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Name of Unit:
College of Engineering |
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Date:
September 09, 2008 |
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Section 2: CORE REQUIREMENTS |
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2.1
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The institution has degree-granting authority from the
appropriate government agency or agencies.
(Degree-granting Authority) |
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Not applicable to
unit level. |
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2.2
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The institution has a governing board of at least five members
that is the legal body with specific authority over the
institution. The board is an active policy-making body for the
institution and is
ultimately responsible for ensuring that the
financial resources of the institution are adequate to provide a
sound educational program. The board is not controlled by a
minority of board members or
by organizations or interests
separate from it. Neither the presiding officer of the board nor
the majority of other voting members of the board have
contractual, employment, or personal or familial
financial
interest in the institution.
A military institution authorized
and operated by the federal government to award degrees has a
public board in which neither the presiding officer nor a
majority
of the other members are civilian employees of the
military or active/retired military. The board has broad and
significant influence upon the institution’s programs and
operations, plays an active role in
policy-making, and ensures
that the financial resources of the institution are used to
provide a sound educational program. The board is not controlled
by a minority of board members or by organizations
or interests
separate from the board except as specified by the authorizing
legislation. Neither the presiding officer of the board nor the
majority of other voting board members have contractual,
employment, or personal or familial financial interest in the
institution. (Governing Board) |
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Not applicable to
unit level. |
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2.3 |
The institution has a chief executive officer whose primary
responsibility is to the institution and who is not the
presiding officer of the board. (Chief Executive
Officer) |
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Not applicable to
unit level. |
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2.4
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The institution has a clearly defined and published mission
statement specific to the institution and appropriate to an
institution of higher education, addressing teaching and
learning and, where applicable, research and public service.
(Institutional Mission) |
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Not applicable to
unit level. |
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2.5
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The institution engages in
ongoing, integrated, and institution-wide research-based
planning and evaluation processes that incorporate a systematic
review of programs and services that (a) results in continuing
improvement and (b) demonstrates that the institution is
effectively accomplishing its mission.
(Institutional
Effectiveness) |
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The College of Engineering is
in compliance with this requirement |
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i. The
College of Engineering participates in the ongoing, integrated TTU-wide
research-based planning and evaluation process, also known as the TTU
strategic plan. The strategic plan for the college may be found at:
http://www.coe.ttu.edu/CoeWeb/StrategicPlan.pdf or
at
http://techdata.irs.ttu.edu/stratreport/index.asp.
These and other data are reviewed systematically and result in continuing
improvement.
ii. The
College of Engineering is accomplishing its mission and and is making
progress towards achieving the various goals. For example, the College of
Engineering is about to achieve its undergraduate enrollment goal of 3000
that was set initially during the strategic planning process. Our
undergraduate enrollment was about 2950 in the fall of 2003. Other
accomplishments can be found at the above Web address.
iii. The
College of Engineering also maintains an outcomes assessment process as part
of its ABET accreditation process. Each program or degree plan that is ABET
accredited has education objectives, desired outcomes, and an assessment
process in place to evaluate the program and the process of assessment. An
overview of this process is shown in Figure 2.1. Each program has a similar
process, which includes assessment of each class towards completing the
education objectives and desired outcomes, the assessment of graduates as
they exit from the program, and assessment of graduates 1, 3, and 7 years
after graduation. All ABET accredited programs have a curriculum committee
and an Industrial Advisory Board that assists the unit administration in
evaluation of the degree program, the educational process, and the quality
of students in the program and the graduates from the program. Self-Study
Reports and the results from the last accreditation site visit are available
in the College of Engineering Dean’s Office, Room 102 of the Engineering
Center. Education objectives are published on the department or program
Website and also in the Texas Tech University Catalog starting in the
2000-2001 year. In addition to establishing educational objectives, which
are evaluated with alumni assessment and feedback through Industrial
Advisory Board members for each department, each ABET accredited program
also has desired outcomes for students at time of graduation. The success
at meeting these desired outcomes is evaluated through surveys. Students
evaluate which desired outcomes were addressed in each of their engineering
classes and how well the outcomes were met. The success at meeting these
desired outcomes is also evaluated through performance in capstone design
courses and exit surveys and/or exit interviews.
Figure 1. Example quality
control plan for engineering.
iv.
Decisions about survey instruments, results from the various assessments,
desired outcomes, and education objectives are made by curriculum committees
for each program, Industrial Advisory Board for the program, and the
department head who has responsibility for managing the available resources
and assigning teachers, etc. While non-ABET accredited programs are not
reviewed by the ABET process, these programs often benefit from the quality
control environment established as part of the ABET accreditation process.
For example ABET will only accredit a program at one level; thus, most of
the MS and PhD programs in the College of Engineering are not ABET
accredited. These programs are, however, often discussed and reviewed by
the departmental Industrial Advisory Board and benefit from the assessment process.
In addition, graduate level programs are assessed by the graduate faculty in
the department and doctoral programs are formally reviewed by the Graduate
School on a 6 year cycle. |
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2.6 |
The institution is in
operation and has students enrolled in degree programs.
(Continuous Operation) |
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The College of
Engineering is in compliance with this requirement.
Current year
enrollments by major and gender are available at the College of
Engineering Website under the Student heading. The direct
address is
http://www.coe.ttu.edu/CoeWeb/. |
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2.7 |
The institution |
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2.7.1 |
offers one or
more degree programs based on at least 60 semester credit hours or
the equivalent at the associate level; at least 120 semester credit
hours or the equivalent at the baccalaureate level; or at least 30
semester credit hours or the equivalent at the
post-baccalaureate, graduate, or professional level. The institution
provides a written justification and rationale for program
equivalency. (Program Length) |
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The College of
Engineering is in compliance with this requirement. |
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The College of
Engineering has:
● Bachelor of Arts Degree with
128 hours in
Engineering
● Bachelor of Science Degree
with 124 hours in:
Computer Science
● Bachelor of Science Degree
with 126 hours in:
Chemical Engineering
Engineering Physics – Civil
Option
Engineering Physics –
Environmental Option
● Bachelor of Science Degree
with 128 hours in:
Industrial Engineering
Mechanical Engineering
Mechanical Engineering
Technology
● Bachelor of Science Degree
with 129 hours in:
Construction Technology
Electrical Technology
● Bachelor of Science Degree
with 130 hours in:
Electrical Engineering
Engineering Physics –
Electrical Option
Engineering Physics –
Industrial Option
● Bachelor of Science Degree
with 133 hours in:
Engineering Physics –
Chemical Engineering Option
● Bachelor of Science Degree
with 134 hours in:
Computer Engineering
Engineering Physics –
Mechanical Option
● Bachelor of Science Degree
with 136 hours in:
Civil Engineering
Petroleum Engineering
● Bachelor of Science Degree
(Dual Degree) with 149 hours in:
Electrical Engineering and
Computer Science
● Bachelor of Science Degree
(Dual Degree) with 155 hours in:
Mathematics and Computer
Science
●
Bachelor of Science Degree
and Master of Science Degree
(Dual Degree) with 160 hours in:
Environmental Engineering
● Bachelor of Science Degree
(Dual Degree) with 165 hours in:
Chemical Engineering and
Computer Science
● Bachelor of Science Degree
(Dual Degree) with 172 hours in:
Mechanical Engineering and
Computer Science
● Bachelor of Science Degree
(Dual Degree) with 184 hours in:
Architecture and Civil
Engineering
● Master of Science Degree with
30 hours (Thesis) in:
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science
Engineering
Electrical Engineering
Environmental Technology
Management
Industrial Engineering
Manufacturing Systems and Engineering
Mechanical Engineering
Petroleum Engineering
Software Engineering
Systems and Engineering
Management
● Master of Science Degree with
36 hours (Nonthesis) in:
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science
Engineering
Electrical Engineering
Environmental Technology
Management
Industrial Engineering
Manufacturing Systems and Engineering
Mechanical Engineering
Petroleum Engineering
Software Engineering
Systems and Engineering
Management
● Doctor of Philosophy Degree
with 60 hours in:
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science
Electrical Engineering
Industrial Engineering
Mechanical Engineering
Petroleum Engineering
Any of the Master
of Science Degree with 30 hours (Thesis) may be coupled with the
related undergraduate program
to have a Dual 150-Degree program. Students may use
graduate courses related to the undergraduate courses as
substitutes for undergraduate courses in excess of 120 hours. We
use the generic term “Dual 150-Degree program” for any program
that allows undergraduates to change their status to that of a
graduate student and shorten the time to complete both degrees
by “double counting” 2 or 3 courses for both degrees. In the
case of non-thesis masters degrees or undergraduate degree
programs that require more than 129 hours, the program will
require more than150 hours to complete both the baccalaureate
and masters degrees.
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2.7.2 |
offers degree programs that embody a coherent
course of study that is compatible with its stated purpose and
is based upon fields of study appropriate to higher education.
(Program Content) |
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The
College of Engineering is in compliance with this requirement. |
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The curriculum
committees in each department review undergraduate and graduate courses on
an annual basis to determine necessary changes in degree plans. Often,
departmental Industrial Advisory Boards (IABs)are consulted in conjunction
with curriculum changes. IABs are able to provide input from an industrial
perspective on the capabilities and limitations of engineering graduates and
how curriculum changes might better engineers for industrial positions.
Recent curriculum discussions have led to the 150 hour dual degree programs
in the college and the revised Master of Engineering program being offered
via distance education.
The College
of Engineering is currently reviewing and attempting to reduce the number of
hours required in each undergraduate degree plan.
Texas State Law requires
that all students complete at least 6 hours of US history and 6 hours of
political science in addition to other core requirements. Big 12 schools
outside of Texas do not have this requirement. Thus, engineering schools in
Texas have to closely balance ABET requirements, State Law requirements, and
the desire to keep the cost of education down.
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2.7.3 |
requires in each undergraduate degree program
the successful completion
of a general education component at the collegiate level that is
(1) a substantial component of each undergraduate degree, (2)
ensures breadth of knowledge, and (3) is based on a coherent
rationale. For degree completion in
associate programs, the component constitutes a minimum of 15
semester hours or the equivalent; for baccalaureate programs, a
minimum of 30 semester
hours or the equivalent. These credit
hours are to be drawn from and include at least one course from
each of the following areas: humanities/fine arts;
social/behavioral sciences; and natural
science/mathematics. The
courses do not narrowly focus on those skills, techniques, and
procedures specific to a particular occupation or profession.
The institution provides a written
justification and rationale
for course equivalency. (General Education) |
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The College of
Engineering is in compliance with this requirement. |
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The College of Engineering complies with the University-wide
core curriculum requirements as defined in the Texas Tech
University Catalog;
http://www.depts.ttu.edu/officialpublications/catalog/AcademicsCore.html.
In addition to meeting these requirements, the College of
Engineering has a policy of C or better grades in all classes
used in the undergraduate degree plan. In addition to meeting
the breadth of all liberal arts core requirements, the College
of Engineering greatly exceeds the math and conservative science
core requirements. |
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2.7.4 |
provides instruction for all course work
required for at least one degree program at each
level at which if awards degree. If the institution
makes arrangements for some
instruction to be provided by other accredited institutions or
entities through contracts or consortia, or uses some
other alternative approach to meeting this requirement, the
alternative approach must be approved by the Commission on
Colleges. In all cases, the institution demonstrates that
it controls all aspects of its educational program.
(Contractual Agreements for
Instruction) |
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The College of
Engineering is in compliance with this requirement.
Instruction is
provided for all degree programs at all levels (undergraduate,
masters, and doctoral). Students are allowed to transfer
courses into programs in accordance with departmental and
university requirements. |
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2.8 |
The number of full-time faculty members is
adequate to support the mission of the institution. The
institution has adequate faculty resources to ensure the quality
and integrity of its academic
programs. In addition, upon
application for candidacy, an applicant institution demonstrates
that it meets the comprehensive standard for faculty
qualifications.
(Faculty) |
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The College of
Engineering is in compliance with this requirement.
The college has
over 125 full time tenured or tenure track faculty resulting in
a student-to-faculty ratio of less than 30:1. Faculty growth has
paralleled student growth, resulting in a similar
student-to-faculty ratio over the past ten years. |
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2.9 |
The institution, through ownership or formal
arrangements or agreements, provides and supports student and
faculty access and user privileges to adequate library
collections as well as to other
learning/information resources
consistent with the degrees offered. These collections and
resources are sufficient to support all its educational,
research, and public service programs. (Learning
Resources and Services) |
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The College of
Engineering is in compliance with this requirement.
The Texas
Tech University main library adequately supports the needs of
the College of Engineering. In addition to the main library,
some of the engineering professors and students use the Medical
School Library. While the College of Engineering does not have
an individual library, many of the departments or centers in the
College of Engineering have individual libraries to meet their
special needs. For example the Wind Engineering Center Library
has extensive listings of wind damage slides, pictures, and
publications related to wind engineering topics. |
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| 2.10 |
The institution provides student support
programs, services, and activities consistent with its mission
that promote student learning and enhance the development of its
students. (Student Support Services) |
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The College of
Engineering is in compliance with this requirement.
The
College of Engineering is committed to providing student support
programs, services, and activities to promote student learning
and achievement of academic success. In addition to providing
these services, the College of Engineering has been on the
cutting edge in the development of tools to serve the academic
needs of students. The process includes a Web-based
career-mapping and learning styles assessment tool to aid junior
high and high school students as well as college students in the
selection of a career and major in college. It works for all
majors—not just engineering. The system includes a
learning-how-to-learn tool that predicts GPA in college and
helps students to interactively discover how time, study, and
sleep management affects academic performance. The system
includes a SLEEP Model to help students to understand the
dynamics of a build up of sleep debt interacting with a night of
no sleep, use of caffeine, and/or alcohol and the effects of
combinations of these variables on academic performance, injury
risks, and some medical risk. It even includes caffeine gum as
a counter measure for insufficient sleep for applications in
both academic and military units. Other tools, such as COURSE
Select, are currently being developed to further improve the
process of providing excellent student support.
This
system of education tools is known as E—COACH and is available
at
http://ednet.coe.ttu.edu/development/coe/software/eddocsoft/
Texas Tech University was one of 12 universities that received a
Certificate of Merit for innovations in advising at NACADA
(National Academic Advising Association). This Certificate of
Merit is on display in the College of Engineering Dean’s Office.
Three universities outside of Texas and one junior college
within Texas have expressed interest in the use of E-COACH on
their campus.
In addition
to using E-COACH to serve students in the College of
Engineering, the College of Engineering also provides workshops
at the high school level in an attempt to integrate and provide
a seamless education system from high school to college. This
service also provides an opportunity to recruit quality students
to the College of Engineering.
The College
of Engineering has also provided a BRIDGE program to incoming
freshmen since 1996. Industry provides a real problem to be
solved. Students work in teams and compete in teams to solve
the problem. Students learn the value of working in teams as
they start their academic work. They are also provided a
student Peer Mentor to help them understand and solve academic
problems during the first semester in college.
Numerous
other examples of activities to serve students are available on
request. |
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| 2.11 |
The institution has a sound
financial base and demonstrated financial stability, and
adequate physical resources to support the mission of the
institution and the scope of its programs and services.
The
member institution provides the following financial statements: (a)
an institutional audit (or Standard Review Report issued in
accordance with Statements on Standards for Accounting and
Review Services issued by the AICPA for those institutions
audited as part of a systemwide or
statewide audit) and written institutional management letter for the most recent
fiscal year
prepared by an independent certified public
accountant and/or an appropriate governmental auditing agency employing the
appropriate audit (or Standard Review Report) guide; (b) a
statement of financial position of unrestricted net assets,
exclusive of plant assets and plant-related debt, which
represents the change in unrestricted net assets attributable to
operations for
the most recent year; and, (c) an annual budget
that is preceded by sound planning, is subject to sound fiscal
procedures, and is approved by the governing board.
Audit
requirements for applicant institutions may be found in the
Commission policy entitled "Accreditation Procedures for
Applicant Institutions.
(Resources) |
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The College of
Engineering is in compliance with this requirement
Routes of
compliance:
● Support for faculty and departmental expenses from
university resources
● Contributions from alumni
● Contributions from industry
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a. |
Institutional Audit:
The College of Engineering was last audited with a full in house
audit in December 1998 by the Internal Audit staff of the
university.
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b.
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Annual Budget:
The
annual budget of the College of Engineering is prepared by the
Dean in conjunction with the department heads and their
requested needs and the available resources. The Dean is
assisted by a Financial Administrative Assistant. The budget is
reviewed and approved by the Office of the Provost.
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c. |
Changes in Net Assets: N/A. |
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| 2.12 |
The institution
has developed an acceptable Quality Enhancement Plan and
demonstrate that the plan is part of an ongoing planning and
evaluation process. (Quality Enhancement Plan).
(Not
applicable for the Compliance Certification submitted by
institution). |
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ABET requirements
in the College of Engineering are very consistent with a Quality
Enhancement Plan and will be easily adapted to similar
university plans. |
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Section 3: COMPREHENSIVE STANDARDS |
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Institutional
Mission, Governance, And Effectiveness |
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3.1 Institutional
Mission |
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3.1.1
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The institution
has a clear and comprehensive mission statement that guides it;
is approved
by the governing board; is periodically reviewed by the board;
and is communicated to the
institution’s constituencies. |
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The mission for the College of Engineering
is available at the College of Engineering Website at
www.coe.ttu.edu
under Strategic Plan.
The mission of the
college was reviewed and approved as part of the strategic plan
presented to the Texas Tech University Board of Regents at their
regular meeting of December 2001. |
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3.2 Governance and
Administration |
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3.2.1 |
The governing
board of the institution is responsible for the selection and
the evaluation of
the chief executive officer. |
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Not applicable to
unit level. |
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3.2.2 |
The legal
authority and operating control of the institution are clearly
defined for the following
areas within the institution’s governance structure: |
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3.2.2.1 |
the institution’s
mission; |
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3.2.2.2 |
the fiscal
stability of the institution; |
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3.2.2.3 |
institutional policy, including policies concerning related
and affiliated corporate
entities and all auxiliary services; |
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3.2.2.4 |
related foundations (athletic, research, etc.) and other
corporate entities whose
primary purpose is to support the institution and/or its
programs. |
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Not applicable to
unit level. |
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3.2.3 |
The board has a policy
addressing conflict of interest for its members. |
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Not applicable to
unit level. |
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3.2.4 |
The governing board is free
from undue influence from political, religious, or other
external
bodies, and protects the institution from such influence. |
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Not applicable to
unit level. |
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3.2.5. |
Members of the governing
board can be dismissed only for cause and by due process. |
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Not applicable to
unit level. |
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3.2.6 |
There is a clear and
appropriate distinction, in writing and practice, between the
policy-making
functions of the governing board and the responsibility of the
administration and
faculty to administer and implement policy. |
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Not applicable to
unit level. |
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3.2.7 |
The institution
has a clearly defined and published organizational structure
that delineates
responsibility for the administration of policies. |
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The College of
Engineering organizational chart is available in the Dean’s
Office located in 102 Engineering Center. |
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3.2.8 |
The institution has
qualified administrative and academic officers with the
experience,
competence, and capacity to lead the institution.
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Not applicable to
unit level. |
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| 3.2.9 |
The institution
defines and publishes policies regarding appointment and
employment of
faculty and staff.
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Not applicable to
unit level. |
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3.2.10 |
The institution evaluates
the effectiveness of its administrators, including the chief
executive
officer, on a periodic basis. |
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The College of
Engineering is in compliance with this standard.
● The Dean
reports to the Provost and is evaluated annually.
● All
associate deans, department chairs and directors report to and
are evaluated annually by the Dean. For documents see the
Dean’s Administrative Assistant in the Dean’s Office Room 102
Engineering Center. |
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3.2.11 |
The institution’s
chief executive officer has ultimate responsibility for, and
exercises
appropriate administrative and fiscal control over, the
institution’s intercollegiate athletics
program. |
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Not applicable to
unit level. |
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3.2.12 |
The institution’s
chief executive officer has ultimate control of the
institution’s fund-raising
activities. |
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Not applicable to
unit level. |
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3.2.13 |
Any
institution-related foundation not controlled by the
institution has a contractual or other
formal agreement that (a) accurately describes the relationship
between the institution and
the foundation, and (b) describes any liability associated with
that relationship. In all cases,
the institution ensures that the relationship is consistent with
its mission. |
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Not applicable to
unit level. |
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3.2.14 |
The institution’s
policies are clear concerning ownership of materials,
compensation,
copyright issues, and the use of revenue derived from the
creation and production of all
intellectual property. This applies to students, faculty and
staff.
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Not applicable to
unit level. |
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3.3 Institutional
Effectiveness |
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3.3.1 |
The institution
identifies expected outcomes for its educational programs and
its
administrative and educational support services; assesses
whether it achieves these
outcomes; and provides evidence of improvement based on analysis
of those results.
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The
College of Engineering is in compliance with this standard.
There are two
levels of assessments used in the College of Engineering. The
College of Engineering participates in the ongoing, integrated
Texas Tech University planning and evaluation process. All
departments have identified missions, education objectives,
plans for achieving these objectives, and evaluate progress in
accomplishing these desired outcomes.
All ABET
accredited programs have identified and published educations
objectives. These objects will describe the type of graduate
that is produced in the workforce 1 to 7 years after
graduation. The College of Engineering has developed and used a
specific alumni survey that is included with the university
alumni survey that survey 1, 3, and 7 year graduates each year.
The College of Engineering was evaluated under the Criteria 2000
in the year 2000; thus, the College of Engineering was an early
adopter of the new assessment process required for accredited
engineering programs. Results from these surveys are available
at the Department level (See Department Chair for details). The
College of Engineering also has a master copy of surveys
completed through November 2003, which is located in a thick
black notebook in the office of the Associate Dean for
Undergraduate Studies in Room 102 of the Engineering Center.
Education objectives are published on the Website for each
department and in the University Catalog starting in the
2000-2001 year.
All ABET programs
have identified desired outcomes
for students graduating from
their programs. Each engineering course required for a program
is evaluated through student surveys and in some department also
by the instructor of the course to identify which of the desired
outcomes are achieved and to the degree at which they are
achieved in each course. A matrix of all courses and the
outcomes achieved is prepared from these surveys and reviewed by
the Curriculum Committee in each department, the Industrial
Advisory Board for each department, and the Department Chair. A
figure showing the process is shown in Figure 2.1 in Section
2.5.
Only two of the
undergraduate programs in the College of Engineering are not
ABET accredited: Computer Science and the Bachelor of Arts. The
Computer Science program is very parallel in structure to other
engineering programs. They have a
Curriculum Committee that reviews and evaluates their
educational programs on a regular basis.
The Bachelor of
Arts program is designed as an engineering program (same math,
physics, and science requirements); however, the student and the
Associate Dean for Undergraduate Studies discuss and select the
electives that are used in the program. The program is designed
to allow flexibility for students to prepare for Law School or
Medical School or a desired degree related to engineering. For
example, the State of Texas has recently authorized teaching
certification in math, science, and engineering. The Bachelor
of Arts in Engineering was modified to keep the engineering and
science courses but to restrict electives and humanity courses
to allow for the required education courses to prepare students
to become teachers. Both the College of Education and the
College of Engineering cooperated in the development of this
modification. While the Bachelor of Arts program has more
flexibility than other engineering programs, the education
objectives are very specific: take the required courses for the
professional program and maintain the grade point average
required to compete well in the selection process for the
desired program.
Graduate faculty
in the individual departments monitor and control the masters
and doctoral programs. Since graduate programs vary widely
among and within departments, desired outcomes are necessarily
very broad and less specific that the ABET outcomes for the
undergraduate programs. In general, the desired outsomes
include:
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Enhanced
technical competence through graduate level coursework
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Ability to
perform independent scholarly activities
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Ability to
conduct independent (original) research for thesis and
dissertation students
Quality control
(assessment) measures include student performance in classes,
laboratories, independent projects, comprehensive final
examinations for non-thesis students, and public defenses of
theses and dissertations. In many cases, thesis and
dissertation committees involve members outside of the
university, who provide independent external assessment of the
research. Some Industrial Advisory Boards also provide feedback
and assessment of the graduate programs.
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PROGRAMS |
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3.4 Educational
Programs
Standards for
All Educational Programs: |
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(Includes all
on-campus, off-campus and distance learning programs) |
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3.4.1
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The institution
demonstrates that each educational program for which academic
credit is
awarded (a) is approved by the faculty and the
administration, and (b) establishes and
evaluates program and learning outcomes. |
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The College
of Engineering is in compliance with this standard.
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Approved by faculty and administration:
Several clients are served by the College of Engineering:
students, industry, Texas tax payer, faculty, professional
organizations, etc. Both the faculty and the various
administrators review the needs from the various clients and
the resources available to provide services. All new programs
are carefully review by both the administration and faculty in
the college. New degree programs are formally written and
proposed to the Provost Office. Graduate programs are
evaluated by the Graduate Council then revered to the Academic
Council for review. The Academic Council reviews and
considers how the new program will interact with existing
programs. The Academic Council then provides a recommendation
to the Provost who decides if the program should be forwarded
to the Texas Coordinating Board for Higher Education for final
evaluation and approval.
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Established
and evaluates program and learning outcomes:
Generally, the proposal for the new program will contain the
need for the program and the education objectives of the
program. The program coordinator with the faculty then set up
the assessment process and analyzes the data colleted to
provide continuous assessment and feedback to improve or
maintain quality control in the program.
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3.4.2 |
The institution’s
continuing education, outreach, and service programs are
consistent with
the institution’s mission. |
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The College
of Engineering is in compliance with this standard.
The College of Engineering has consistently provided short
courses and workshops as need by society both on and off
campus. These services build on the expertise of the faculty
and certainly fit with the institution’s mission. The Petroleum
Engineering Short Course is an annual event and just one example
of serving the need of practicing petroleum engineers. The
Murdough Center for Engineering Professionalism in Civil
Engineering provides workshops and training in ethics across the
nation. This Center with the help of the College of Engineering
Dean’s Council has provided an on campus workshop for College of
Engineering students to help them prepare and understand ethical
decisions. This workshop has become an annual event and is free
for students.
The college has a number of very
successful outreach programs, including:
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Building computers, families and communities- junior high,
low income students and their parents (or guardian) build a
computer, learn to set up a web site, learn software
applications, interview family members and senior citizens,
and then are given the computer to take home to keep. The
program has had very positive response and enjoyed great
success.
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LeggoTM
robotics- elementary student build LeggoTM robots
and compete with other elementary students.
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Estacado Engineering Academy- a high school program in a
poor performing, low income high school that introduces high
school to engineering and engineering projects to prepare
them for education and career opportunities in engineering.
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Rocketry progam- a K-12 program to train teachers in
rocketry to allow them to go back to their classrooms to
generate student interest in science, math, engineering and
technology through the design and launching of model
rockets.
These examples are
only a small listing of the continuing education, outreach, and
service provided by the College of Engineering. |
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3.4.3 |
The institution
publishes admissions policies consistent with its mission. |
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The College of Engineering is in compliance with this standard.
The College of Engineering follows the undergraduate and
graduate admission requirements and policies. The College of
Engineering does not require any special admission requirements;
however, the College of Engineering strongly recommends that
undergraduate freshmen have a math SAT of 500 or higher or
equivalent on the math ACT as stated in the Engineering section
of the 2004-2005 Catalog;
http://www.depts.ttu.edu/officialpublications/catalog/Engineering.html#CollegeUndergraduate
Student success in engineering is highly dependent on the
math level at which students start. See Section 4.1 below, in
this report, for details. |
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3.4.4 |
The institution has a
defined and published policy for evaluating, awarding, and
accepting
credit for transfer, experiential learning, advanced placement,
and professional certificates
that is consistent with its mission and ensures that course work
and learning outcomes are
at the collegiate level and comparable to the institution’s own
degree programs. The
institution assumes responsibility for the academic quality of
any course work or credit
recorded on the institution’s transcript. |
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The College of Engineering is in compliance with this standard.
Transfer credit is controlled several ways. The State of Texas
maintains a list of common course numbers. By state law,
courses with a common course number are transferred without
evaluation at the college or department level. If a course is
not on the common course list, it is evaluated by the department
or departments that might have a course or courses covering the
same material. Each department, thus, evaluates and controls
the transferability of courses related to their course
offerings. After a course is approved for transfer, it is
entered in the transfer tables so it does not have to be
reevaluated each time. Credit for knowledge and skills obtained
other than course work can be awarded by examination. The
department offering the course(s) related to the experience
conducts the exam either oral or written to assess the level of
knowledge and skills. When students have the required knowledge
and skills, the department informs the Dean’s Office that the
student is awarded credit by exam. Credit for AP courses and
CLEP exams are controlled at the university level. The required
scores for credit on these exams are published in the University
Catalog,
http://www.depts.ttu.edu/officialpublications/catalog/ADCLEP.html. |
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3.4.5 |
The institution publishes
academic policies that adhere to principles of good educational
practice. These are disseminated to students, faculty, and other
interested parties through
publications that accurately represent the programs and services
of the institution. |
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Not applicable to
unit level.
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3.4.6 |
The institution employs
sound and acceptable practices for determining the amount and
level of credit awarded for courses, regardless of format or
mode of delivery. |
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The College
of Engineering is in compliance with this standard.
Course credit is reviewed in the
departmental curriculum committee, and is approved at the
college and university levels before becoming published in the
university catalog. |
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3.4.7 |
The institution
ensures the quality of educational programs/courses offered
through
consortia relationships or contractual agreements, ensures
ongoing compliance with the
comprehensive requirements, and evaluates the
consortial relationship and/or agreement against
the purpose of the
institution. |
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Not applicable to
unit level. |
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3.4.8 |
The institution
awards academic credit for course work taken on a noncredit
basis only
when there is documentation that the noncredit course work is
equivalent to a designated
credit experience. |
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Not applicable to
unit level. |
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3.4.9 |
The institution provides
appropriate academic support services.
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The College of Engineering is in compliance with this standard.
A listing of facilities and services is located in the 2004-2005
University Catalog;
http://www.depts.ttu.edu/officialpublications/catalog/Facilities.html.
The College of Engineering provides additional academic
services. Both the Associate Dean for Undergraduate Studies and
the Assistant Dean for Academic Affairs work closely with
students who have various needs that impact their ability to
achieve academic success. Students have direct access to these
individuals. Department chairs and advisors in the College of
Engineering also refer students to the Dean’s Office for
counseling with these individuals. Problems range from
questions about major and need for career mapping to the
analysis of factors interfering with academic success and the
development of an academic plan and contract, to depression and
emotional instability. If a student is emotionally unstable or
severely depressed, they are immediately walked to the
University Counseling Center for immediate help. Many students
do not obtain enough sleep and affect their health and academic
performance as a result. The College of Engineering has
developed a SLEEP (Sleep Loss Evaluation on Everyday
Performance) Model, which is Web-based and allows students to
evaluate the effect of their sleep management on their academic
performance. The College of Engineering is one of the few areas
on campus that provides a tool to help students with sleep
education. After a semester of improved academic performance,
one student commented “Sleep works!”
Prior to the current year, the university provide unofficial
assessment for learning disabilities at no cost to the student.
This service was eliminated due to budget cuts. This cut has
had a negative impact on the success of some students. |
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3.4.10 |
The institution defines and
publishes general education requirements for its undergraduate
programs and major program requirements
for all its programs. These requirements conform to commonly
accepted standards and
practices for degree programs. |
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The College of Engineering is in compliance with this standard.
Degree requirements for undergraduate degrees in the College of
Engineering are defined and published in the Engineering section
of the University Catalog;
http://www.depts.ttu.edu/officialpublications/catalog/Engineering.html,
with
the Core Curriculum requirements listed here:
http://www.depts.ttu.edu/officialpublications/catalog/AcademicsCore.html.
Graduate program requirements are here
http://www.depts.ttu.edu/officialpublications/catalog/GRADMasters.html
(Masters) and here
http://www.depts.ttu.edu/officialpublications/catalog/GRADDoctoral.html
(doctoral).. All degree programs meet or exceed the
requirements of SACS. |
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3.4.11 |
The institution
protects the security, confidentiality, and integrity of its
student academic
records and maintains special security measures to protect and
back up data. |
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The College
of Engineering is in compliance with this standard.
Texas Tech
University keeps students records electronically on TECHSIS,
which is password protected. In addition to these records,
notes from advising, counseling, and other interactions with
students are stored in hard copy form in Room 102 of the
Engineering Center. This space is locked when not manned by
College of Engineering personnel. Old records are destroyed by
shredding, thus, preserving the confidentiality of students. |
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3.4.12 |
The institution
places primary responsibility for the content, quality, and
effectiveness of its
curriculum with its faculty. |
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The College
of Engineering is in compliance with this standard.
The faculty of the College of Engineering has the primary
responsibility for the content, quality, and effectiveness of
courses in the curriculum for each engineering degree plan.
Each department in the College of Engineering has a curriculum
committee that is composed of faculty. The curriculum committee
is responsible for integrating courses to complete the desired
outcomes and education objectives defined for the degree plan.
As part of ABET requirements each engineering course must have a
two-page course syllabus defining the faculty person responsible
for the course content. |
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3.4.13 |
For each major in
a degree program, the institution assigns responsibility for
program
coordination, as well as for curriculum development and review,
to persons academically
qualified in the field. In those degree programs for which the
institution does not identify a
major, this requirement applies to a curricular area or
concentration. |
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The College
of Engineering is in compliance with this standard.
Each degree program has an assigned program coordinator.
Generally the department chairs are the first level of assigned
program coordinators. They then may assign other faculty
members to be responsible for their programs. There are some
exceptions. The Associate Dean for Undergraduate Studies is the
assigned Coordinator of the Engineering Physics program because
the options cross five engineering departments and the
Department of Physics in the Arts and Sciences College.
Coordinators within each Engineering Physics option have also
been defined and constitute the Curriculum Committee for
Engineering Physics program. These coordinators are extremely
important in the identification of education objectives,
assessments, and use of assessments to determine changes that
are needed. These coordinators are also responsible for the
preparation of the Self Study Report that is required for each
ABET accredited program. Only senior level and experience
faculty are assigned the position of program coordinator. |
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3.4.14 |
The institution’s
use of technology enhances student learning, is appropriate for
meeting the
objectives of its programs, and ensures that students have
access to and training in the use
of technology.
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The College
of Engineering is in compliance with this standard.
Technology is incorporated into the
classroom through instructional media (the campus has wireless
internet connections and multimedia equipment available) as well
as in the engineering laboratories. Many modern engineering
laboratories are integral to the educational programs of the
college. Technology is also important in the delivery of
distance education, where state-of-the-art equipment is
available for interactive broadcasts. Modern computing
facilities and appropriate software are also available to
students in a variety of computing labs around the campus.
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3.5 Standards
Specific to Undergraduate Programs: |
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3.5.1
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The institution
identifies college-level competencies within the general
education core and provides evidence that graduates have
attained those competencies. |
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Not applicable to
unit level. |
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3.5.2 |
The institution awards
degrees only to those students who have earned at least 25
percent of the credit hours required for the degree through
instruction offered by that institution. |
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Not applicable to
unit level. |
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TTU OP 34.09, section 2a states that 25% of an
undergraduate degree plan must be completed at Texas Tech
University. The Associate Dean for Undergraduate Studies and
his assistants check and enforce this rule. Any course taken
away from TTU during the last 30 hours must have approval from
the associate dean. Because of the nature of engineering
programs with senior level technical and capstone design courses
that are required by the degree plan, the 25% rule has never
been an issue in the College of Engineering. Nevertheless, the
25% requirement is checked with each senior letter for intent to
graduate. |
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3.6 Standards
Specific to Graduate and Post-Baccalaureate Professional
Programs: |
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3.6.1. |
The institution’s
post-baccalaureate professional degree programs, and its
master’s and
doctoral degree programs are progressively more advanced in
academic content than
undergraduate programs. |
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The College
of Engineering is in compliance with this standard.
Graduate
courses must be approved at the departmental, college and
university levels before appearing in the university catalog.
Such reviews help insure that appropriately advanced materials
are being presented in approved courses.
Graduate level courses in the College of Engineering build
on the foundation of math, science, and engineering courses for
the undergraduate degree. The graduate courses tend to
focus on in-depth study of processes or materials or attempt to
integrate knowledge through mathematical modeling or systems
analysis. Graduate courses are taught by the Graduate
faculty in the department. Thus,
graduate courses are taught by experienced and well qualified
faculty. Students are usually given more responsibility
for working with the literature base in journals as well as
working from books. |
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3.6.2 |
The institution ensures that
its graduate instruction and resources foster independent
learning, enabling the graduate to contribute to a profession or
field of study. |
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The College
of Engineering is in compliance with this standard.
Graduate students in the College of Engineering are treated
as mature individuals and are encouraged to think independently
and to question how processes work not just solve problems or
complete an engineering design. Their coursework and research
work gives opportunity for creativity and discovery.
Many
graduate courses require student projects involving research or
application of advanced engineering principles to address
engineering issues. Graduate students are encouraged to write
and publish their work in professional journals. Many graduate
students in the College of Engineering work on projects that add
to the knowledge base of science and the development of
technology to serve society.
Faculty members are primarily responsible
for assuring that students develop independent learning skills
and contribute to the profession or society. For thesis and
dissertation students, committees of faculty members (including
possible members from outside the university) evaluate student
contributions. For non-thesis students, an assessment is made
through defense of project reports, or through a final
examination (written, oral, or both) of materials covered in the
program and the ability of the student to apply the knowledge
gained.
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3.6.3 |
The majority of credits
toward a graduate or a post-baccalaureate professional degree is
earned through the institution awarding the degree. In the case
of graduate and post-baccalaureate professional degree programs offered through
joint, cooperative, or consortia
arrangements, the student earns a majority of credits from the
participating institutions. |
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The College of Engineering is in compliance with this standard.
Minimum residence requirements and regulations regarding
transferred work are published in the Texas Tech University
Catalog,
http://www.depts.ttu.edu/officialpublications/catalog/GRADDoctoral.html,
and
http://www.depts.ttu.edu/officialpublications/catalog/GRADMasters.html.
The Graduate Advisor provides the first level of compliance
through advising. The Graduate School provides the final check
to insure that this standard is met. |
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3.7 Faculty |
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3.7.1 |
The institution
employs competent faculty members qualified to accomplish the
mission and
goals of the institution. When determining acceptable
qualifications of its faculty, an
institution gives primary consideration to the highest earned
degree in the discipline in
accordance with the guidelines listed below. The institution also
considers competence,
effectiveness, and capacity, including, as appropriate,
undergraduate and graduate degrees,
related work experiences in the field, professional licensure
and certifications, honors and
awards, continuous documented excellence in teaching, or other
demonstrated
competencies and achievements that contribute to effective
teaching and student learning
outcomes. For all cases, the institution is responsible for
justifying and documenting the
qualifications of all its faculty. |
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The College
of Engineering is in compliance with this standard.
All full-time faculty in the College of Engineering hold
appropriate terminal degrees or qualifying experience. ABET
requirements for Engineering Technology programs require a
minimum number of Engineering Technology Faculty to have
industrial experience. As a result, the Department of
Engineering Technology has the least percentage of PhD as the
terminal degree. In addition to having appropriate terminal
degrees and industrial experience, most faculty are members of
their respective professional organizations. Some have advanced
to the level of fellow and one member in the Civil Engineering
Department has been recently elected to the prestigious
National Academy of Engineering.
Faculty in tenure-track positions are encouraged to
obtain their Profession Engineering (PE) license. |
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3.7.2
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The institution
regularly evaluates the effectiveness of each faculty member in
accord with
published criteria, regardless of contractual or tenured status. |
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The College
of Engineering is in compliance with this standard.
The Department Head evaluate each
faculty member annually in accordance with OP 32.32,
http://www.depts.ttu.edu/opmanual/OP32.32.html.
Promotion and tenure decisions begin in
the department with evaluation and voting. College level
committees then evaluate and vote on the packages. The college
Dean then evaluates the packages and forwards the evaluation to
the Provost. Tenure and promotion dossiers are then evaluated
and voted on by a university wide committee. The Provost makes
recommendations on tenure and promotion decision to the
President, who will conduct an evaluation and make
recommendations to the Board of Regents, who have the final
authority in the granting of tenure and/or promotion.
College of
Engineering tenured associate and full professors also receive a
post-tenure review on a six year cycle. This process is similar
to the promotion and tenure process, but does not require
Board of Regents approval.
The College of Engineering has its
own operating procedure for promotion and tenure and post tenure
review. These documents are available from the Dean’s
Administrative Assistant in the Dean’s Office. These documents
are reviewed and updated as needed on a regular basis and
operate under the general operating procedures of the
university:
http://www.depts.ttu.edu/opmanual/OP32.31.html. |
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3.7.3 |
The institution
provides evidence of ongoing professional development of faculty
as
teachers, scholars, and practitioners. |
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The College
of Engineering is in compliance with this standard.
Each faculty member submits an annual report of activities
as per OP 32.32. People in tenure-track positions are
encouraged to write papers, and research grants, and to attend
professional meetings. In the College of Engineering, faculty
are allowed and even encouraged to do some professional
consulting as part of the practice of keeping current in their
level of expertise. Many College of Engineering professors also
have opportunity to work at national labs and on research
related to their profession during the summer. Texas Tech
University also allows development leaves. |
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3.7.4 |
The institution
ensures adequate procedures for safeguarding and protecting
academic
freedom. |
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The College
of Engineering is in compliance with this standard.
TTU faculty is assured of academic
freedom as stated in the Faculty Handbook on page 21, (http://www.depts.ttu.edu/officialpublications/pdfs/FacultyHB.pdf.) |
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3.7.5 |
The institution publishes
policies on the responsibility and authority of faculty in
academic
and governance matters. |
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Not applicable to
unit level. |
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TTU OP 32.06,
http://www.depts.ttu.edu/opmanual/OP32.06.pdf,
defines faculty responsibilities and expectations in the areas
of teaching, research, and creative activity, and professional
service. It also allows for faculty to have authority in their
respective classes. |
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3.8 Library and
Other Learning Resources |
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3.8.1
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The institution
provides facilities, services, and other learning/information
resources that are
appropriate to support its teaching, research, and service
mission. |
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The College
of Engineering is in compliance with this standard.
Texas Tech
University is a regional repository for government documents.
These government documents and the literature and services
provides by the main library adequately support the mission,
objectives, degree plans, and research in the College of
Engineering. In addition to these library services, the Medical
Library also provides additional support for studies in
bioengineering or engineering applications in the medical field.
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3.8.2 |
The institution
ensures that users have access to regular and timely instruction
in the use
of the library and other learning/information resources. |
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Not applicable to
unit level. |
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3.8.3 |
The institution
provides a sufficient number of qualified staff--with
appropriate education or
experiences in library and/or other learning/information
resources–to accomplish the
mission of the institution. |
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Not applicable to
unit level. |
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3.9 Student Affairs
and Services |
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3.9.1.
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The institution
publishes a clear and appropriate statement of student rights
and
responsibilities and disseminates the statement to the campus
community. |
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Not applicable to
unit level. |
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3.9.2 |
The institution
protects the security, confidentiality, and integrity of its
student records. |
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The College
of Engineering is in compliance with this standard.
Texas Tech
University keeps student records electronically on TechSis,
which is password protected. The College of Engineering also
keeps hard copies of student information, notes on counseling,
etc. in Room 102 of the Engineering Center. This area is locked
at lunch time and during non-working hours. Special precautions
are taken to shred old written documents with student
information and to protect the security for student records.
Parents are not given student information unless a written
release has been signed. |
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3.9.3 |
The institution
provides services supporting its mission with qualified
personnel to ensure
the quality and effectiveness of its student affairs programs. |
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The College
of Engineering is in compliance with this standard.
The College of Engineering has excellent employees to
assist students. These employees are part of the team that
seeks to not only serve but to improve the services provided. |
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RESOURCES |
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3.10 Financial and
Physical Resources |
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3.10.1
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The institution’s
recent financial history demonstrates financial stability. |
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Not applicable to
unit level. |
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3.10.2 |
The institution
provides financial statements and related documents, including
multiple
measures for determining financial health as requested by the
Commission, that
accurately and appropriately represent the total operation of
the institution. |
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Not applicable to
unit level. |
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3.10.3 |
The institution
audits financial aid programs as required by federal and state
regulations. |
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Not applicable to
unit level. |
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3.10.4 |
The institution exercises
appropriate control over all its financial and physical
resources. |
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Not applicable to
unit level. |
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3.10.5 |
The institution maintains
financial control over externally funded or sponsored research
and
programs. |
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Not applicable to
unit level. |
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3.10.6 |
The institution takes
reasonable steps to provide a healthy, safe, and secure
environment
for all members of the campus community. |
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Not applicable to
unit level. |
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3.10.7 |
The institution
operates and maintains physical facilities, both on and off
campus, that are
adequate to serve the needs of the institution’s educational
programs, support services, and
mission-related activities. |
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The College
of Engineering is in compliance with this standard.
The
quality of the College of Engineering facilities in Lubbock is
adequate to excellent. The college also offers programs in
Abilene and Amarillo which have excellent classroom, office, and
computing support facilities. |
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Section 4: FEDERAL REQUIREMENTS |
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4.1
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When evaluating
success with respect to student achievement in relation to the
institution’s
mission, the institution includes, as appropriate, consideration
of course completion, state
licensing examinations, and job placement rates. |
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The College of Engineering is in compliance with this standard.
Twenty-five to forty percent of graduating
students take the Fundamental of Engineering exam as the first
step toward licensure as a Professional Engineer. Texas Tech
College of Engineering has maintained a pass rate of 85-90% on
the Fundamental exam for the past few years. This rate is
comparable to the best institutions in the State of Texas and is
above the national norm of a pass rate of approximately 75%.
Most students seeking jobs are able to
find appropriate employment within six months of graduation (the
university does not maintain specific employment status of
students or graduates). Although most employment opportunities
are regional, national and international companies recruit
engineers on the Texas Tech campus. The university maintains an
excellent Placement Office and provides excellent employment
resources for both recruiters and students. |
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4.2
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The institution maintains a curriculum that is directly related
and appropriate to the purpose
and goals of the institution and the diplomas, certificates or
degrees awarded. |
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The College of Engineering is in compliance with this standard.
The College of Engineering curricula are appropriate to the
purpose and goals of Texas Tech University and to the Texas
Coordinating Board for Higher Education that reviews all degree
programs before they can be offered by the university. Current
degree programs are continuously monitored by the department and
the College of Engineering. Student input as well as faculty
input is considered. All departments in the College of
Engineering except Computer Science have an industrial advisory
board, which generally meets twice per year. The industrial
advisory boards help to keep degree programs current with
industrial and societal needs. All departments have curriculum
committees that process course survey results, items covered
more than once in various courses, and items needed but not
covered in classes. The Department Chair and the Dean of the
College of Engineering work to obtain and manage resources to
offer courses and experiences to meet degree plan requirements. |
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4.3 |
The institution makes available to students and the public
current academic calendars,
grading policies, and refund policies. |
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Not applicable to
unit level. |
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4.4
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The institution
demonstrates that program length is appropriate for each of the
degrees
offered. |
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The College of Engineering is in compliance with this standard.
Texas Tech
University sets a minimum of 120 hours for undergraduate degrees
and 30 hours for graduate degrees. Most engineering
programs require more than the minimum of 120 hours for the
baccalaureate degree. Several programs have reduced course
requirements to get their minimum number of hours below 130.
For non-thesis masters degree students, the minimum requirement
is 36 hours of graduate level coursework. Doctoral programs
require a minimum of 60 hours beyond the bachelors degree,
although in reality most doctoral students complete
significantly more hours than the minimum required.
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4.5
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The institution has adequate procedures for addressing written
student complaints and is
responsible for demonstrating that it follows those procedures
when resolving student
complaints.
(See Commission Policy "The Review of
Complaints Involving the Commission or its Accredited
institutions.") |
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The College of Engineering is in compliance with this standard.
The Student Affairs Handbook, at
http://www.studentaffairs.ttu.edu/publications/student_handbook0405.pdf
defines this process. The College of Engineering has an
open door policy for any student that has a complaint or problem
and takes pride in being a college big enough to provide high
quality education with many choices yet small enough to care
about students. |
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4.6 |
Recruitment materials and presentations accurately represent the
institution’s practices and
policies. |
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The College of Engineering is in compliance with this standard.
The College of Engineering recruitment materials and
presentations accurately represent Texas Tech University and
follow university procedures and practices. The College of
Engineering has a service attitude and culture in terms of
recruiting and working with prospective students, their parents, and their counselors.
The College of Engineering has developed a career mapping
service that is Web-based, free, and relatively quick to use.
This service works for all majors—not just engineering. The
tool orders college majors from best to worst fit and provides a
link to the college or department that offers the major of
interest. The College of Engineering provides workshops at
no
cost to high schools and junior colleges. Most of these
workshops have been provides locally or in the Dallas or Houston
area. The value of this tool has been described by a local high
school counselor in a technical paper presented at the 2004
Gulf-Southwest Section Meeting of ASEE (Copy available from the
Associate Dean for Undergraduate Studies in Room 102 of the
Engineering Center. When students and counselors use this
service, they see Texas Tech University colors and hopefully
associate Texas Tech University as being a service plus and
student friendly university. |
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4.7 |
The institution publishes the name of its
primary accreditor and its address and phone
number. |
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Not applicable to
unit level. |
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4.8 |
The institution is
in compliance with its program responsibilities under Title IV
of the 1998
Higher Education Amendments.
(In
reviewing the institution's compliance with these program
responsibilities, the Commission relies on documentation
forwarded to it by the Secretary of Education.) |
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Not applicable to
unit level. |
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