Computer Engineering P=
rogram
Self-Study Report
June 21, 2005
Table of Contents
A. Ba=
ckground
Information.........................=
...........................................................................=
3
1. Degree
Titles..............................=
...........................................................................=
....... 3
2. Program
Modes...............................=
...........................................................................=
. 3
3. Actions
to Correct Previous Shortcomings....=
................................................................ 3
4. Contact Information..............................................................=
......................................... 3
B. Accreditation Summary.................................................................=
.................................... 3
1. Students PAGE=
REF _Toc107126796
\h 3
2. Program Educational Objectives..........................................=
.......................................... 5
Constituencies......................................................................=
......................................... 6
Process used to Establish and Review Educational
Objectives..........................=
.............. 7
Achievement of the Program Educational Objective=
s..........................................=
............ 9
Measure of Success..................................................................=
................................... 10
3. Program Outcomes and Assessment..........................................=
.................................. 11
Self Assessment of Outcomes.................................................................=
..................... 13
Assessment Tools....................................................................=
.................................... 17
Measure of Success..................................................................=
................................... 25
Changes over the Past 5 Years.................................................................=
................... 27
4. Professional Component.................................................................=
............................. 31
General Education...................................................................=
.................................... 33
5. Faculty..........................................................................=
.............................................. 36
6. Facilities.......................................................................=
............................................... 37
Engineering Library.................................................................=
..................................... 37
Computing Infrastructure.................................................................=
............................. 37
Laboratories........................................................................=
........................................ 38
John A. Jurenko Computer Architecture Laboratory=
..........................................=
........... 38
John A. Swanson Embedded Computing Laboratory
John A. Swanson Computer Interfacing Laboratory<=
span
style=3D'mso-tab-count:1 dotted'>..........................................=
............ 40
CAD/CASE Classroom-Laboratory.................................................................=
........... 41
Support Personnel...................................................................=
.................................... 42
Laboratory Financial Support.................................................................=
...................... 42
7. Institutional Support and Financial Resources=
..........................................=
..................... 43
8. Computer Engineering Program Criteria..........................................=
............................. 45
9. Cooperative Education.................................................................=
............................... 49
Appendix I - Additional Program Information..........................................=
............................. 50
A. Tabular Data for Program.................................................................=
.............................. 50
Table I-1.
Basic- Level Curriculum......=
...........................................................................=
51
Table I-2.
Course and Section Size Summary – Computer Engineering............................ 53
Table I-3.
Faculty Workload Summary.....=
...................................................................... 54
Table I-4.
Faculty Analysis - Comput=
er
Engineering..................=
.................................... 55
Table I-5.
Support Expenditures.........=
...........................................................................=
. 56
B. Course Syllabi...................................................................=
.............................................. 57
C. Faculty Resumes'.................................................................=
......................................... 102
A. Background Information
1.&nb= sp; Degree Titles
The degree title for those students who satisfactorily complete the program is the Bachelor of Science in Engineeri= ng (Computer Engineering). This = is the only Bachelor of Science Degree offered by the program.
2. Program Modes
There is only one computer engineering= program, and although the majority of the students are full-time day students, eveni= ng courses are offered on a frequent basis to allow part-time students to comp= lete the degree requirements with minimal scheduling constraints. For the most part, full‑time= students take day classes, while part‑time students take evening classes. However, there are a number of ful= l‑time students who do take evening classes as a matter of scheduling convenience. The full-time fa= culty teaches all of the program courses. Every student, full-time, part-time or co-op (cooperative education) completes the same program.
3. Actions to Correct Previous Shortcomings
While there were no weaknesses or deficiencies on t= he last ABET visit, there were two concerns.&= nbsp;
The first was “that the assessment of multidisciplinary team skills can be improved”. This assessment, coupled with the assessment of all aspects of the program, has been considerably enhanced and will be discussed in detail in section B-3.
The second was that “The program may be impac= ted by the lack of faculty members in the coming years. Factors contributing to this situa= tion are: (1) the faculty has several members who may retire within the next few years and (2) the program is growing faster than predicted”. While some of this continues to be= an issue, both of the schools involved in the program have committed new facul= ty positions to the associated departments.&n= bsp; In addition, enrollment in the program has leveled at about 40 stude= nts per year. This is a much more= reasonable number than what was experienced a few years ago.
4. Contact Information
The Director of the Computer
Engineering Program, and the author of the bulk of this document, is:
Ronald Hoelzeman
348 Benedum Engineering Hal=
l
412 624 9676
hoelzeman@ece.pitt.edu
B. Accreditation Summary
1. Students
Students are advised in academic and career planning
primarily through their faculty advisor.&n=
bsp;
Each student in the program is assigned an advisor who regularly sig=
ns
his or her registration forms, and provides advice on course selection and
career direction. In addition,
students also utilize Ms. Melissa Affolter, Computer Engineering Undergradu=
ate
Administrator, or Ms.
All of the details of the policies for the computer
engineering program are available over the Web, at http://www.coe.pitt.edu, along with detailed course listings,
acceptable courses for each elective slot, and other pertinent data to prov=
ide advice
to the student in making choices for their particular program of study.
The requirements for the degree, including the correct
course requirements, number of credits, quality point average, and computer
engineering quality point average are routinely updated in the student
database, which produces a curriculum summary sheet for each student. This undergraduate database, =
used
for both the computer engineering and electrical engineering programs,
documents the satisfaction of each specific course, and thereby the degree =
and,
hence the ABET requirements.
Every term, at the time for registration, these curricula sheets are
distributed to each student in a registration seminar so that any
inconsistencies can be determined.
This advising information is also available to all faculty advisors =
over
the internal network. The
University is presently installing a new campus wide registration system th=
at
includes an advisement module. This
is expected to be operational by the fall of 2005.
Students are required to apply for graduation during =
the
first month of the term in which they plan to graduate. A preliminary check is made of the
records of all students within one term of graduation so that any apparent
problems may be resolved prior to the time of graduation. Students may also request, at any =
time,
a formal verification of the remaining courses required for graduation,
although the curriculum summary sheet illustrates this on an on-going
basis. A final check is then =
made
by the Program Director at the end of the student's final term when the gra=
duation
list is prepared.
Transfer credit is given for non‑computer
engineering courses from institutions whose course content closely matches =
that
of a similar course at the
Transfer credit for engineering courses is given only=
for
courses where the content is similar to the course at Pitt, from ABET
accredited engineering programs, and again only for courses in which a C or
better grade has been attained.
The undergraduate administrator, under the direction =
of
the program director, monitors transfer credit. The
&n=
bsp; "Advanced&=
#8209;standing
credits will be granted for college work at another accredited institution
depending on the work's relation to the applicant's proposed program in the=
All new students (both
first-year and transfer) in the program are required to be advised individu=
ally
by Professor Hoelzeman. This =
occurs
in March for freshmen who have chosen computer engineering as a major, when
they register for the subsequent fall term. For transfer students into the pro=
gram,
each new student has a one-on-one advising session with Professor
Hoelzeman. All of the advanced
standing and course substitution issues are resolved at this time, so that =
the
student has a clear understanding of what she/he will need to complete the
program.
All students in the pr=
ogram
are required to participate in a weekly seminar series (CoE/ECE 1885), join=
tly
managed by Professors Boston and Hoelzeman. This provides a forum to dissemina=
te information
and discuss many issues including registration, program changes, elective
offerings, minors, co-operative education, the study abroad opportunities,
faculty research interests and design opportunities, job fairs, placement
opportunities, and a variety of other issues. This seminar series is also used to
address issues that are only indirectly covered in regular courses. These
issues include career development, professionalism, and ethics, among other=
s. Each term, seminars cover many of =
the
following themes: engineering and non-engineering minors, the role of the I=
EEE
in the engineering profession, career paths for engineers (speakers from
industry), technical areas of interest to students (speakers from industry =
and
university), ethical issues in engineering, and the role of teamwork in
industrial practice.
Professor Hoelzeman al=
so
advises students who encounter academic difficulties or who are on academic
probation. Typically these st=
udents
are advised to take a reduced load, and/or take advantage of the University
Counseling Service.
Finally, Professor Hoe=
lzeman
also develops Co-op program schedules on a one-by one basis for each student
who is considering this alternative.
The student is provided with a term-by-term suggested sequence where=
by
they will be able to complete the three-term co-op assignment while finishi=
ng
their academic program in an optimal fashion.
2. Program Educational Objectives
The
The University's missi=
on is
to:
·=
; =
provide high-quality undergraduate programs in the arts and sciences
and professional fields, with emphasis upon those of special benefit to the
citizens of
·=
; =
offer superior graduate programs in the arts and sciences and the
professions that respond to the needs of
·=
; =
engage in research, artistic, and scholarly activities that advance
learning through the extension of the frontiers of knowledge and creative
endeavor;
·=
; =
cooperate with industrial and governmental institutions to transfer
knowledge in science, technology, and health care;
·=
; =
offer continuing education programs adapted to the personal enrichm=
ent,
professional upgrading, and career advancement interests and needs of adult
Pennsylvanians; and
·=
; =
make available to local communities and public agencies the experti=
se
of the University in ways that are consistent with the primary teaching and
research functions and contribute to social, intellectual, and economic
development in the Commonwealth, the nation, and the world.
The trustees, faculty,
staff, students, and administration of the University are dedicated to acco=
mplishing
this mission, to which they pledge their individual and collective efforts,
determined that the University shall continue to be counted among the promi=
nent
institutions of higher education throughout the world.
The overall objective =
of the
computer engineering program is to prepare individuals to be confident and
successful in whatever path that they choose to pursue in the 21st
century global economy. This
includes those that move into practice within the computer engineering disc=
ipline
either through employment in industry or government, or through a “st=
art-up”
of their own, those that move on to advanced computer study and research in
graduate school, or those that move into other professions such as law, bus=
iness,
or management.
Constituencies
·
The current students
·
The companies and other organizations that employ our students and =
graduates
·
The computer engineering alumni&nb=
sp;
·
The computer engineering faculty
·
The Industry Visiting Committee
·
The School Board of Visitors
Process used to Establish and Review Educational Obj= ectives
Early planning for the=
ABET
process was aided by Dean Shuman who has regularly kept abreast of the chan=
ges
in the EAC criteria through his attendance at ABET and ASEE Accreditation
workshops. In addition, we ha=
ve
regularly taken advantage of the expertise of Dr. Ken Cooper, a member of o=
ur
Advisory Committee and a long term IEEE volunteer as a program evaluator and
team chair for ABET. He helpe=
d us
to understand the planning process needed to visualize our objectives, quan=
tify
our outcomes, and to help us create an effective mechanism to measure our
results and to make changes as appropriate.
In addition, both Prof=
essors
Cain and Hoelzeman attended IEEE-ABET Evaluator training sessions to
familiarize themselves with the ABET EAC Criteria, and its ramifications.
The program objectives=
were
developed in preliminary form by a subset of the computer engineering
faculty. These objectives are=
then discussed
by the faculty and the Advisory Committee for comments and for revision, al=
l of
which are then incorporated into the present version. In addition, the program faculty a=
lso provides
feedback during the ongoing process of revisions associated with all of the
components contained in this self-study document. The current program objectives wer=
e also
reviewed and endorsed by the Undergraduate Subcommittee of the Board of
Visitors of the
The computer engineeri=
ng program
educational objectives and outcomes are published on the web site at: http://www.engr.pitt.edu/computer/abet/index.html . A copy of this self
study is also available at this site.
While student input on=
the
process and on our program objectives has been limited, student comments on=
the
details of the curriculum, as well as ways to improve the curriculum have b=
een more
numerous and have greatly aided in the planning and in carrying out of educ=
ational
changes.
Course educational out=
comes
were developed for the most part by the faculty that has taught the
course. While the faculty hav=
e well
defined course outcomes, the process of mapping these to the overall program
objectives, and to the outcomes has been valuable in developing a cohesive
educational strategy for the program as a whole. The details of the course educatio=
nal
objectives for the computer engineering courses are given in Appendix I of =
this
self-study.
As a result of the pla=
nning
process, we have also developed a number of assessment tools, some qualitat=
ive,
and some quantitative. The mo=
st
voluminous of these are the student surveys. These have been refined over sever=
al
years to provide more useful information that will allow us to make effecti=
ve
changes. While all of the
assessment tools will be presented in Section B-3 of this self-study, what =
is
clear is that this is an evolving process.=
All of the survey instruments and the implementation of these surveys
have been coordinated by Dean Shuman.
The following figure s=
hows a
high level overview of our objective assessment process.
![](3D"CoE_2005_Self_Study_files/image001.gif")
Figure 1. High Level Overview of the Objectives Assessment Process<= o:p>
Achievement of the Program Educational Objectives
Using the numerous assessment tools described in Section B-3 of this
document, the faculty have made changes to the courses and to the curriculu=
m so
as to better fulfill our objectives. Specifically, the qualitative assessme=
nt
provided by the Visiting Committee and the Undergraduate Subcommittee of th=
e School
of Engineering Board of Visitors was incorporated into the present set of
objectives and outcomes. In
addition, analysis of student and industry surveys has resulted in course a=
nd program
changes, and in our current formulation of the program objectives. Examples will be discussed in deta=
il in
later sections. Overall, the
educational planning process that has resulted from this self-study is work=
ing,
and will continue to positively impact our program.
The objectives of the program are now a somewhat broad statement of
what we believe to be the success of our graduates in whatever career path =
that
they choose. As such, we do n=
ot
expect that these objectives will change much over the years. These have changed significantly,
however, since our last ABET visit in 1999. At that time, our objectives were =
much
more specific, and were closer to outcomes than objectives. To reiterate, the 1999 program obj=
ectives
were:
A. To provide students with a balanced coverage of state-of-the-art
computer hardware and software.
B. To provide students with a strong hands-on design and
experimentation environment for hardware and software development, utilizing
industry standard facilities.
C. To provide students with a balanced educational program which wi=
ll
emphasize the importance of the interaction between technological and socie=
tal
decisions, and lead to graduates who will take leadership positions within
society at large.
D. To provide each student with a significant design experience thr=
ough
a combination of courses and individual projects
Clearly the planning process has caused us to reconsider and better
understand the wide variety of career paths of our graduates coupled with t=
he
desires of the employers of our graduates, and to reformulate our
objectives. While all of the =
above
are still important, these are included in the course and program outcomes =
that
we would like to accomplish. =
To
reiterate, the 2005 computer
engineering program objectives are:
to prepare individuals to be confident and successful in whatever p=
ath
that they choose to pursue in the 21st century global economy.
Measure of Succes= s=
While the program has only been in existence for 9 years, clearly o=
ur
success is measured by the accomplishments of our graduates. Many of our students have gone on =
to
leading graduate schools to do research in computer engineering, electrical
engineering, and computer science.
Some have moved on to business schools to round out their academic s=
tudy
with an MBA. A few have gone =
to Law
school.
Most graduates, however, have moved into industrial or government
positions and established their careers.&n=
bsp;
In the western
On the government side a few of our graduates work for the Naval
Research Labs and NASA, while the National Security Agency has employed man=
y of
our graduates into full time positions.
Overall then, through the faculty contacts with former students, and
through our alumni surveys, we find that our students are leading successful
careers both within the discipline and in society at large.
3. Program Outcomes and Assessment=
<=
span
style=3D'mso-bookmark:_Toc378907303'>
<= span style=3D'mso-bookmark:_Toc378907303'>After review of the ABET Criteria, and= the 1999 Outcomes and Objectives, the faculty have decided that the ABET Criter= ia (3a-3k) encompose the spirit of our educational vision, and therefore, have chosen these as the outcomes of the computer engineering program. The most recent set of these, take= n from the Criteria for Accrediting Engineering Programs Effective for Evaluations During the 2005-2006 Accreditation Cycle are:
<= span style=3D'mso-bookmark:_Toc378907303'>(a) an ability to apply knowledge of mathematics, science, and engineering
<= span style=3D'mso-bookmark:_Toc378907303'>(b) an ability to design and conduct experiments, as well as to analyze and interpret data =
<= span style=3D'mso-bookmark:_Toc378907303'>(c) an ability to design a system, component, or process to meet desired needs within realistic constraints su= ch as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multi-disciplinary teams
Our
intrepretation of multidisciplinary teams includes teams of individuals with
similar educational backgrounds focusing on different aspects of a project =
as
well as teams of individuals with different educational backgrounds.
<= span style=3D'mso-bookmark:_Toc378907303'>(e) an ability to identify, formulate,= and solve engineering problems
<= span style=3D'mso-bookmark:_Toc378907303'>(f) an understanding of professional a= nd ethical responsibility
<= span style=3D'mso-bookmark:_Toc378907303'>(g) an ability to communicate effectiv= ely
<= span style=3D'mso-bookmark:_Toc378907303'>(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learni= ng
Our
intrepretation of this includes teaching students that the underlying theor=
y is
important because the technology will change, coupled with identifying the
mechanisms that they can use for continued learning such as professional
societies, graduate school, etc.
(j) a knowledge of contemporary issues
Our
intrepretation of this includes presenting students with issues such as the
impact of globalization, the outsourcing of both engineering and other supp=
ort
jobs as practiced by modern international companies.
<= span style=3D'mso-bookmark:_Toc378907303'>(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
<= span style=3D'mso-bookmark:_Toc378907303'>While there are a variety of mechanism= s used to measure, change, and determine success in meeting these outcomes, the ac= ademic rules and procedures which require that all of our students adhere to the program curriculum is the backbone of our process.
Students normally enter the program in their third term after a com=
mon
freshman year. The freshman engineering requirements include
courses in math, chemistry, physics, introductory engineering, and the
humanities and social sciences.
The syllabi of all of the freshman and computer engineering courses=
are
given in Appendix I, Section B together with the correlation between these
courses and the program outcomes.
The correlation data are taken from the student learning objectives =
as
described for each course by the responsible faculty. In addition, basic science courses,
humanities and social science courses, communications skills courses, and o=
ther
courses are also correlated with program educational outcomes.
Overview of Assessment=
Process
of Outcomes
We use a variety of tools to assess the effectiveness of our progra=
m in
achieving our Program Outcomes. These tools provide several different
mechanisms for our constituents to provide input, including anonymous surve=
ys,
direct discussions, and semi-quantitative evaluations, and are intended to
maximize the participation of these groups in the review of our program. We
continuously review assessment results in terms of the Program Outcomes and
Educational Objectives and consider changes when appropriate. The following chart highlights this
process.
<=
span
style=3D'mso-bookmark:_Toc378907303'>![](3D"CoE_2005_Self_Study_files/image002.gif")
<= span style=3D'mso-bookmark:_Toc378907087'>Figure 2. Assessment of Program Outcomes=
=
Self Assessm= ent of Outcomes
<= span style=3D'mso-bookmark:_Toc378907303'>While the specifics of how and where t= he assessment tools and metrics are used, and how the course content impacts e= ach outcome is contained in later sections, the following table represents a se= lf evaluation of how we are meeting our outcomes. This takes into account all of the variety of assessment tools and methods that we have put in place to evalua= te our effectiveness. The remain= ing portions of the section of the self study will provide the detail. While the ranking is a qualitative evaluation, it is based on many quantified data sources such as surveys and direct input from various constituncies.=
|
Outcome |
Self Ranking |
Self assessment |
|
(a) an ability to apply knowledge of mathematics, science, and engineering |
excellent |
All of our feedback information points to the fact that our students are well prepared technically. |
|
(b) an ability to design and conduct experiments, as well as to analyze and interpret data |
excellent |
All of our feedback information points to the fact that our students are well prepared technically. |
|
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabil= ity |
good |
All of our feedback information points to the fact that our students get an excellent design experience that is technically challenging. In the focus discussions and in = some of the survey results, students have indicated a desire for more direct exposure to real-world applications and engineering problems. We are tryi= ng to provide more design project opportunities drawn from collaborations wi= th industry. |
|
(d) an ability to function on multi-disciplinary teams |
good |
We have been continually increasing the number of opportunities for teamwork= in many of our courses and projects. |
|
(e) an ability to identify, formulate, and solve engineering problems = |
excellent |
All of our feedback information points to the fact that our students are well prepared. |
|
(f) an understanding of professional and ethical responsibility= |
fair |
While some of this material is included in the required courses, particularly t= he design courses, we have in addition added new presentations, videos, case studies, and other materials to the seminar to augment this coverage. We have also added specific assignments during the senior design course to consider ethical issues in design projects. Over 70% o= f our graduates indicated that their understanding of this was very good to excellent. |
|
(g) an ability to communicate effectively = |
good |
All of our feedback information from our students, alumni, and employeers indicates that we are doing well. We continue to strengthen this aspect of our program, however, thr= ough the addition of the W course requirement, and the increased emphasis on o= ral and written presentations in the design courses. Over 95% of our graduates felt t= hat they were good to excellent in writing and making effective presentations= . |
|
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context |
fair |
While this is included in the program through the humanities and social science content, and through the variety of international experiences that we off= er to students, we have in addition added new presentations, videos, case studies, and other materials to the seminar to augment this coverage. We are also encouraging more stu= dents to take advantage of the international programs offered through the university. |
|
(i) a recognition of the need for, and an ability to engage in life-long lear= ning |
good |
Our industry seminar speakers typically empahsize the importance of staying abreast of an ever changing technology.&= nbsp; We encourage participation in professional society activities (IEE= E) as a way to maintain both their understanding of technology, and as a way= of networking with other professionals. <= /span> Both our graduating senior and our alumni surveys indicate a very strong commitment to life-long learning. |
|
(j) a knowledge of contemporary issues |
fair |
While this is included in the program through the humities and social science content, and through the variety of international experiences that we off= er to students, we have in addition added new presentations, videos, case studies, and other materials to the seminar to augment this coverage. |
|
(k) an ability to use the techniques, skills, and modern engineering tools ne= cessary for engineering practice= |
excellent |
All of our feedback information points to the fact that our students get an excellent design experience using state of the art industry tools and equipment. |
<=
span
style=3D'mso-bookmark:_Toc378907087'>
<=
span
style=3D'mso-bookmark:_Toc378907087'>Table 3a. Faculty Self Assessment of Outcome=
s
<= span style=3D'mso-bookmark:_Toc378907303'>To now explain the specifics of how we measure the outcomes, the following table of program outcomes and assessment tools summerizes where each outcome is contained within which course or cou= rses in the program along with the measurement tools used.<= /span>
|
Outcome |
Courses Where Utilized |
Measurement- Assessment Tools |
|
(a) an ability to apply knowledge of mathematics, science, and engineering |
All CoE required and elective courses |
Homework, projects, exams, final cour= se grade Student Surveys Alumni Surveys COOP employeer Surveys= |
|
(b) an ability to design and conduct experiments, as well as to analyze and interpret data |
CoE 0501, 1502, 1160, 1161, 1192, 1193 |
Laboratory and design Project reports Student surveys Alumni surveys Senior Design project evaluation COOP employeer surveys= |
|
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabil= ity |
CoE 1502 CoE Design Courses |
Laboratory and design project reports Student surveys Alumni surveys Design project evaluation COOP employeer surveys= Senior town hall meeting= |
|
(d) an ability to function on multi-disciplinary teams |
All CoE Laboratory and Design Courses many CoE required and elective courses Engr 0020 Freshman Engr 0011 Freshman Research Conference |
Student Surveys Alumni Surveys COOP employeer Surveys= School and Departmental Visiting Committees |
|
(e) an ability to identify, formulate, and solve engineering problems = |
All CoE required and elective courses |
Homework, projects, exams, final cour= se grade Student surveys Alumni surveys COOP employeer surveys= |
|
(f) an understanding of professional and ethical responsibility= |
Design courses Undergraduate Seminar Hum/SS Requirement |
Design reports Student surveys Alumni surveys COOP employeer surveys= |
|
(g) an ability to communicate effectively = |
Communications Skills requirement W-course requirement CoE 1502 CoE Design Courses Hum/SS Requirement Freshman Engr 0011 Freshman Research Conference |
Design reports and presentations Senior design expo Student surveys Alumni surveys Design project evaluation COOP employeer surveys= |
|
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context |
Hum/SS Requirement Undergraduate Seminar |
Student surveys Alumni surveys COOP employeer surveys= |
|
(i) a recognition of the need for, and an ability to engage in life-long lear= ning |
Undergraduate Seminar IEEE Presentations and activities |
Student surveys Alumni surveys COOP employeer surveys= |
|
(j) a knowledge of contemporary issues |
Design courses Undergraduate Seminar |
Student surveys Alumni surveys |
|
(k) an ability to use the techniques, skills, and modern engineering tools ne= cessary for engineering practice= |
CoE 0132, 0501, 1502, 1160, 1161, 1192, 1193 |
Homework, projects, exams, final cour= se grade Student surveys Alumni surveys COOP employeer surveys= |
<=
span
style=3D'mso-bookmark:_Toc378907087'>
<=
span
style=3D'mso-bookmark:_Toc378907087'>Table 3b. Program Outcomes and Assess=
ment
Tools
<= span style=3D'mso-bookmark:_Toc378907303'>The faculty have described the relatio= nship between each of the program outcomes and thereby ABET Criteria 3(a-k) within the course descriptions contained in the Course Syllabi (Section B of Appen= dix I). In addition, these are summarized in the following Table 3b.
|
<=
span
style=3D'mso-bookmark:_Toc378907303'>Outcomes
|
<=
span
style=3D'mso-bookmark:_Toc378907303'>a |
<=
span
style=3D'mso-bookmark:_Toc378907303'>b |
<=
span
style=3D'mso-bookmark:_Toc378907303'>c |
<=
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style=3D'mso-bookmark:_Toc378907303'>d |
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style=3D'mso-bookmark:_Toc378907303'>0132 |
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style=3D'mso-bookmark:_Toc378907303'>0142 |
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style=3D'mso-bookmark:_Toc378907303'>X |
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