Program Objective: Produce graduates with a strong foundation in the basic sciences and mathematics that will enable them to identify and solve electrical engineering problems.
| Strategies and Actions | Outcomes | ABET 2000
Criterion 3. (a-k) |
Assessment Methods |
|---|---|---|---|
Require and periodically review an appropriate sequence of math courses that covers differential and integral calculus. Provide and periodically review curricula material that furnishes knowledge of advanced math typically including differential equations, probability and statistics, linear algebra, complex variables and discrete mathematics. Require and periodically review a sequence of basic science courses in physics and chemistry that serve as the foundations for a modern engineering education. |
Students' education in basic sciences and mathematics will prepare them for advanced courses in electrical engineering. Students will be able to apply knowledge from the basic mathematical and scientific areas to identify and solve problems in electrical engineering. Students will be able to apply data analysis techniques in laboratories and design courses. |
a, e, i | Alumni survey.
Course surveys Sophomore/Junior survey Graduating senior exit interviews and surveys. EE Curriculum Committee will meet with math and basic science teaching faculty once each year to review and improve course content using above feedback. |
Program Objective: Provide students with a solid foundation in Electrical Engineering which prepares them for life-long careers and professional growth in fields of their choice.
| Strategies and Actions | Outcomes | ABET 2000
Criterion 3. (a-k) |
Assessment Methods |
|---|---|---|---|
| Provide and periodically review a required core curriculum in Electrical Engineering (sophomore-junior level) | Students have a strong grounding in Electrical Engineering fundamentals. | a, c, e, h, i, k | Faculty review by Undergraduate Committee.
Senior exit interviews and survey. Co-op employer survey. Visiting Committee Assessment. Sophomore/Junior survey. Alumni survey |
|
Provide and periodically evaluate a required sequence of laboratory courses that support and augment the lecture-oriented core courses. |
Students gain a deeper understanding of theoretical topics, the strengths and weaknesses of the modeling of real devices and systems, and the application of data measurement and analysis techniques |
a, b, c, d, e, f, g, h, k |
Annual Evaluation by an EE faculty committee
Student surveys at conclusion of each term. Visiting Committee Assessment. Alumni Survey. Elective courses are reviewed biannually by an appropriate Area Committee. Alumni data. Senior exit surveys. |
| Provide elective lecture/laboratory courses in specialization areas of Electrical Engineering (junior-senior level) | Students opt for specialization and/or breadth to prepare for a variety of careers or for graduate study | a, b, c, d, e, f, g, h, i, k |
Program Objective: Provide our students with the basic skills to communicate effectively and to develop the ability to function as members of multi-disciplinary teams.
| Strategies and Actions | Outcomes | ABET 2000
Criterion 3. (a-k) |
Assessment Methods |
|---|---|---|---|
| Develop and enhance technical writing skills by requiring written reports in laboratory courses and in the Senior design project.
Require our students to work in teams (in laboratory courses and in senior design projects). Emphasize oral communication skills by requiring oral presentations each term (integrated into lecture/lab courses) and in the Senior design project. |
Students will develop and improve their written communication skills.
Students, as members of a team, will gain experience in dividing workload and in coordinating and assessing results. Students will improve their oral communication skills. |
d, e, g | Faculty review and critique of written reports (selected courses). Faculty reviews and critique of oral presentation for effectiveness, thoroughness, and style. Alumni survey. Senior survey; sophomore/junior surveys. Course surveys. Employer (co-op) survey. Faculty reviews. Visiting Committee Monitoring the number of students participating in team senior projects. |
| Offer interdisciplinary senior design courses, rather than discipline-specific design courses | Students will have experience in designing solutions for multi-disciplinary engineering problems | d, e, g | Monitor the number of students/year participating in interdisciplinary senior design projects. Track, from year-to-year, the percentage of students participating in interdisciplinary senior projects.
Visiting Committee assessment. |
Program Objective: Provide our students with a broad-based education so that they can appreciate diversity of opinion, better understand ethical issues, and develop a more global perspective of our profession.
| Strategies and Actions | Outcomes | ABET 2000
Criterion 3. (a-k) |
Assessment Methods |
|---|---|---|---|
| Increase the significance of the non-technical component of the curriculum by developing theme based example course clusters and promoting minors or dual degrees with business, the social sciences, etc. | Students will integrate their non-technical courses into their career plans, opening up alternative careers. | g, h, j | Monitor the number of students who minor or complete a dual degree in a non-engineering course of study.
Alumni survey Sophomore/junior survey |
| Provide opportunities for international study and/or international co-op experience. | Students will develop into engineering professionals who can function effectively as team members in a multi-cultural and socially diverse environment. | d, g, h, j | Alumni survey
Senior survey Course surveys Employer (co-op) survey Sophomore/junior survey Visiting Committee Faculty review Monitor the number of students who study or co-op internationally. |
| Incorporate an ethics component in the undergraduate seminar. | Students will develop an awareness of ethical issues through examples drawn from engineering professional life. | f, j | |
| Encourage students to participate in the exchange programs with other countries by discussing, starting in the freshman year, program requirements and what the student must do to be eligible, thus making this a priority goal for those interested in the global picture. | Students will develop a better understanding of other cultures, emphasizing the engineering aspects and problems. | d, f, g, h, i, j | Monitor number of students participating in international exchange projects. |
Program Objective: Provide our students with a relevant engineering design experience that is integrated across the four- year curriculum. Through those experiences develop in our students an understanding of the relationships between theory and practice
| Strategies and Actions | Outcomes | ABET 2000
Criterion 3. (a-k) |
Assessment Methods |
|---|---|---|---|
| Provide strong design components in at least one course per term of the curriculum culminating in a senior design project course.
Establish a design committee with industrial partners to identify and assist in the supervision of senior projects. Offer interdisciplinary senior design courses, rather than discipline specific design courses. |
Students will be introduced to design techniques from many sources and will be able to integrate these techniques in a Senior Project.
Students will gain experience with real technical issues and linking classroom theory with practical execution. By designing solutions for multi-disciplinary engineering problems, students will learn from the experiences of others and will be able to transfer ideas and concepts to their own problem. |
c, e, k | Alumni survey
Sophomore/junior surveys. Senior survey Monitoring of multi-term projects. Course surveys Faculty review (Faculty feedback on the quality of senior projects.) Visiting Committee (as applicable) |
| Integrate software tools into the design component of the curriculum. | Students will be able to concentrate on the concepts of a design without being limited by modeling-related mathematics. | Assessment tools listed immediately above. Identify, list and review presentation of design concepts and specific design tools (e.g. software) used throughout the three years of the EE curriculum. |
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