The Electrical Engineering department prepares graduates whose career and professional accomplishments, within three to five years after graduation, include:
- Demonstration of a fundamental understanding and skill level in mathematics, science, and basic electrical engineering that has enabled them to succeed in more advanced courses and has served them well in the understanding of new technology.
- Demonstration of an understanding in adequate detail about selected specific areas of electrical engineering as a critical step in career development.
- Proficient application of knowledge using state-of-the-art approaches derived from engineering sciences and practice to produce practical solutions to electrical engineering problems.
- Demonstration of technical and decision-making processes and the human interactions necessary to produce viable, responsible, and sustainable technological solutions.
- Engagement in lifelong learning, which may include postgraduate education, for successful adaptation to technological and cultural changes and to foster adept functioning in society.
Process for Review and Revision
Program Educational Objectives are not expected to change often. The constituency groups have an opportunity to review the objectives every three years in a formal setting, such as an External Advisory Committee (industrial and alumni advisory board) or Student Advisory Committee meeting. Formal assessment is obtained through surveys of employers and alumni about every three years. The responses are communicated to the Student Advisory Committee, the External Advisory Committee, and the program faculty. The assessment data is reviewed and revisions recommended for program enhancement from any or all of the groups. Objectives changes are approved by the Student Advisory Committee, External Advisory Committee, and program faculty before being instituted.
Electrical Engineering Program Outcomes
The Department of Electrical Engineering program outcomes are listed below with the mapping of program outcomes a-m to criterion 3a-k shown in parentheses. All graduates of the electrical engineering program are expected to have:
- A knowledge of mathematics, including differential and integral calculus and differential equations (ABET Criterion 3a and EE Program Criterion)
- A knowledge of basic sciences (ABET Criterion 3a)
- A knowledge of a basic core of electrical engineering sciences necessary to analyze electrical and electronic devices, software, and systems (ABET Criterion 3a)
- An ability to apply the knowledge of mathematics, science, and engineering to the analysis of electrical engineering problems (ABET Criterion 3a)
- An ability to design and conduct experiments, analyze and interpret the data, and to report on the results (ABET Criteria 3b & g)
- An ability to design a system, component, or process to meet a desired need and to demonstrate the results to a diverse audience (ABET Criteria 3c & g)
- An ability to function on multidisciplinary teams (ABET Criterion 3d)
- An ability to identify, formulate, and solve novel engineering problems including the planning, specification, design, and implementation of processes leading to a demonstrable product (ABET Criteria 3e & g)
- An ability to communicate effectively, especially technical topics, in writing and orally (ABET Criterion 3g)
- The recognition of the need for and ability to engage in lifelong learning (ABET Criterion 3i)
- A broad education and knowledge of contemporary issues necessary to understand the impact of technology in a global and societal context (ABET Criteria 3h & j)
- An understanding of ethical responsibility and professional conduct (ABET Criterion 3f)
- An ability to use techniques, skills, and modern engineering tools, especially computer-based tools, for the solution of engineering problems and design, so as to succeed in engineering practice (ABET Criterion 3k)
Process for Assessing Student Achievement
The evaluation of and degree to which the Student Outcomes are met is accomplished by collection of data from external reviews (Academic Program Reviews, APR), Achievement-Centered Education (ACE) requirements of the institution, our Student Advisory Committee (SAC), our External (industrial) Advisory Board (EAB), from alumni, and by use of grades in required courses. Information from the employer and alumni surveys is used to assist in student outcome assessment.
The primary process used by the Department of Electrical Engineering to assess student achievement with respect to the program outcomes is to monitor student performance in classes in the electrical engineering curriculum. The Department has established and documented official course objectives for all undergraduate electrical engineering courses and mapped these course objectives to the electrical engineering student learning outcomes since 2002.
Since every undergraduate student that earns a Bachelor of Science in Electrical Engineering is required to take and pass all of these courses, this process provides very strong evidence that all of our graduates are meeting our program objectives. The Department endeavors to have graduates that earn a grade of C or better in all of their required electrical engineering courses as this is a strong indication that they have achieved all of the program outcomes. In 2009, the faculty added a grade requirement of “C or better” for advancement out of ELEC 215. For any typical required course, approximately 90% of our graduates earn a C or better.