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ELECTRICAL ENGINEERING GOALS AND OBJECTIVES AND ASSESSMENT PLAN Mission Statement: The mission of the Electrical Engineering Department is to provide a quality electrical engineering education with extensive hands-on and laboratory experience that will enable our graduates to practice their profession with proficiency and integrity. The educational goals are to graduate engineers who: 1. have the laboratory skills and the ability to use modern analysis and design techniques and state-of-the-art
equipment to solve practical engineering problems.
The expected student learning outcomes of this goal are to graduate engineers who have:a) the ability to apply science, engineering science, and mathematics to solve engineering problems. b) the ability to put their engineering and design skills into practice. c) the ability to use industrial-quality laboratory equipment and engineering software for analysis,
testing, design, and communication. d) the ability to design systems, components, and processes that satisfy predetermined constraints. e) the ability to put engineering problems, put them in solvable form, and develop and evaluate
alternative solutions. 2. have the professional skills to function effectively in the work environment as well as in the community.
The expected student learning outcomes of this goal are to graduate engineers who have:f) the ability to communicate their ideas and designs clearly orally, in written form, and graphically. g) the ability to work as members of a team. h) had the opportunity to develop leadership skills.
3. have a solid understanding of professional and ethical responsibility.
The expected student learning outcomes of this goal is to graduate engineers who:i) understand ethical principles and their role in the engineering profession.
4. have a broad education in order to understand contemporary issues and the impacts of technology on society
and the environment.
The expected student learning outcomes of this goal are to graduate engineers who:j) have sufficient knowledge of the humanities and social sciences to understand contemporary issues
concerning the interaction between technology and society. k) understand that the products they develop and the methods used to manufacture them can affect the
environment. 5. have the ability to engage in life-long learning and recognize its importance.
The expected student learning outcomes of this goal are to graduate engineers who: l) realize that the practice of electrical engineering is constantly evolving and that engineers must have
the ability to acquire new knowledge and skills on their own. m) have the ability to earn graduate degrees or pursue other continuing education opportunities.
B3. PROGRAM OUTCOMES AND ASSESSMENT
This section provides summary plus detailed description of the program outcomes,
assessment process, a discussion of documented results, and the procedure by which the results are applied to the further improvement of the educational objectives and program outcomes. The complete assessment plan and process can be found in the “Materials available for review”.
B3.1 Program Outcomes The five broad EE Program Educational Goals (Objectives) are listed in section B2 of this
report. These golas and the program outcomes correspond to each goal are listed below. The Educational Goals of the Electrical Engineering Program are to graduate engineers who: 1. have the ability to use modern analysis and design techniques and have the laboratory skills to use state-of-the- art equipment to solve practical engineering problems.
The specific outcomes expected under this goal are to graduate engineers who have:a) the ability to apply science, engineering science, and mathematics to solve engineering problems. b) the ability to put their engineering and design skills into practice. c) the ability to use industrial-quality laboratory equipment and engineering software for analysis,
testing, design, and communication. d) the ability to design systems, components, and processes that satisfy predetermined constraints. e) the ability to recognize engineering problems, put them in solvable form, and develop and evaluate
alternative solutions. 2. have the professional skills to function effectively in the work environment as well as in the community.
The specific outcomes expected under this goal are to graduate engineers who have:f) the ability to communicate their ideas and designs clearly orally, in written form, and graphically. g) the ability to work as members of a team. h) had the opportunity to develop leadership skills.
3. have a solid understanding of professional and ethical responsibility. The specific outcome expected under this goal is to graduate engineers who:i) understand ethical principles and their role in the engineering profession.
4. have a broad education in order to understand contemporary issues and the impacts of technology on society and the environment.
The specific outcomes expected under this goal are to graduate engineers who:j) have sufficient knowledge of the humanities and social sciences to understand contemporary issues
concerning the interaction between technology and society. k) understand the effects that the products they develop will have on the environment.
5. have the ability to engage in life-long learning and recognize its importance.
The specific outcomes expected under this goal are to graduate engineers who: l) realize that the practice of electrical engineering is constantly evolving and that engineers must
continuously acquire new knowledge and skills. m) have the learning skills necessary to understand new developments in electrical engineering and to
acquire new engineering knowledge and skills on their own. n) have the ability to earn graduate degrees or pursue professional studies.
The relationship between the Electrical Engineering Program Outcomes and ABET
Outcome requirements of Criterion 3 is shown in Table B3.1. Both EE Program Outcomes and ABET Criterion 3 outcomes are also listed for easy reference. The table clearly indicates that each ABET Criterion 3 outcome is strongly and/or moderately related to several EE Program Outcomes.
Therefore, in this self study, primarily the assessment of EE Program Outcomes are being presented and, when appropriate, the corresponding ABET criteria 3 outcomes are pointed out. It is clear that if the EE Program Outcomes (a-n) are all satisfied, ABET outcomes (a-k) are also satisfied.
Table B3.1: Relationship of EE Program Outcomes to ABET Criterion 3 Outcomes
Electrical Engineering Program Outcomes
a
b
c
d
e
f
g
h
i
j
k
l
m
n
a
2
1
1
1
1
1
b
1
2
2
1
1
1
c
1
2
2
2
2
1
d
1
1
2
2
e
1
1
2
f
2
1
2
1
1
g
1
2
1
2
h
2
2
2
i
1
1
2
2
2
j
2
1
1
ABET Criterion 3 Outcomes
k
2
2
2
1
1
1
2 = Strongly related
1 = Moderately related
= Little or no relation
Table B3.2: ABET Outcomes and EE Program Outcomes are tabulated here for easy reference.
ABET Program Outcomes
EE Program Outcomes
a) an ability to apply knowledge of mathematics, science, and engineering b) an ability to design and conduct experiments, a well as analyze and interpret data c) an ability to design a system, component, or a process to meet desired needs d) an ability to function on multi-disciplinary teams e) an ability to identify, formulate, and solve engineering problems f) an understanding of professional and ethical responsibility g) an ability to communicate effectively h) the broad education necessary to understand the impact of engineering solutions in a global and societal context i) a recognition of the need for , and an ability to engage in life-long learning j) a knowledge of contemporary issues k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
a) the ability to apply science, engineering science, and mathematics to solve engineering problems b) the ability to put their engineering and design skills into practice c) the ability to use industrial-quality laboratory equipment and engineering software for analysis, testing, design, and communication d) the ability to design systems, components, and processes that satisfy predetermined constraints e) the ability to recognize engineering problems, put them in solvable form, and develop and evaluate alternative solutions f) the ability to communicate their ideas and designs clearly orally, in written form, and graphically g) the ability to work as members of a team h) had the opportunity to develop leadership skills i) understand ethical principles and their role in the engineering profession j) have sufficient knowledge of the humanities and social sciences to understand contemporary issues concerning the interaction between technology and society k) understand the effects that the products they develop will have on the environment l) realize that the practice of electrical engineering is constantly evolving and that engineers must continuously acquire new knowledge and skills m) have the learning skills necessary to understand new developments in electrical engineering and to acquire new engineering knowledge and skills on their own n) have the ability to earn graduate degrees or pursue professional studies
In order to make sure that program educational objectives and outcomes are appropriately addressed in the curriculum, the faculty have developed a set of expected learning outcomes for each electrical engineering course. As shown in course syllabi in Appendix I.B, these expected learning outcomes correspond to certain program educational objectives and outcomes. These relationships are being summarized in Tables B3.2 and B3.3 of this self study. The course portfolios documenting student work in relation to the program objectives and outcomes will be in the “Materials available for review.”
Table B3.3: Relationship of Program Objectives to EE Course Objectives
Electrical Engineering Program Objectives: To graduate engineers who: 1. have the ability to use modern analysis and design techniques and have the laboratory 2. have the professional skills to function effectively in the work environment as well as in the
community. 3. have a solid understanding of professional and ethical responsibility. 4. have a broad education in order to understand contemporary issues and the impacts of
technology on society and the environment. 5. have the ability to engage in life-long learning and recognize its importance.
1
2
3
4
5
EE121
√
√
EE221
√
√
√
EE222
√
√
√
EE302
√
√
√
EE313
√
√
√
EE314
√
√
√
EE331
√
√
√
EE341
√
√
√
√
√
EE361
√
√
√
√
EE375
√
√
√
√
EE376
√
√
√
EE401
√
√
√
√
EE402
√
√
√
√
EE405
√
√
√
√
EE431
√
√
√
√
EE432
√
√
√
√
EE435
√
√
√
√
EE443
√
√
√
√
√
EE445
√
√
√
√
√
EE462
√
√
√
√
EE463
√
√
√
√
√
EE472
√
√
√
√
EE Courses
EE475
√
√
√
√
Table B3.4: Relationship of Program Outcomes to EE Course Content
EE Program Outcomes
a
b
c
d
e
f
g
h
i
j
k
l
m
n
EE121
EE221
EE222
EE302
EE313
EE314
EE331
EE341
EE361
EE375
EE376
EE401
EE402
EE405
EE431
EE432
EE435
EE443
EE445
EE462
EE463
EE472
EE Courses
EE475
B3.2 Assessment Plan
Prior to 1998, the EE program did not have a formal assessment plan. However, the
program was using graduating senior exit surveys, coo-op surveys, and input from the Industrial Advisory Board to receive some feedback about the strengths and weaknesses of the program. In Fall 1998, the ABET Committee was formed and has been charged with the development of an assessment plan including assessment tools. The preliminary plan was presented to the EE faculty in December 1998. The ABET Committee conducted surveys and summarized the results of the individual surveys to the faculty at the end of Spring 1999. In the Fall 1999, the department’s Assessment Committee was formed to summarize the overall assessment results and make recommendations to the faculty. After the experience with the initial assessment, the Assessment Committee revised the assessment plan and developed a final assessment plan which was adopted by faculty in October 1999. The details of the plan is in the “Materials Available for Review.”
The current Outcome Assessment Plan is based on seven assessment measures. Each assessment tool is developed to receive feedback from respective constituencies on certain program outcomes. The relationship between the assessment tools and the EE program outcomes is shown in Table B3.4. A checkmark “√” indicates a direct relationship of a measurement tool and corresponding program outcome.
Table B3.5: Assessment Tools and Their Relationship to EE Program Outcomes
Assessment Tools
EE Program Outcomes
a
b
c
d
e
f
g
h
i
j
k
l
m
n
Graduating Senior Exit Surveys
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Alumni Surveys
√
√
√
√
√
√
√
√
√
√
√
Employer surveys
√
√
√
√
√
√
√
√
√
Co-op Supervisor Surveys
√
√
√
√
√
√
√
√
√
√
√
Course Portfolio/Objective Analysis
√
√
√
√
√
√
√
√
FE Exam
√
√
√
Survey of Potential Employers
√
√
√
√
√
√
√
√
√
√
√
√
√
√
The results of all these assessment measures are being reviewed and summarized by the Assessment Committee or Curriculum Committee according to the schedule shown in Table B3.5 below.
Two key components of the outcome assessment plan are: its continuing nature throughout the academic year, and its aim to provide continuous quality improvements in the program. As a result of the assessment activities, if there are areas that require improvements, the Assessment
Committee makes recommendations to the faculty for approval. Upon approval, the faculty ask the Curriculum Committee to prepare an implementation plan (short term that EE can make modifications alone, or long term if the College or the University level actions are needed) for the recommended change and bring it to the faculty. This process assures the faculty control of the curriculum and also guarantees that the recommendations for improvements are being implemented.
Table B3.6: Assessment Activity Schedule Month
Assessment Activity
September
Assessment Committee provides an overall summary of the last year’s assessment results, and provide recommendations for improvement to faculty
October
Assessment Committee Reviews the assessment tools and recommends modifications
October/April
Assessment Committee reviews the results of the last FE exam and issues a report
October/ February
Assessment Committee reviews the Co-op supervisor survey results and issues a report
December/ May
Curriculum Committee reviews the course portfolios and course objective evaluations and issues a report including any recommendations
December/ May
Assessment Committee reviews the results of the potential employer surveys and issues a report
January/ September
Assessment Committee reviews the results of the senior exit surveys and issues a report
April
Assessment Committee reviews the alumni and employer survey results and issues a report
