and Program Objectives:

Table B.2-2 Correspondence Between Program Objectives and Program Outcomes

Apply basic knowledge in electronics, electrical circuit analysis, electrical

DuBois Campus -- EET Self-Study Report July. 2005

B.2.d Relationship Between EET Program Outcomes and Course Outcomes:

Table B.2-3 Relationships Between Program Outcomes and Program Courses

EET 221 LAB

EET 205 LAB

EET 118 LAB

EET 120 LAB

EET 109 LAB

B.2.e Organization of Display Materials Demonstrating Accomplishment of Outcomes:

Standard Course Outline7

SEDTAPP foundation document describing, for all

Instructors specific outline, based on the standard

Course Outcome Sub-folder(s)

One course outcome sub-folder exists for each

Assessment and Evaluation

B.3.a EET Program CQI Process:

Penn State University Wide Continuous Improvement Plan for SEDTAPP

DuBois Campus -- EET Self-Study Report July. 2005

DuBois Campus -- EET Self-Study Report July. 2005

DuBois Campus -- EET Self-Study Report July. 2005

THE ENGINEERING TECHNOLOGY COUNCIL (ETC):

THE ENGINEERING TECHNOLOGY ADVISORY BOARD (ETAB):

DuBois Campus -- EET Self-Study Report July. 2005

Reviewing, approving, and disseminating standard course outlines to faculty.

Receiving, reviewing, responding to, and acting on faculty recommendations for

EET Electrical Engineering Technology

DuBois Campus -- EET Self-Study Report July. 2005

Monitoring program-related assessment information from various assessment

M.E.E.T. Measurement and Evaluations in Engineering Technology, available via

DuBois Campus -- EET Self-Study Report July. 2005

DuBois Campus -- EET Self-Study Report July. 2005

Establishes Program Objectives & Outcomes

Program Outcomes vs. Courses

Response/Resolution to Course &

Formal Proposals for Course &

Recommendations for Course and

Annual Outline Updates

Develops & Maintains Standard Course Outline

Course Change Suggestions

Incorporate Standard Course Outcomes into Class Syllabi