Electrical Engineering Goals and Objectives and Assessment Plan
Electrical Engineering Goals and Objectives and Assessment Plan
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.
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.
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-theart 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
ABET
Criterion 3
Outcomes
2 = Strongly related
2
2
f
g
1
1
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
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.
have the ability to use modern analysis and design techniques and have the laboratory
have the professional skills to function effectively in the work environment as well as in the
community.
have a solid understanding of professional and ethical responsibility.
have a broad education in order to understand contemporary issues and the impacts of
technology on society and the environment.
have the ability to engage in life-long learning and recognize its importance.
EE Courses
EE121
EE221
EE222
EE302
EE313
EE314
EE331
EE341
EE361
EE375
EE376
EE401
EE402
EE405
EE431
EE432
EE435
EE443
EE445
EE462
EE463
EE472
EE475
EE
Cours
es
EE121
EE221
EE222
EE302
EE313
EE314
EE331
EE341
EE361
EE375
EE376
EE401
EE402
EE405
EE431
EE432
EE435
EE443
EE445
EE462
EE463
EE472
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 departments
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
Alumni Surveys
Employer surveys
Course Portfolio/Objective
Analysis
FE Exam
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 years assessment results, and provide
recommendations for improvement to faculty
October
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