McNeese&State&University& InstitutionalReview ... Engineering.pdfAs of the time of this report, the following Flowserve courses are planned to be offered at McNeese State University:

Engineering-Graduate 1 September 24, 2010

McNeese State University Institutional Review & Program Prioritization

(Fall 2010)

Academic Program Review

Program Name: Engineering Graduate Program

Degree: Master of Engineering

Department: Engineering

College: Engineering and Engineering Technology

Report Author(s): Jay Uppot, Stanley Klemetson, Nikos Kiritsis with input from the faculty

Date: September 24, 2010

I. External Demand for the Program A. Student Demand: From Academic Program Analysis provided by IR.

Incoming FTF or FT Graduate Student Demand For The

Program (5-Year Trend)

05-06 06-07 07-08 08-09 09-10 AVG

60 50 90 60 70 66

Enrollment in Program (5-year Trend)

05-06 06-07 07-08 08-09 09-10 AVG

Total 69 55 108 70 81 77

Freshman N/A N/A N/A N/A N/A N/A

Sophomore N/A N/A N/A N/A N/A N/A

Junior N/A N/A N/A N/A N/A N/A

Senior N/A N/A N/A N/A N/A N/A

Other Undergraduate N/A N/A N/A N/A N/A N/A

Graduate (degree-seeking) 69 55 108 70 81 77

Graduate (non-degree seeking) 0 0 0 0 0 0


B. Employer Demand: Based on your best knowledge and information, describe employer demand

according to the following chart, defining “current” as within the last 3-5 years. Then, provide any additional evidence or reasoning behind the categorization. Parenthetical examples in chart are a way of thinking about rankings.

Employer Demand (highlight more than one if appropriate)

Current Demand Estimated Productivity Ratio*

Demand Characteristics

• Extremely High • Consistent

• High X • Cyclical X

• Medium X • Trending Upward X

• Low

High to medium depending on the concentration. 2:1

• Trending Downward

Explanation/Discussion (box will expand) A few graduating seniors at McNeese continue full time in the graduate program, but most go to work for local industry, consulting firms, construction firms, governmental agencies, and other businesses where they can start earning an income. Once employed some of them return to work part time on their graduate program. It is generally true that once employed as an engineer, the employer usually covers the graduate school costs for employees who want to pursue advanced degrees. These constitute about 20 percent of the graduate students. The remaining 80 percent are international students, principally in the electrical engineering concentration. The supplementary documentation section includes an industrial map of Southwest LA along with an industrial flow chart. In one-way or another the engineering program supports all of the industries located in the area. Please note that the SWLA with the ship channel is the ONLY area along the Gulf Coast from Corpus Christi, TX to New Orleans with available land next to water. This availability (land with water access) attracts new companies to SWLA every two to three years. The newest additions that are not included on the map are, Sempra LNG, Cheniere LNG, Cameron LNG, the Shaw Group’s modular building manufacturing facility, and currently under the planning phase the Leucadia Corporation gasification plant. An interesting fact is that, the four Liquefied Natural Gas (LNG) facilities located less than 80 miles from the McNeese campus are responsible for almost 64 percent of the North American LNG terminal capacity.

*Express numerically to reflect the difference between demand for graduates in the field and rate at which the program produces graduates; e.g. 5:3 demand five for every three we graduate.

C. Community/Other External Demand: Describe the community demand for, or reliance on, the program (e.g. some integral facet of the program performs a community service function such that without the program, the function could not be taken over by some other mix of entities).

• The graduate program is an essential part of the training for advancement needed by engineering employers. Many of the graduate courses are offered in the late afternoon or evening to allow students to fit their courses in with their work responsibilities. This generally


allows the local engineers to get a Master’s degree in about five years of attending classes part time.

• Without this program local engineers would not be able to pursue advanced studies in

engineering at universities located further away from their work site. The additional training provided by the graduate program also helps to prepare engineers for their professional engineering registration.

• As our enrollment numbers indicate, there is a strong demand for the program by international

students who want to pursue advance degrees.

• In addition to the program itself, engineering faculty are actively involved in supporting the needs of local industries through the Lake Area Industries / McNeese Engineering Partnership (LAI/MEP). This group provides seminars and short courses to local engineers who would otherwise have to leave the area for such training. A subset of LAI/MEP is the Process Safety Studies group, in which plant safety personnel from plant in the area meet for training and exchanging of ideas to help ensure the safety of their personnel. A new initiative of this group is to include students in the meetings, as they go through school, so that they have a sense of safety awareness when they graduate.

A 2009 study of the cost savings realized by the local industry by having seminars and workshops at McNeese State University rather than sending employees all over the country is included in the supplementary documentation section. It is estimated that offering only 5 seminars at MSU attended by 202 individuals saved local industry about $368,000 if the seminars were offered in Houston, or about $409K if the seminars were offered elsewhere in the country. Over the past 20 years, approximately 5,000 participants have attended local LAI/MEP workshops saving area industry more than $3.5 million in travel and other expenses. A list of the seminars/workshops offered by LAI/MEP to date is also included in the supplementary documentation section. LAI/MEP has a web page located at: http://www.mcneese.edu/ceet/laimep/ .

LAI/MEP has scheduled the following courses for the near future:

October 28, 2010 Centrifugal and Reciprocating Compressors October 20, 2010 Safety Instrumented Systems October 8, 2010 Managing Multiple Small Projects

• The College of E&ET at McNeese provides an educational and training home for several

industries.

Gulfstream Technology Inc. - McNeese Engineering Collaboration provides modeling and simulation capabilities to help improve the efficiency of Gulfstream’s GreenFlow Hydro Turbine.

Port of Lake Charles – Department of Engineering Collaboration: is working to

improve the environment and economy of Southwest Louisiana. The efforts also includes a program to identify the source of the shoal material that lies at the bottom of the Calcasieu Ship Channel in hopes of finding a way to prevent the sediment from flowing into the channel.

A task force of oil research has been created to help area officials plan for the

arrival of oil from Deepwater Horizon leak as well as for similar disasters in the


future. The department of Engineering has been working on the modeling of oil-spill transport. The research will predict if and where the oil will arrives along the Southwest Louisiana coastline.

McNeese Engineering is partnering with LA Ash, Inc. - Livengood Management,

Resources Materials Testing Laboratory and Southwestern Construction Material Testing Lab to create the Industrial Executives and Academic Partnership – a group that will work together to find solutions to preserve Southwest Louisiana’s coastal heritage and to prevent major infrastructure damage caused by water intrusion to coastal roadways

A collaboration between the College of E&ET and the Floweserve Corporation

(Dallas, TX) created the Gulf-Coast Flowserve Satellite Training Center at McNeese State University to provide engineers and technicians from New Orleans to Corpus Christi, TX Flowserve training courses. In addition, the collaboration provides continuing education certificates or professional development hours to trainees who successfully complete Flowserve courses in the Dallas, TX, Desio Italy and Singapore Flowserve Learning Resource Centers. The collaboration is in the process of offering certificates to students successfully completing courses in Mexico/South America and the Middle East. A copy of a typical certificate is included in the supplementary documentation section.

As of the time of this report, the following Flowserve courses are planned to be offered at McNeese State University:

• September 21, 2010 Pump and Mechanical Seal Basics (2 days) • October 12, 2010 Centrifugal Pump Fundamentals (4 days) • November 9, 2010 Pump Operator Training (1 day) • November 30, 2010 Pump System Optimization (1 day) • February 7, 2011 Pump Operator Training (1 day) • March 28, 2011 Pump and Mechanical Seal Basics (2 days) • April 11, 2011 Centrifugal Pump Fundamentals (4 days) • May 9, 2011 Mechanical Seal Fundamentals (4 days) • May 16, 2011 Root Cause Analysis (4 days) • June 6, 2011 Pump Operator Training (1 day) • July 25, 2011 Pump Operator Training (1 day) • September 19, 2011 Pump and Mechanical Seal Principles (4 days) • October 24, 2011 Mechanical Seal Fundamentals (4 days)

• Department of Engineering faculty was instrumental in the design and approval effort to

establish the Institute for Industry – Education Collaboration (IIEC). The IIEC is a means for McNeese State University to accomplish its mission by providing a framework for organizing and expanding its existing industry – university collaborations to “enhance economic development and cultural growth in this region and beyond.” As the liaison between industry and higher education, the IIEC seeks to establish relationships with a strong emphasis on economic development. An one page informational flyer about the institute is included in the supplementary documentation section.

In August of 2010, the IIEC offered a one-day course on valves and heat exchangers to PPG employees with 4 to 25 years experience. The course was offered four different times within a


two-week period to about 60 people. A 10-day Basic Operator Training course is currently being developed for PPG and is scheduled to start on January 3, 2011.

Since July 2010, the IIEC has been teaching a four-course sequence to MeadWestvaco employees in DeRidder, LA that will complete in May of 2011. These courses are funded through an Incumbent Workers Training Program (IWTP) grant written by MSU’s Continuing Education office. A second grant is in the planning stage to be submitted to the LA Department of Labor next year.

As of the time of this report, IIEC is offering or is planning to offer the following one-day courses:

• September 24, 2010 Basic Metallurgy (57 people registered) • October, 2010 Procedure Writing Workshop • November 2010 What Went Wrong? Lessons on Chemical Process Safety

D. Program Size: Does the demand support a full program, or will a minor serve the needs?

• Minors do not exist at the graduate level.

II. Internal Demands on the Program

A. Provide FTE faculty per SCHs taught for the following periods (fall terms only):

• During a typical academic year there are up to eight (8) graduate level courses (at the 600 level) offered for all of the disciplines within engineering. Generally that is one course per discipline per semester. That averages out to one FTE for the graduate program. Each student takes a minimum of two 3-credit graduate courses per semester. The student enrollment was 71 and 80 for 2008-2009 and 2009-2010, respectively.

08-09 09-10 Avg

FTE Faculty assigned to program 1 1 1

FTE Faculty SCHs 426 480 453

Program Major SCHs 426 480 453

B. Service/Offerings: Describe the internal demands on the program. What courses, services, faculty expertise, resources, or other features integral to the program would, if they were no longer available, adversely affect other programs? What “major-support” courses does the program offer (not including General Education courses)?


• The graduate program does not generally provide support courses to other colleges because of the focused nature of out individual graduate programs, but other students are allowed to take classes in the Department of Engineering.

• Local employers would suffer if faculty expertise in each of the engineering disciplines were eliminated. The Department of Engineering faculty provide a technical base for many of the local industry through its contributions to training of their personnel, and technical expertise on their facility operations and/or other issues in Southwest Louisiana.

• Employees of local industry continue their education towards a Master’s Degree by coming to

McNeese State University. Many of them attend late afternoon and evening courses.

• We also offer a co-op/internship program that allows students to find employment with local industry while completing their master’s degree.

III. Program Inputs and Processes

A. FTE Faculty Profile: Please include information on faculty in the program: those included in section I.A. (above), and faculty for AY 10-11.

Name Highest

Degree

T, T-T, NT

Rank FT/PT

Years at McNeese

Dr. Sayed M. Aghili PhD T Prof

FT 22

Dr. Pankaj Chandra Ph.D.

T Prof FT 23

Dr. James Dennison (on leave of absence without pay for 2010-11)

PhD T Prof

FT 12

Dr. Fred Denny PhD T AssocProf

FT 10

Dr. John Griffith PhD T Prof FT 19

Dr. Stanley Klemetson PhD T-T Asst Prof

FT 1

Dr. Jon Li PhD T-T Asst Prof

FT 2

Dr. Julie Mendez PhD T-T Asst Prof

FT 0

Dr. Joseph Richardson PhD T Assoc Prof

FT 24

Dr. Richard Robinson PhD T Assoc Prof

FT 13

Dr. Jonathan Sullivan PhD T Asst Prof

FT 5

Dr. Jay Uppot PhD T Prof

FT 24

Dr. Therrill Valentine PhD T Prof FT 25


Dr. Ning Zhang PhD T-T Asst

Prof FT 2

Linna Zhao * T-T Asst Prof

FT 0

• Ph.D. Degree Pending

B. Faculty Qualifications Summary (for faculty represented in above chart).

• Of the faculty members in the program, what percentage has terminal degrees?

i. 100%. All of the faculty teaching graduate course have Ph.D. degrees.

• Of the faculty members in the program, what percentage is tenured?

i. 67%

C. Faculty Service Assignments: Identify the faculty member by name and each applicable service commitment by name.

Name University Committee Dept Committee or other

Dept-specific work Dr. Sayed M. Aghili Write To Excellence

Graduate Council Faculty Senate Arbitration

Graduate Studies Graduate Advisor Accreditation and Standards APR

Dr. Pankaj Chandra Graduate Council Distinguished Alumni

Graduate Studies Graduate Advisor MEEN Coordinator

Dr. James Dennison (on leave without pay for 2010-11)

Dr. Fred Denny Sherman Research Center Curriculum

Graduate Advising Accreditation and Standards Awards Committee

Dr. John Griffith Athletic Council United Way Intellectual Property

COOP Director Awards

Dr. Stanley Klemetson

Undergraduate Scholar Distinguished Faculty Faculty Senate

Dept Head COOP Director Undergraduate Studies

Dr. John Li Faculty Senate Integrity Freshman Foundation

Undergraduate Studies On-Line Course

Dr. Julie Mendez Sherman Research Awards


Dr. Joseph Richardson

Retroactive Appeals

Graduate Studies

Dr. Richard Robinson

Honor College Adv. Board Curriculum

CHEG Coordinator Accreditation and Standards

Dr. Jonathan Sullivan

Faculty Senate Traffic Control\ Curriculum

Graduate Studies Accreditation and Standards Online Course

Dr. Jay Uppot Quality Improvement

Graduate Studies Graduate Advisor CIEN Coordinator

Dr. Therrill Valentine

Honorary Degree Bookstore Graduate Council Online Course

Undergraduate Studies ELEN Coordinator

Dr. Ning Zhang E-Learning

Accreditation and Standards Online Courses APR

Ms. Linna Zhao

Awards

The Department of Engineering has the following standing committees in place:

o Undergraduate Studies Committee addresses issues related to the undergraduate catalog, sets undergraduate policies regarding graduation requirements, degree plans, curricula, and course scheduling. This committee is responsible for the Bachelor of Science in Engineering Master Plan.

o The Graduate Studies Committee addresses issues related to the graduate catalog, sets graduate

policies regarding graduation requirements, degree plans, curricula, and course scheduling. This committee is responsible for the Master of Engineering master plan.

o The Accreditation and Standards Committee addresses all issues of compliance with ABET,

SACS, Industrial Advisory Board Reviews.

o The Awards Committee administers the Faculty Excellence Award, student awards for E-Week, Endowed Scholars, Endowed Professorships, and all requests for awards that may come up.

Name Academic Advisor

Advisor to Student Organization

Non-paid Univ-based External Service

Other Univ-specific service (identify service

Dr. Sayed M. Aghili

ELEN Graduate

Microsoft/Cisco Professional Certification

Program

Fundamental of Engineering Exam

Lectures

Dr. Pankaj Chandra MEEN Fundamental of


Engineering Exam Lectures

Dr. James Dennison (on leave)


Lectures

Dr. Fred Denny ELEN


Lectures

Dr. John Griffith CHEG

Lake Area Industries / McNeese Engineering

Partnership

Dr. Nikos Kiritsis National Society of Black

Engineers


CIEN


Partnership, 2010 ASEE Gulf-SW

Conference Organizing Committee

Dr. Jon Li MEEN




Dr. Julie Mendez

American Institute for Chemical Engineers


Partnership


CIEN


Partnership


CHEG


Partnership


CHEG


Partnership

Dr. Jay Uppot CIEN

American Society for Civil

Engineers


Partnership, Fundamental of

Engineering Exam Lectures

Dr. Therrill ELEN Fundamental of Louisiana


Valentine Engineering Exam Lectures

Virtual School Dual Enrollment

Dr. Ning Zhang MEEN

American Society for Mechanical Engineers




Ms. Linna Zhao

Society of Women

Engineers


Partnership

D. Curriculum Design

• What discipline-based theories or principles underlie the program’s current curricular design?

i. Each graduate student entering the program selects one of the five primary fields of specialization (concentrations): Chemical Engineering, Civil Engineering, Electrical Engineering, Mechanical Engineering, or Engineering Management.

ii. Within each of those concentrations there are sub-areas that the students may wish to focus on in their studies or they may pursue greater educational depth across the concentration area.

iii. The program offers advanced knowledge in the subjects taught.

iv. Periodically we track the programs in other major universities to make sure we are consistent with their programs.

• How does the curricular design operate to ensure students graduating from the program demonstrate competency appropriate to the discipline for the level at which they earn a degree?

i. Prospective graduate students are given an entrance exam to determine if they are qualified to be in the program. In addition their educational background is evaluated to determine if they have the necessary engineering credentials from institutions of known educational quality.

ii. The educational standards are based upon the requirements of the National Council of Examiners for Engineering and Surveying. Each engineering student with an undergraduate engineering degree from McNeese States University is required to take the Fundamentals of Engineering Exam prior to graduation. Graduate students from other universities are expected to have the same knowledge when entering the graduate program.


iii. At the end of their educational program the students are required to take a comprehensive exam in their field of study to assure that the expectations of their degree plan have been met.

iv. Some of the graduate students go to work for local industry, governmental agencies or private firms. Feedback about their performance is requested from selected employers. In addition, the Department of Engineering utilizes an industrial advisory review team to evaluate each of our disciplines on a four year rotation.

• Is the program curriculum designed for flexibility, giving students an array of options or potential paths of focus? OR Is the program curriculum deliberately sequenced so that students must progress along a designated path to achieve completion?

i. In each major there are courses and electives that allow the students some degree of specialization. Students work with their advisor to select the best courses for their area of interest. Students also have the opportunity to complete a thesis or a project that allows them to gain additional experience in their areas of interest.

ii. Some students also take advantage of the co-op/internship program to gain work experience with local industry.

iii. Some students complete the thesis option which allows them a detailed inquiry into a topic of their choice or one that is tied to a funded research project.

• How often is the program changed? What evidence are these changes based on?

i. On-going input from industry about their needs give rise to changes in the program and courses. Also the need for new courses arises as knowledge advances.

ii. When university requirements change it is necessary to evaluate the program to

determine how the degree plans can satisfy these requirements.

• How is the program able to adapt to external curricular demands? (e.g. caps on total hours, general education requirements, and so on).

i. Graduate programs typically do not have external curricular demands. A typical graduate program requires 30 credit hours plus 6 hours of thesis. There are no general education requirements. However students may elect to take a few graduate courses outside their concentration if approved by their advisor.

• How is the program curriculum designed to accommodate transfer students?


i. A maximum of three graduate courses can be transferred. The transferred courses must be similar in content to courses offered in our program. Only courses with grades B or above can be transferred.

• Are there courses, concentrations, paths or other facets of the curriculum that can be reduced—either because of lack of demand, lack of resources (faculty), or combined with courses in other programs to create more efficient (in-demand) concentrations?

i. The graduate program exists because of the demand of industry and the students. Generally the demand for specialty courses is greater than what our faculty can handle. However, we designed our existing courses in ways that meet the needs of industry and students.

ii. Engineering courses cannot be substituted with courses in other colleges or programs.

The College of Business provides 18 hours of coursework towards the engineering management concentration.

iii. Engineering would benefit from additional faculty and laboratories, but industry has provided some of our specialized equipment so that we can teach the courses they want taught. Additionally the faculty are pursing equipment and research grants that will support research assistantship at both the graduate and undergraduate levels. Graduate level research also provides opportunities for undergraduate research, course, facilities and student financial support. Laboratory facilities are generally very specific to the materials be taught. However the utilization of laboratories in parts of the campus could be beneficial to enhancing our research and teaching opportunities.

iv. When possible the graduate program tries to utilize or share facilities with other programs, but the specialized nature of graduate study or the lack of other facilities does not generally make that possible.

E. Learning Outcomes Assessment Plan

• Describe the program’s assessment system via the following chart. Provide any additional comments or explanations after the chart. +

Learning Outcomes Courses/Places Where Assessed

Assessment Method(s)

Graduates apply critical thinking in academic and professional environment

Core courses in each concentration

Exams and homework

Graduates formulate and express ideas effectively through oral, written and /or technologies communications in academic and professional environments.

Term paper, final comprehensive exam or thesis defense.

Term papers and oral presentations and thesis defense

Graduates analyze the global community to make sound

Term paper, seminar by

Term paper, discussion in seminars and tests on


judgments in academic and professional environment.

external invited speakers

seminar topics

1. Instructional Methods Used in Program:

• Traditional Format: This section attempts to obtain a profile of how technology is used in traditional, face-to-face courses in the program, and ultimately across campus. Identify the following:

i. Percentage of courses taught through traditional lecture, where technology use is relatively minimal (e.g. blackboard is used to post syllabus, maybe handouts):

1. 75%

ii. Percentage of courses where half or more of instruction is technology-delivered (e.g. blackboard is used for disseminating instructional materials and testing/receiving student work):

1. 25%

iii. Percentage of courses where technology/media forms some or part of the subject of the course instruction (e.g. a film studies course)

1. 0%

• E-Learning Education: This section directly relates to elements and measurements on the Louisiana GRAD act.

i. Please identify e-learning program courses offered in 09-10. Include the course, the number of e-learning sections, # enrolled (total for all sections), and SCHs. Indicate with an “x” whether the course was 50-99% e-learning or 100% e-learning.

1. Currently there are no e-learning courses being offered at the graduate level. E-learning features exist in some courses and are accessed by students as needed.

2. Several undergraduate courses are being developed for online courses and some faculty members have received training. This may lead to online course at the graduate level.

Note: if different sections of the same course can be answered differently in the % e-learning boxes, Then list them separately

Place an “x” in the appropriate box.

Program Major Courses

# of sections

# enrolled

SCHs

50-99% e-learning

100% e-learning

None


Place an “x” in the appropriate box.

Program Service Courses

# of sections

# enrolled

SCHs

50-99% e-learning

100% e-learning

Our graduate program does not offer any

service courses

ii. Can this program be offered 100% online? Explain why or why not and how long it would take before it could be offered 100% online. Discuss what resources or support might be necessary to support such a move.

• Except the thesis work, the program could be offered 100% on line provided we have the resources.

• In fact, we believe that an on-line component of a classroom based graduate program will allow us to attract additional graduate students who work fulltime during the day.

• To offer our program on-line we would need: 1) convert all courses to an on-ne delivery format, 2) have our faculty attend the on-line training course, and 3) equip a classroom(s) with on-line delivery equipment.

2. Academic Program Analysis: Please attach the document provided by Institutional Research.

McNeese State University Academic Program Analysis Program Title: MENG -‐ Engineering Program Level: Date Initiated:

2005-‐2006

2006-‐2007

2007-‐2008

2008-‐2009

2009-‐2010 Average

Enrollment 84 78 100 71 80 83 5 Parish Area 8 7 7 7 7 7 25 and older 27 24 31 23 23 26 First-‐Time Graduate 25 29 24 20 22 24 FT-‐ FTG 25 28 22 17 19 22 PT-‐ FTG 0 1 2 3 3 2 Transfer Enrollment 10 1 2 3 4 4 Rank Graduate Master Candidate 84 78 100 71 80 83 Concentration Chemical Engineering 1 9 8 7 8 7 Civil Engineering 1 10 8 5 5 6 Electrical Engineering 1 40 41 32 50 33


Engineering Management 0 5 9 8 2 5 Mechanical Engineering 0 13 17 13 11 11 Total completers 45 44 66 35 36 45 Concentration Chemical Engineering 3 2 6 3 4 4 Civil Engineering 3 6 4 2 2 3 Electrical Engineering 29 22 45 14 21 26 Engineering Management 4 6 4 6 3 5 Mechanical Engineering 6 8 7 10 6 7 Retention Rate of FT-‐FTF APR Average ACT of enrollees 17.25 18.20 23.50 22.00 20.24 Average ACT of FTF Average ACT of completers 16.00 23.50 19.75 Average High School GPA of Enrollees 3.83 3.83 3.61 3.75 3.76 Average High School GPA of FTF Average High School GPA of Completers 4.00 3.76 3.88 Average GPA of Completers 3.57 3.55 3.46 3.59 3.56 3.55 Average MSU Term GPA of Enrollees 3.52 3.37 3.57 3.41 3.47 Number of Faculty teaching major courses at upper level at lower level at graduate level FTE faculty assigned to program FTE Faculty SCHs Average Student Credit Hour production per FTE faculty assigned to program Program major SCHs 1,493 1,348 1,421 Program Cost per Major (ULS Cost Analysis Study) 5,165.93

3. Recruitment Strategies: In what ways does the program actively recruit new students? Does the program have a system for responding to student inquiries, for advertising classes, or otherwise increasing program exposure? Provide any data that shows the results of recruitment initiatives. If no program or plan exists, describe one that can be reasonably created.

• Currently there are no organized recruitment plans. Even without any recruiting efforts we get good number of international students. At the time when we started the engineering management concentration, we printed flyers and organized an outreach campaign to promote the ne concentration.

• It is common practice to recruit graduate students from our graduating seniors. Some students stay on and pursue a masters degree if financial support is available. Most of our students do not want to stay on due to the level of financial support offered by McNeese. When we had


opportunities to offer stipends to the level of $1,000 per month funded by Board of Regents grants, recruiting domestic graduate students was much easier.

• Some of our recruiting takes place with employees (engineers) from local industry trying to attract them to our program on a part-time basis.

4. Advising: Include a student to advisor ratio. Describe the advising process for the program. For example, how are advising assignments made? What activities constitute an advisor’s responsibility, and are these activities coordinated among advisors across the program? Include any feedback from students on the effectiveness of the advising experience. Is effective advising rewarded? If no advising or evaluation system is in place, describe one that will be developed and implemented.

• Each graduate student is assigned to a major professor who advises him or her on the courses needed to achieve the graduate degree plan.

• The number of graduate students advised may be 1 for some faculty because not all faculty teach graduate courses or do research, to 30 as it is true but in the case of Electrical Engineering where Dr. Aghili advises all 30 graduate students to assure consistency in the graduate program.

• Depending on the graduate students enrolled per concentration at any given time, the ratio

between advisors and advisees varies.

• Exit interviews and comprehensive exams are utilized to evaluate advising effectiveness, but no formal assessment is recommended because successful completion of their graduate program supports the quality of the advising process.

5. Retention Initiatives: Describe activities to encourage student retention in the program. If no current activities exist, describe efforts that the program can make to increase retention of students. Provide, if available, any data that shows student retention.

• This not generally an issue in a graduate program because students who enter the program are highly motivated and eager to achieve their educational goals.

• Generally, all students who enter the program are able to graduate, so no specific data on retention has been collected.

6. Transfer Student Support: Describe the extent to which any special support or effort is made to help transfer students transition to your program. Describe any successes or challenges with respect to transfer student populations.

• The major professor and the Dean decide and approve all courses to be transferred. A maximum of three courses could be transferred and count towards the degree.

• Generally students entering the program have adequate background before they are accepted into the program. Therefore the primary consideration is the number of courses that can be transferred into the program.


• Finding courses in our curricula equivalent to the courses students may have taken elsewhere is sometime challenging, but it does not generally present a problem because most of the engineering courses can be transferred as a “Special Topics” course.

Resource Assessment: Are there resources within the program that might be shifted to better achieve the program’s mission? Are there inter-program/departmental collaborations that might be possible? Are there processes, practices, or policies that the program can employ, modify, or delete that would help it to better teach its students?

• The graduate program works well as is. However, shifting resources towards recruiting quality students and on-line course preparation would be a positive outcome.

• More effective collaborations with the College of Business, the environmental science, mathematics

and general science faculty could benefit students and expand the current course offerings.

V. Quality of Program Outcomes

A. Student Learning Outcomes—results, 3-years. IE will provide data/results for this section.

The following data/results were provided by IE.

Program M Engineering

Year SLO TM MM CA NM % Plan Score

2008 SLO 1 3 1 3 0 33.3% 2008 SLO 2 3 0 2 0 0.0% 2008 SLO 3 3 0 3 0 0.0% 2008 Total 9 1 8 0 11.1% 2 2009 SLO 1 na na na na #VALUE! 2009 SLO 2 na na na na #VALUE! 2009 SLO 3 na na na na #VALUE! 2009 Total 0 0 0 0 #DIV/0! 0 2010 SLO 1 na na na na #VALUE! 2010 SLO 2 na na na na #VALUE! 2010 SLO 3 na na na na #VALUE! 2010 Total 0 0 0 0 #DIV/0! 0

Explanation of Data & Assumptions This chart indicates the levels of benchmark attainment for each University Student Learning Outcome for a three-year period, along with a score for the quality of the assessment plan as described on the annual Master Plan/Progress Report for the program. Column indicators for data correspond thusly:

• TM = total measures (number of assessments used to determine achievement of objective; • MM = measures met; number total measures where benchmark was met or exceeded; • CA = Actions/decisions or other revisions based on data; • NM = New measure/new assessment created.


The plan score rubric is as follows:

• 0 = No activities or reports • 1 = Assessment activities need improvement--measures may not include benchmarks; markers may not

clearly address objective; may not include data where data should be present; provides little to no discussion of results;

• 2 = Assessment activities developing--changes may be needed to clarify measures, benchmarks; there may be problems with data on only a few markers; discussion may need more development; overall, plan shows effort but needs revision to make assessment system effective; score may also be assigned to new plans or plans with substantial changes from the previous year;

• 3 = Assessment activities on target--benchmarked measures clearly support objective and include communicative data with clearly applicable actions/decisions related to outcomes; minimal changes may be needed to make plan and process clear and communicative to a broad campus audience.

Assumptions / Methodology In 2008, the total measures column included new initiatives and any measures for which there was not data available or there were no students at that level of assessment or in the program. This method was changed for 2009 and 2010. Now, new measures, no data instances, and lack of completers for an assessment measure mean that that measure is not included in the total measures for that Learning Outcome. These exceptions are noted on the institutional report.

B. Completer Data & Tracking (provide at least a three-year period of information, if possible; in any case identify the period of time considered for response).

• No data available for the graduate program, but local students are either working locally or will find employment locally. International students generally leave the area and we do not have any data about their employment.

% passing licensure, certification, or other such instrument, if applicable

Program

Exam Name

% passing

first time

Job Placement—

In Field (% of Completers) w/in 1 year

Job Placement—

Unrelated Field (% of Completers) w/in 1 year

Job Placement—In Louisiana

(% of Completers) w/in 1 year

Further Education %

of Completers)

Total for degree

Concentration 1

Concentration 2

C. Employer Satisfaction: What evidence is there of employer satisfaction with program graduates? • No data available for the graduate program.


D. Student Satisfaction: What evidence is there of student satisfaction with the program? • No data available for the graduate program. However, judging from the fact that we had a number

of graduate students attract their friends and relatives to McNeese State University we can conclude that the student satisfaction level must be high.

E. Faculty Performance and Contributions Same as for the undergraduate program

• Provide average SEI scores for 5-year period. Only include faculty assigned to program on the list provided by IR.

SEI Averages

2005 2006 2007 2008 2009 AVG

88.42 88.65 87.64 89.35 87.15 88.29

• Provide a detailed list (up to 10) of faculty-student research projects.

Faculty Thesis Description

Dr. Seyed M. Aghili

Yes Developing a dynamic source routing algorithm using fuzzy logic concepts.

Dr. Stanley Klemetson Dr. Ning Zhang Dr. John Li Dr. Jay Uppot

No Evaluation of erosion impacts for Highway 82

Dr. Jay Uppot Yes Yes Yes Yes Yes Yes

Study of new type of fly ash locally produced in construction Study of calcium of chloride in soil cement base construction Study of fiber reinforced soil Study of potassium chloride as an additive to soil cement Study of calcium chloride in organic soil cement base construction Study of calcium chloride in organic soil cement base construction

Dr. Ning Zhang Yes

No No

Hydrodynamic and sediment/oil-spill transport simulation of Calcasieu Ship Channel and surrounding water systems CFD-based turbine optimization Numerical and experimental studies of flow over a flapping airfoil

• Provide examples of recognition faculty bring to the program in the area of non-paid public

service (up to five examples).


Faculty Years Description

Dr. Fred Denny 2009-2010 National ABET Review Team

Dr. Ning Zhang 2009-present

ASEM Computational Fluid Dynamics Technical Committee

Dr. Ning Zhang 2010 Board of Regent Gulf Oil Spill Conference Panelist

Dr. Ning Zhang 2010 Coastal Sustainability Consortium Technical Committee

F. Faculty Research (cover a five-year period, if possible. In any case, indicate the period of time this data

will cover)

• Portfolio of Intellectual Contributions: Last five years

Faculty (list alphabetically) Only include faculty currently employed at McNeese.

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Dr. Sayed M. Aghili

11+9

Dr. Pankaj Chandra

6

Dr. Fred Denny

Dr. John Griffith 2 1 2 3 1 2


1

Dr. John Li 6 1 7 7 1 26 3 14 9

Dr. Julie Mendez 2 10 103 12



2


3 2

Dr. Jay Uppot 1 1 1 1 12


Dr. Ning Zhang 8 12 5 1 10 1 4

Ms. Linna Zhao 5


1 Microsoft Professional Certification Program 2Associate Editor, International Journal of Acoustics and Vibration 3 Non-peer reviewed presentations

VI. Revenue and Resources Generated by the Program Briefly identify any revenue or resources generated by the program.

• Fees charged, other than tuition (include amount of fee and total revenue by semester or academic year). o A $20 student laboratory fee is collected from each engineering student during advising for Fall and

Spring semesters. In order to register for classes, a student must receive his/her Alternate PIN number. This Alternate PIN is provided by the faculty advisor after the student has been advised and presents evidence that he paid the laboratory fee. Students pay the laboratory fee at the bookstore. The funds are deposited to an account under the discretion of the Engineering Department Head. Typical items purchased under this fund include laboratory supplies (consumables such as printer/copy paper toner, specimens, etc.), electrical and electronic components (resistors, capacitors, ICs, etc.), inexpensive sensors and equipment, support circuits, etc.

o The following table shows the laboratory fees collected by month during the last three years. These

fees are combined for undergraduate and graduate students. We have no way of separating the two sources of laboratory fee funding.

Year Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Total

09-10 360 1368 18 3456 1782 36 738 0 1746 3348 270 108 13230

08-09 252 900 0 4860 288 54 612 873 3510 1260 288 198 13095

07-08 90 1188 72 630 2634 36 756 18 180 3908 234 144 9890

06-07 3420 630 0 1278 0 306 2574 252 18 8478

o Financial Support through the Technology Advancement Student Committee (TASC). TASC was formed about 13 years ago in order to administer a $30 per semester, student self-assessed technology fee that is collected by the university at the time the tuition and fees are paid. During the last few years, TASC decided to allocate $50,000 towards technology needs per college on an annual basis. Requests submitted to the Dean of the College of Engineering and Engineering Technology by faculty members are prioritized and funded up to $50,000. The following table lists recent equipment/software purchases by the department of engineering.

Equipment/Software Year Amount

Gyroscope and Centrifugal Force Demonstrator, Single Phase Transformer Trainer, Matlab Software, MSDN Microsoft Academic License, and equipment for a distance learning classroom.

2009-10 $46,795


Robotics components, Fluid Mechanics software, asphalt testing lab apparatus, Pro II simulation software, Allen Bradley PLC software

2008-09 $21,942

Quanser QNET - 011 NI ELVIS Rotary Inverted Pendulum, Quanser QNET - 012 NI ELVIS HVAC Trainers, Agilent 33220A - 20 MHz Function Generators, P3 Strain Indicator and Recorder, NI ELVIS/PCI-6251, NI ELVIS/USB-6251, Power supplies for NI ELVIS, Manufacturing Engineering DVDs, Labview software

2007-08 $44,013

Laser printer, Electronic Message Center, Quanser QNET - 010 NI ELVIS DC Motor Control, Quanser QNET - 011 NI ELVIS Rotary Inverted Pendulum, Quanser QNET - 012 NI ELVIS HVAC Trainer, ELMO HV-5100 XG document camera, Labview software, Matlab software

2006-07 $36,147

Automation for SR-30 Jet Engine 2005-06 $6,361

TOTAL $155,258 In addition to the above funds, TASC provided the following funding towards the establishment of a small scale outdoor Model Chemical Plant.

Equipment Year Amount Glycol-Water Fractionation Unit 2009-10 $150,000 Hands On Trainer 2008-09 $90,000 Hands On Trainer 2007-08 $131,000

TOTAL $371,000

• Financial Support through McNeese State University / State of Louisiana

o In addition to the financial support provided for faculty/staff salaries, operating expenses, supplies, maintenance, and travel (see above), the university funds scientific equipment for the department laboratories. Information on such equipment follows.

Equipment/Software Year Amount H-6150-CDLC-X Liquid-Liquid Extraction Demonstrator with Data Acquisition and control access points to be used with the Honeywell System

2007-08 $80,000

H-ICS-PhX-X pH Control Trainer with micro controller 2007-08 $38,700 H-6252 Modular Chemical Reactor System 2007-08 $63,081 H-6290-CDLC-X Gas/Liquid Absorption Column with Computer Data Logging and Control via the Honeywell System

2007-08 $56,000

H-6878-CDLC-X Six Pass Heat Exchanger with Computer Data Logging and Control via the Honeywell system

2007-08 $43,762

H-IRT-1-CDLC-X Industrial Refrigeration Trainer with 2007-08 $59,183


Computer Data Logging and Control via the Honeywell System

TOTAL $260,806

• Grants received by Department of Engineering faculty during the last five-year period.

Principal Investigator

Engineering Co-Investigators

Amount Award Period

Stanley Klemetson Ning Zhang, John Li, Jay Uppot $29,912 07/10-06/11

Joseph Richardson $48,000 06/10-10/11

Stanley Klemetson $1,744 04/10-04/11

Nikos Kiritsis John Griffith, Zhuang Li, Therrill Valentine

$248,211 04/10-03/11

Nikos Kiritsis Zhuang Li, Ning Zhang $154,542 03/10-09/10

Ning Zhang $7,444 01/10-07/10

Jay Uppot $5,000 10/09-07/10

Nikos Kiritsis Qiu Liu $ 90,443 06/09-06/11

Zhuang Li $99,800 06/09-06/11

Ning Zhang Zhuang Li $19,500 04/09-03/10

Ning Zhang $2,200 03/09-03/11

Janet Woolman Ning Zhang, Stanley Klemetson $334,540 10/08-09/10

Nikos Kiritsis $3,500 03/08-03/09

Nikos Kiritsis Jonathan Sullivan $2,700 09/07-07/11

Harold Stevenson Nikos Kiritsis $163,010 06/07-06/11

Jonathan Sullivan John Griffith, Therrill Valentine $150,000 06/07-06/09

Harold Stevenson Nikos Kiritsis $496,800 09/06-08/31

Jim Dennison Nikos Kiritsis $84,634 07/06-06/07

Nikos Kiritsis $10,000 08/06-01/07

Nikos Kiritsis $43,950 06/06-06/08

Nikos Kiritsis $1,129,996 09/05-08/11

Nikos Kiritsis $160,403 08/04-07/09

Ning Zhang $20,585 08/10-07/11



Lei Jin Ning Zhang, Zhuang Li $9,700 01/09-01/10


Ning Zhang $4,400 01/09-01/11

TOTAL $4,056,014

o The following grants have generated a total indirect cost for McNeese State University of $323,453 during the last five years.

Principal

Investigator Engineering

Co-Investigators Amount Indirect

Cost Joseph Richardson $48,000 $8,976

Nikos Kiritsis $248,211 $34,073


Janet Woolman Ning Zhang, Stanley Klemetson

$334,540 $48,094

Nikos Kiritsis $1,129,996 $124,016


Ning Zhang $20,585 $1,525


$235,000 $34,714


$500,000 $47,932

TOTAL $2,831,277 $323,453

• Equipment Grants (identify any equipment received and estimated value and/or funds received specifically for purchase of equipment—include amount and date)

Principal

Investigator Engineering

Co-Investigators Amount Description

Jonathan Sullivan John Griffith, Therrill Valentine

$150,000 Bayport Process Trainer

Nikos Kiritsis Jonathan Sullivan $323,000 Equipment for the Department of Engineering

Zhuang Li $99,800

Nikos Kiritsis $43,950 Open Water Channel

Nikos Kiritsis Qiu Liu $ 90,443 Motors Laboratory

Jim Dennison Nikos Kiritsis $84,634 Circuits Laboratory

TOTAL $791,827

• Identify any potential revenues: fundraising, gifts, grants, other not yet acquired.


o Currently working towards acquiring equipment donations from Citgo Petroleum Corporation and

Cheniere LNG.

o A $5,000 donation from Alcoa Carbon Products in Lake Charles is expected.

o A $10,000 donation from the PPG Foundation is expected.

• H.C. Drew Endowment for Economic Development program.

o Engineering faculty are also active in submitting proposals seeking internal university grants. Through the H.C. Drew Endowment for Economic Development, McNeese State University enhances opportunities to partner in economic development in Southwest Louisiana and prepares students with the modern skills needed to enter into and succeed in the workforce.

Proceeds from the H.C. Drew Endowment for Economic Development fund two programs through competitive proposals: the H. C. Drew Center for Associate Studies which provides access to higher education for students seeking the associate degree, and the H. C. Drew Institute which augments the university’s contributions to economic development by providing resources to enhance classroom instruction and educational services for students pursuing baccalaureate and/or master’s degrees. The Department of Engineering is eligible to participate in both programs. Competitive proposals written by Department of Engineering faculty funded the following equipment/software purchases.

Equipment/Software Year Amount

Contribution towards the outside, small-scale Chemical Plant 2008-09 $54,000 Hydraulic modeling software, GPS enabled surveying equipment, equipment and software for web based courses 2007-08 $35,500

Chemical structure models 2006-07 $6,111 TOTAL $95,611

• Financial Support as a Result of Private Industry Contributions.

o Private industry contributions come in the form of cash or equipment/software donations. We are fortunate to be located in a heavily industrialized area specializing primarily in oil and gas based products/materials that has had a number of profitable years lately. The following table lists industry equipment/software donations to the Department of Engineering.

Equipment/Software Year Amount*

Control Room Furniture by Trunkline LNG 2007-08 $35,000 LNG Plant Simulator by Trunkline LNG 2007-08 $75,000 Steam Power Plant Refurbishing by Entergy 2007-08 $72,000** TDC 3000 by Basell Inc. 2006-07 $711,000 Backup and new boards for the TDC 3000 by Citgo Petroleum Corporation 2006-07 $35,000

TOTAL $928,000


* approximate value at the time of donation

**The steam power plant was an interesting and rewarding collaboration between McNeese and the local power company, Entergy, and received significant local press coverage. Quoting from the college newsletter, The E & T Modem, “Entergy personnel recently refurbished, delivered and installed a steam turbine engine that has been used for training in the MSU Department of Engineering. The miniature power plant uses steam to run an electric generator to produce electricity similar to the equipment used at the Nelson Station Entergy Plant on Houston River Road. The use of the engine will be incorporated into the academic programs and used for hands-on training for future plant operators and mechanical and chemical engineers. The plant will also provide steam for labs within the Engineering Technology Lab building. More than 600 man-hours went into the refurbishing of the existing 1967 Westinghouse steam turbine engine. Entergy upgraded this miniature unit to be more like the actual equipment operated at the Nelson plant. The company’s research found that only nine of these specifically designed turbine engine and generator combination units were built for technology programs at colleges and universities.”

• Financial Support to Recover from Hurricane Rita.

o In response to Hurricanes Katrina and Rita, the U.S. Department of Education and the Louisiana Board of Regents entered into an agreement for the administration of emergency funds as authorized by P.L 109-148. In accordance with this agreement, the Board of Regents contracted with McNeese State University to receive up to $2,600,000 in emergency grant funding. A portion of these funds were budgeted to purchase needed equipment and instruments. The following equipment/software was funded by this program.

Equipment Amount

Communications Lab $22,675 Axial Fan Compressor $29,223 Computers, Laptops, Tablet PCs, Server, Printers $111,818 Ice Machine $2,500 Fluid Circuit Demonstrator $28,300 Simulation Lab $46,300

TOTAL $240,816

VII. Cost/Expenses Associated with the Program A separate cost study based on formulae set forth by the University of Louisiana System will be supplied for each program.

• From the Academic Program Analysis report shown below the cost is $5,165.93 per student.

McNeese State University Academic Program Analysis Program Title: MENG -‐ Engineering Program Level: Date Initiated:


2005-‐2006

2006-‐2007

2007-‐2008

2008-‐2009

2009-‐2010 Average

Enrollment 84 78 100 71 80 83 5 Parish Area 8 7 7 7 7 7 25 and older 27 24 31 23 23 26 First-‐Time Graduate 25 29 24 20 22 24 FT-‐ FTG 25 28 22 17 19 22 PT-‐ FTG 0 1 2 3 3 2 Transfer Enrollment 10 1 2 3 4 4 Rank Graduate Master Candidate 84 78 100 71 80 83 Concentration Chemical Engineering 1 9 8 7 8 7 Civil Engineering 1 10 8 5 5 6 Electrical Engineering 1 40 41 32 50 33 Engineering Management 0 5 9 8 2 5 Mechanical Engineering 0 13 17 13 11 11 Total completers 45 44 66 35 36 45 Concentration Chemical Engineering 3 2 6 3 4 4 Civil Engineering 3 6 4 2 2 3 Electrical Engineering 29 22 45 14 21 26 Engineering Management 4 6 4 6 3 5 Mechanical Engineering 6 8 7 10 6 7 Retention Rate of FT-‐FTF APR Average ACT of enrollees 17.25 18.20 23.50 22.00 20.24 Average ACT of FTF Average ACT of completers 16.00 23.50 19.75 Average High School GPA of Enrollees 3.83 3.83 3.61 3.75 3.76 Average High School GPA of FTF Average High School GPA of Completers 4.00 3.76 3.88 Average GPA of Completers 3.57 3.55 3.46 3.59 3.56 3.55 Average MSU Term GPA of Enrollees 3.52 3.37 3.57 3.41 3.47 Number of Faculty teaching major courses at upper level at lower level at graduate level FTE faculty assigned to program FTE Faculty SCHs Average Student Credit Hour production per FTE faculty assigned to program Program major SCHs 1,493 1,348 1,421 Program Cost per Major (ULS Cost Analysis Study) 5,165.93


VIII. Program Branding Reflect on your program as a whole: its course offerings, availability, modes of delivery, faculty strengths, opportunities for unique student experience (travel, research, internship, and campus social interaction), clarity of the nature of the program and its potential for impact on students’ lives as you respond to the following:

1. If you were a student entering McNeese what features would keep you in the program?

o The Engineering Graduate Program has been doing very well given the limited resources it has compared with other engineering graduate programs in the state. It appears that the “one program – five concentration” mode has been working well and services our student needs.

o From the point of few of an entering graduate student, we would keep the following features of

our program:

Continue hiring faculty with industrial experience. Most of our current faculty has extensive industrial experience that they share with their students in and out of the classroom.

Continue to provide a variety of course offerings at convenient times. Course offerings

and times are adjusted to meet the students changing needs. Continue offering graduate courses in the evening.

Continue to use various modes of course delivery. Engineering faculty teach courses

using a variety of delivery modes that are generally suited to the class and materials being taught.

Maintain small class sizes. Our class sizes are small and this allows the student more

contact with the professor and more freedom to ask questions in class. There is a feeling of personal involvement of the faculty with students’ educational goals.

Maintain updated laboratory facilities. Most of our laboratories are adequately equipped

with modern equipment. The department has invested more than $2.5M during the last five years in facility upgrades through industry donations, grant funding, TASC funding as well as general McNeese equipment acquisitions.

Maintain collaboration with industry. The Engineering Department provides an industry

focused education as well as many opportunities for students to network with industry personnel such as: guest speakers, industry tours, senior design project sponsorship, etc.

Maintain the interdisciplinary nature of our program. Our “one program – five

concentration” mode gives the students the opportunity to experience the interdisciplinary nature of engineering in the real world.

2. How, when, and how often are the best features of your program communicated to students, and how would you improve upon that communication?

o We utilize an electronic messaging system with wall mounted TV monitors to announce co-op opportunities and other activities in the department.


o We encourage students to be involved in their student professional organizations and the Louisiana Engineering Society so that they can interface with other students, their professors, and professionals in their area of study.

o We try to involve students in research, whether they are pursuing a thesis or not.

o We can improve upon our communication by: publicizing the activities of students and faculty

more to better recognize everybody’s effort, increase the student involvement with our student professional organizations, promote faculty-student mentoring activities, and organize events that faculty and students interact with each other outside the traditional classroom environment.

IX. Opportunity Analysis As a whole, McNeese is committed to recruiting a qualified, diverse population of students, ensuring their academic progress, and finally producing highly capable, professionally-adaptive graduates. Given the current status of your program as you have outlined it in the above sections, if funds or resources were available to you, how would you appropriate them to better ensure your program facilitates any or all aspects of recruiting, retention/progression, or graduation. If additional funds were available, we would:

o Offer release time to professor(s) to pursue research interests. Graduate research supports undergraduate research and educational programs. It brings in indirect cost, new equipment and laboratory space funded by a variety of sources beyond the State of Louisiana. Even small programs can have areas of specialized education and research that will increase the graduate student population and yield publishable data and university recognition.

o Offer release time to professor(s) involved with grant writing. Creative effort takes more time than

allowed by current teaching loads. University funded release time for proposal preparation and program development would provide additional opportunities for faculty and students.

o Allocate more funds to cover graduate student support at rates competitive with other universities. Having graduate students and a graduate program is an attraction point for new faculty recruits in addition to the everyday benefits they provide.

o Promote publishing of research results and delivering presentations at national conferences while

promoting our graduate program and recruiting more students.

o Seek the conversion of our graduate courses from classroom based to on-line.


Signatures of Participating Faculty

Name Date

Dr. Sayed M. Aghili

Dr. Pankaj Chandra

Dr. Jim Dennison

Dr. Fred Denny

Dr. John Griffith

Dr. Nikos Kiritsis


Dr. John Li

Dr. Julie Mendez




Dr. Jay Uppot


Dr. Ning Zhang

Ms. Linna Zhao

Documents

McNeese&State&University& InstitutionalReview ... Engineering.pdfAs of the time of this report, the following Flowserve courses are planned to be offered at McNeese State University: