Electrical Engineering Department Student Learning Outcome Assessment Report

Transcription

1 Electrical Engineering Department Student Learning Outcome Assessment Report 1. Department/Program Mission Educational Mission The Electrical and Computer Engineering Department strives to contribute to the state, nation, and world through the education of outstanding professionals and leaders in engineering. Our educational focus is on a broad, rigorous education in all areas of electrical and computer engineering with significant experiential learning. The programs will provide students with a broader understanding of issues in understanding of engineering problem solving at all levels and an appreciation for engineering as a profession. Educational Objectives The Electrical and Computer Engineering degree programs will provide students the foundation to: Succeed in professional career placement and practice as ethical engineers, scholars, and entrepreneurs; Grow their career through technical and professional activities and leadership roles; Contribute to society and the economy through technical products, services, communication and knowledge; and Adapt to an ever-changing world through continued education, through graduate study, professional development activities, independent learning, or pursuit of follow-on degrees. The hallmarks of students capable of obtaining these objectives are: Technical Competency. Graduates will have a sound knowledge of the fundamentals in electrical or computer engineering that allows them to analyze and solve technical problems, to apply hardware and software tools, to create and evaluate technical products, to learn independently, and to succeed in the workplace and in graduate school. An Engineering Perspective. Graduates will be capable of understanding complex projects and the creative process required to find innovative problem solutions, including project evolution and abstraction and the optimization of associated decisions and risk, both locally and globally. Professional Skills and Knowledge. Graduates will have the ability to communica te well in both oral and written form, to interact in teams, to manage and lead technical projects, to manage their career, and to conduct themselves with an understanding of ethics, economics, and intellectual property. The Educational Mission and Objectives were adopted by the ECE Faculty on February 25, 215. The Educational Mission and Objectives were reviewed by the ECE Faculty on August 17, 217 and modifications were adopted on Friday, November 3,

2 2. Student Learning Outcomes (SLO) a. Campus-Wide Student Learning Outcomes: Programs must demonstrate that their graduates have: I. An ability to communicate effectively both orally and in writing. II. An ability to think critically and analyze effectively. III. An ability to apply disciplinary knowledge and skills in solving critical problems. IV. An ability to function in diverse learning and working environments. V. An understanding of professional and ethical responsibility. VI. An awareness of national and global contemporary issues. VII. A recognition of the need for, and an ability to engage in, life-long learning. b. Additional Program Specific Student Learning Outcomes (Optional) 2

3 3. Mapping of Program s Student Outcomes to Campus Student Learning Outcomes Map your Student Outcomes (such as from ABET or other Accreditation Commission) from your Program to the Campus SLOs (above). If you use campus SLOs, this section is not needed. On February 25, 215, the ECE Faculty adopted the ABET student outcomes a-k, which are given below. a: an ability to apply knowledge of mathematics, science, and engineering b: an ability to design and conduct experiments, as well as to analyze and interpret data c: an ability to design a system, component, or 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. The following provides a mapping of the ABET student outcomes to the Missouri S&T campus-wide Student Learning Outcomes (SLOs) I-VII given in #2 above. Student Learning Outcomes Mapping to ABET Outcomes I. An ability to communicate effectively both orally and in g writing. II. An ability to think critically and analyze effectively. b,c,e III. An ability to apply disciplinary knowledge and skills a,k in solving critical problems. IV. An ability to function in diverse learning and working d environments. V. An understanding of professional and ethical responsibility. f VI. An awareness of national and global contemporary issues. h,j VII. A recognition of the need for, and an ability to i engage in, life-long learning. 4. Curriculum Mapping to Campus and/or Program Outcomes Map your Curriculum to your Student Outcomes (or directly to Campus SLOs) As part of the degree requirements for graduation, students must have a 2. or greater grade point average (GPA) out of a possible 4. for their cumulative GPA, their on-campus GPA, and their inmajor GPA. 3

4 Students are also required to earn a grade of C or better in the following courses and examinations. Courses in mathematics and science o Calculus I, Calculus II, Calculus III, Differential Equations, Physics I, and Physics II. Sophomore Advancement Examinations o EEAE I (Circuits I), EEAE II (Circuits II), EEAE III (Intro. Electronic Devices), and CpEAE (Intro. Computer Engineering) In-Major Courses for EE and CpE o Sophomore Core Lectures: Circuits I (EE 21), Circuits II (EE 212), Intro. Electronic Devices (EE 22), and Intro. Computer Engineering (CpE 221) o Sophomore Core Laboratories: Circuit Analysis (EE 211), Electronic Devices (EE 221), and Computer Engineering (CpE 2211) o Senior Project I (EE 496) In-Department Courses for EE o Core Lectures: Electronics I (EE 31), Control Systems (EE 332), Communication I (EE 343), Power Systems or Electromechanics (EE 35 or 354), and Electromagnetics (EE 36) o Core Laboratories: Electronics I (EE 311), Control Systems (EE 3321), Communication I (EE 3431), and Power Systems or Electromechanics (EE351 or 3541) Students are required to complete team-based technical projects in Mechanical Engineering (ME 172) and Senior Project I and II (EE 496 and EE 497). Students are required to pass several out-of-major courses that relate directly to Outcomes. These include: Communication Courses for both Speech and Writing Programming Probability and Statistics Each EE course has specific contributions to those outcomes. The table below presents a map between some of the core classes in the EE curriculum and student outcomes a-k. Overview of outcomes and EE curriculum Student O utcomes EE 21 EE 211 EE 212 EE 22 EE 221 C pe 221 C pe 2211 EE 311 EE 351 EE 3541 EE 496 EE 497 a) Apply fundamental x x x x x x knowledge b) Design, conduct, analyze x x x experiments c) Design x x x systems or components d) Function on x x x multidisciplinary teams e) Identify, formulate, solve x x x x problems f) Professional x x and ethical responsibility g) Communicate x x x x 4

5 effectively h) Understand global and societal context i) Engage in lifelong learning j) Knowledge of contemporary issues k) Prepared for engineering practice x x x x x x x x x 5. Methods/Instruments and Administration Describe your assessment methods, both direct and indirect, and their frequency of administration. Current assessment measures include scores from ECE sophomore advancement/final exams, selected problem scores from ECE sophomore advancement/final exams, grades from ECE selected undergraduate laboratory assignments, selected assignment scores from ECE undergraduate courses, designated assignments from Senior Design I and II, and responses from the Senior Survey. Table 1 presents an overview of the utilization of assessment measures for student outcomes a-k. A description of the measures and performance criteria used for each outcome are given after Table 1. These measures and performance criteria are utilized in rubrics for each outcome to assess proficiency in targeted student abilities. Each outcome is assessed through at least three measures made in two or more courses required by the degree program. Table 1. Overview of outcomes and assessment measures Student O utcomes a) Apply fundamental knowledge b) Design, conduct, analyze experiments c) Design systems or components d) Function on multidisciplinary teams e) Identify, formulate, solve problems f) Professional and ethical responsibility g) Communicate effectively h) Understand global and societal context Sophomore Advancement/ Final Exams EE 21 EE 212 EE 22 CpE 221 EE 21 EE 212 EE 22 CpE 221 ECE Selected Assign./Problems EE 211 (Stat) EE 221 (Stat) EE 211 (Stat) EE 221 CpE 2211 EE 311 (EE) EE 311 (EE) EEAE I EEAE II EEAE III CpEAE EE 351/3541 (EE) Senior Design Proj. I Written Proposal Case study Problem Project proposal presentation Case study Problem Project proposal evaluation Senior Design Proj. II Written Report Instructor project team evaluation Instructor project team evaluation Project final presentation Senior Survey Student evaluation question Student evaluation question Student evaluation question Student evaluation question 5

6 i) Engage in lifelong learning j) Knowledge of contemporary issues k) Prepared for engineering practice EE 211 CpE 2211 Student career plan evaluation Case study Problem Instructor project rubric evaluation Instructor project rubric evaluation Instructor project rubric evaluation Student evaluation question Student evaluation question Student evaluation question 6

7 The measures used to assess each outcome are explained in greater detail below. The learning elements covered by each measure are explained in detail later in this report when discussing the rubric for each outcome. Outcome a: an ability to apply knowledge of mathematics, science, and engineering Advancement/final Examinations: Overall grade for the advancement/final examinations for Circuits I (EE 21), Circuits II (EE 212), Intro. to Electronic Devices (EE 22), and Intro. to Computer Engineering (CpE 221). On-campus students take the exams as the final exam for these courses. Transfer students must pass these exams as transfer exams to gain access to higher-level courses. Several questions on each exam requires students to apply fundamental knowledge of mathematics, science, and engineering. Goal: The median score of each advancement/final examination will be 8 percent or greater for those students that pass the examination. (Repeated use for Outcome e) Selected assignments in required laboratories of Circuit Analysis (EE 211) and Intro. to Electronic Devices (EE 221). Goal: The median score of the selected assignments will be 8 percent or greater. o Laboratory Assignment #3 in Circuit Analysis Laboratory EE 211: Students will apply descriptive statistics using EXCEL. A set of resistor values with a given tolerance will be analyzed and multiple statistical parameters will be calculated to describe the data. Students will turn in a notebook and report. o Midterm Take-home Problem in Electronic Devices Laboratory EE 221: Students will apply descriptive statistics to an analysis of a diode circuit. (planned). Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data Selected assignments in required laboratories of Circuit Analysis, Electronic Devices, and Computer Engineering. Goal: The median score of the selected assignments will be 8 percent or greater. o Laboratory Assignment #2 in Circuit Analysis Laboratory EE 211: Students will build basic resistive networks, compare operation to theory, and investigate the influence of resistor tolerances on circuit behavior. Students will turn in a notebook and report that documents the experiment and analyzes the circuit behavior based on descriptive statistics. o Laboratory Assignment #4 in Electronic Devices Laboratory EE 221: Students will obtain IV curves for diodes and will build and test diode-based rectifier and limiter circuits. Students will turn in a technical memorandum that describes device/circuit behavior related to theory, documents the experiments with plots and tables, and discusses performance limitations of various rectifier configurations. o Laboratory Assignment in Computer Engineering Laboratory CpE 2211: Students will design and build a 4-bit registered arithmetic logic unit. Students will develop a test plan, and then test the circuit. Students turn in a) their design, b) their testplan, and c) a laboratory notebook that includes the results of their testing. The students will be graded on the completeness and execution of their test plan. 7

8 Outcome c: an ability to design a system, component, or process to meet desired needs Selected assignment in Electronics I laboratory (EE 311). Goal: The median score of the selected assignments will be 8 percent or greater. (Repeated use for Outcome d) o Collaborative Project Assignment in Electronics I Laboratory EE 311: Students will be asked to design an electronic system (such as a diode-based rectifier or a amplifier). Student teams will turn in a report that documents the team design with regard to (1) a complete circuit simulation and (2) hardware performance as well as a (3) discussion of the design, performance, and circuit limitations. (planned). Project proposal report in Senior Design I (EE 496). Goal: The median score of the selected assignment will be 8 percent or greater. o Students will prepare a written proposal for their project. The proposal will include an overall description of the requirements for the project as well as their plan for completion. The written proposal will be graded based on the completeness of their plan, appropriateness of the budget, and the timeline details. (The written proposal grade is separate from the oral presentation grade.) Project final report in Senior Design II (EE 497). Goal: The median score of the selected assignment will be 8 percent or greater. o Students will prepare a written final report for their project. The proposal will include an overall summary of the project with technical performance measures. The written proposal will be graded based on the completeness of their summary, quality of the technical design, and performance of the device/program/etc. (The written report grade is separate from the oral presentation grade.) Outcome d: an ability to function on multi-disciplinary teams Selected assignment in Electronics I laboratory (EE 311). Goal: The median score of the selected assignments will be 8 percent or greater. (Repeated use for Outcome c) o Collaborative Project Assignment in Electronics I Laboratory EE 311: Students will be asked to design an electronic system (such as a diode-based rectifier or a amplifier). Student teams will turn in a report that documents the team design with regard to (1) a complete circuit simulation and (2) hardware performance as well as a (3) discussion of the design, performance, and circuit limitations. (planned) Team evaluation in Senior Design II. Goal: The median score of the selected assignment will be 8 percent or greater. o Students will be evaluated on their contributions to the project team by a) the course instructor, b) the technical advisors, and c) their student teammates. The course instructor will assign an overall teamwork score which will be used for assessment. Projects typically require both hardware and software components. (planned) Senior Survey: My education at Missouri S&T provided me with o An ability to function on multi-disciplinary teams. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome e: an ability to identify, formulate, and solve engineering problems Advancement/final Examinations: Overall grade for the advancement/final examinations for Circuits I (EE 21), Circuits II (EE 212), Intro. to Electronic Devices (EE 22), and Intro. to Computer Engineering (CpE 221). On-campus students take the exams as the final exam for these courses. Transfer students must pass these exams as transfer exams to gain access to higher-level courses. Each exam includes several problem which requires students to identify, formulate, and solve engineering problems. Goal: The median score of each advancement examination will be 8 percent or greater for those students that pass the examination. (Repeated use for Outcome a) 8

9 Selected problems from the advancement/final examinations for Circuits I (EE 21), Circuits II (EE 212), Intro. to Electronic Devices (EE 22), and Intro. to Computer Engineering (CpE 221). Goal: The median score of the selected problems from the advancement examinations will be 8 percent or greater for those students that pass the examination. o EEAE I Problem: Students will be given a multi-component circuit and will be asked to apply Node or Mesh analysis for the solution. Problem: Students will be given a multi-component circuit and will be asked to determine the Thevenin or Norton equivalent circuit. o EEAE II Problem: Students will be asked to determine a specified phasor voltage or current given a multi-component circuit or a transfer function H(s). Problem: Students will be asked to solve a complex power problem that requires them to apply the interrelationships among complex power, average power, and reactive power. o EEAE III Problem: Students will be given a transistor (BJT or FET) circuit and will be asked to determine the DC operating point. Problem: Students will be given an OpAmp circuit and will be asked to determine the output voltage or current as a function of input signal(s). o CpEAE Problem: Students will be asked to solve a word problem that requires them to formulate a solution and implement that solution using digital components. Problem: Students will be given a Boolean expression and will be asked to simplify the expression, put it into a canonical form, or to implement the expression using specified digital components. Outcome f: an understanding of professional and ethical responsibility Selected assignment in Senior Design I (EE/CpE 496) Seminar. Goal: The median score of the selected assignment will be 8 percent or greater. o Students will perform a written analysis of a case study involving professional conduct and engineering ethics. A professional code of ethics will be used as the basis for the analysis. Senior Design II (EE/CpE 497) instructor assessment. Goal: The median student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Senior design instructor is asked to assess each student s ability to incorporate the perspective of others and to make ethical design decisions while functioning on a multidisciplinary senior design project team. (planned) Senior Survey Question: My education at Missouri S&T provided me with. o An understanding of professional and ethical responsibility. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome g: an ability to communicate effectively Selected assignments in laboratory for Electromechanics or Power Systems. Both a memo-type written assignment and a report-type written assignment will be included. Goal: The median score of the selected assignments will be 8 percent or greater. o Laboratory Assignment in Electromechanics Laboratory EE 351: Students will turn in a formal report on their last laboratory assignment. The report will include a title page, table of contents, and sections for an abstract, introduction, procedure, results, analysis, and conclusions. The laboratory will be graded on technical content as well as the 9

10 quality of the written presentation. The score for quality of written presentation will be used for assessment of this outcome. o Laboratory Assignment #2 in Power Systems Laboratory EE 3541: Students will turn in a memorandum-style report on the laboratory assignment. The memorandum will include a half-page header, listing of objectives, discussion of specified technical questions, and requested appendix information (e.g. plots, code, and calculations). The laboratory will be graded on technical content as well as the quality of the written presentation. Project proposal presentation in Senior Design I (EE 496). Goal: The median score of the selected assignment will be 8 percent or greater. o Students will prepare a collaborative proposal presentation for their project. The presentation will include an overall description of the requirements for the project as well as their plan for completion. The oral presentation will be graded based on the overall quality, effectiveness, etc. (The presentation grade is separate from the written proposal grade.) Project final presentation in Senior Design II (EE 497). Goal: The median score of the selected assignment will be 8 percent or greater. o Students will prepare a collaborative final presentation for their project. The presentation will include an overall summary of the project with technical performance measures. The oral presentation will be graded based on the overall quality, effectiveness, etc. (The presentation grade is separate from the written report grade.) Senior Survey: My education at Missouri S&T provided me with An ability to communication effectively. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome h: the broad education necessary to understand the impact of engineering solutions in a global and societal context Assignment in Senior Design I (EE 496). Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Students are given an example of an engineering design failure and are asked to evaluate the global and societal issues associated with the engineering decisions involved in the case. Senior design instructors are asked to evaluate each student on the basis of their ability to understand the impact of engineering solutions in a global and societal context. (planned). Senior design I (EE 496) Report. Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Students are asked to describe societal and business factors related to their proposed product design and how they will address them. Senior design instructors are asked to evaluate each student on the basis of their ability to understand the impact of engineering solutions in a global and societal context. (planned). Senior Survey Question: My education at Missouri S&T provided me with An understanding of the impact of engineering upon the broader society. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome i: a recognition of the need for, and an ability to engage in life-long learning Assignment in Senior Design I (EE/CpE 496) Seminar. Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Each student is asked to turn in a 5, 1, and 2-year career plan. Senior design instructors are asked to evaluate each student based on the recognition of the need for life-long learning. (planned). 1

11 Senior Design II (EE/CpE 497) Project Rubric. Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Each project faculty advisor will complete a rubric assessing the project team s use of technical resources, the project design process, and expertise in the field for completing the Senior Design II project. Senior Survey Question: My education at Missouri S&T provided me with A recognition of the need for and an ability to engage in life-long learning. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome j: a knowledge of contemporary issues Assignment in Senior Design I (EE/CpE 496). Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Students are given an example of an engineering design failure and are asked to evaluate the impact of contemporary issues, like standards, government regulations, technical capability, etc., on the cause of the failure and on the prevention of similar issues in the future. Senior design instructors are asked to evaluate each student on the basis of the student s understanding of contemporary issues. (planned). Senior Design II (EE/CpE 497) Project Rubric. Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Each project faculty advisor will complete a rubric assessing the project team s review of technical literature in project area; use of theory, methodology and techniques for project design, implementation and testing; usage of tools and equipment for project design, implementation and testing. Senior Survey Question: My education at Missouri S&T provided me with A knowledge of contemporary issues. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Selected assignments in required laboratories of Circuits I (EE 21), and Intro. to Computer Engineering (CpE 221). Goal: The median score of the selected assignments will be 8 percent or greater. o Laboratory Assignment #1 in Circuits I Laboratory EE 211: Students will simulate the transient behavior of an RC circuit using computer tools. Students will turn in a technical memorandum that describes simulated device/circuit behavior related to theory and documents that show the simulation details. o Laboratory Assignment in Computer Engineering Laboratory CpE 2211: Students will design a 4-bit registered arithmetic logic unit using automated design tools. Students will determine how to build the circuit, will develop a testplan, and then will build and simulate the circuit. The students will be graded on their ability to use automated design tools in the process of designing and testing their circuit. Senior Design II (EE/CpE 497) Project Rubric. Goal: The average student assessment will be 3 on a scale of 1(needs improvement)-5(exceptional proficiency). o Each project faculty advisor will complete a rubric assessing the project team s review of technical literature in project area; use of theory, methodology and techniques for project design, implementation and testing; usage of tools and equipment for project design, implementation and testing. Senior Survey: My education at Missouri S&T provided me with An ability to use the techniques, skills, and modern engineering tools necessary for 1

12 engineering practice. Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well). RUBRICS FOR OUTCOMES a-k Current rubrics for outcomes a-k with measures, assessment tools, and performance criteria are given as follows. Outcome a: graduates have the ability to apply knowledge of mathematics, science, and engineering Students should have the ability to: Solve engineering problems using appropriate mathematical tools a) Identify variables and equations for analog and digital circuits b) Utilize techniques of calculus, differential equations, and descriptive statistics c) Apply simultaneous equations and frequency analysis to circuit solutions d) Apply Boolean algebra to problems in digital logic Demonstrate knowledge of physical concepts and SI units related to energy, matter, and circuits. a) Familiarity with physical concepts of voltage, current, and power b) Identify interrelationships among electrical analog and digital circuit variables c) Use of appropriate units for electrical and computer engineering quantities Measures: Assessment tool Advancement Examinations. Overall grade for the advancement/final examinations for Circuits I (EE 21), Circuits II (EE 212), Intro. to Electronic Devices (EE 22), and Intro. to Computer Engineering (CpE 221). Laboratory Assignment #3 in Circuit Analysis Laboratory EE 211 Midterm Take-home Problem in Electronic Devices Laboratory EE 221 Solve engineering problems using appropriate mathematical tools a,b,c,d a,b a,b Demonstrate knowledge of physical concepts and SI units related to energy, matter, and circuits a,b,c a, b 1

13 Measurement: Assessment Tool Target Score Proficiency Level EEAE I Overall Score 8 (median of those passing) Meets expectation EEAE II Overall Score 8 (median of those passing) Meets expectation EEAE III Overall Score 8 (median of those passing) Meets expectation CpAE Overall Score 8 (median of those passing) Meets expectation EEAE I Node/Mesh Analysis 8 (median of those passing) Meets expectation Problem Laboratory Assignment #3 in 8 (median) Meets expectation Circuit Analysis Laboratory EE 211 Midterm Take-home Problem in Electronic Devices Laboratory EE (median) Meets expectation Outcome b: graduates have the ability to design and conduct experiments, as well as to analyze and interpret data Students should have the ability to: Collect experimental information a) Familiarity with basic instruments related to electrical and computer engineering and the use of those instrumentation to accurately measure circuit functions b) Assemble circuit elements to support a specific experimental procedure c) Design an experiment to obtain specified information d) Use computer tools to aid in data collection and organization Document and interpret laboratory work a) Record activity in laboratory notebooks b) Organize experimental data into tables and graphs c) Relate features in experimental data to simulation and theory d) Prepare an experimental test plan Measures: Assessment tool Laboratory Assignment #2 in Circuit Analysis Laboratory EE 211 Laboratory Assignment #4 in Electronic Devices Laboratory EE 221 Laboratory Assignment in Computer Engineering Laboratory CpE 2211 Collect experimental information a,b a,b,d a,b,c,d Document and interpret laboratory work a,c b,c,d a,d Measurement: 1

14 Assessment Tool Target Score Proficiency Level Laboratory Assignment #2 in 8 (median) Meets expectation Circuit Analysis Laboratory EE 211 Laboratory Assignment #4 in 8 (median) Meets expectation Electronic Devices Laboratory EE 221 Laboratory Assignment in Computer Engineering Laboratory CpE (median) Meets expectation Outcome c: graduates have the ability to design a system, component, or process to meet desired needs Students should have the ability to: Apply engineering knowledge and techniques to meet specific engineering needs a) Formulate a design plan with specific objectives and defined constraints b) Demonstrate knowledge of basis analog and digital circuit configurations c) Assemble circuit components and write software to perform specific functions d) Discuss issues in design, limitations, and performance e) Evaluate project implementation and performance Demonstrate performance on a project team a) Function as a member of a design team in support a defined project b) Contribute to collaborative proposals and reports c) Use a formal design process with objectives, budgets, timelines, and performance measures Measures: Assessment tool Collaborative Project Assignment in Electronics I Laboratory EE 311 (EE only) Collaborative Project Assignment in Digital Systems Design CpE 315 (CpE only) Project proposal report in Senior Design I (EE/CpE 496) Project final report in Senior Design II (EE/CpE 497) Apply engineering knowledge a,b,c b,c,d,e a,b b,d,e Demonstrate performance on a project team a,b,c a,b a,b,c a,b Measurement: Assessment Tool Target Score Proficiency Level 1

15 Collaborative Project Assignment in Electronics I Laboratory EE 311 (EE only) Digital Systems Design CpE 315 (CpE only) Project Proposal Report in Senior Design I (EE/CpE 496) Project Final Report in Senior Design II (EE/CpE 497) 8 (median) Meets expectation 8 (median) Meets expectation 8 (median) Meets expectation 3.5 (average) Meets expectation Outcome d: graduates have the ability to function on multi-disciplinary teams Students should have the ability to: Communicate as part of a team a) Contribute to collaborative written work b) Contribute to collaborative oral presentations Manage a project a) Demonstrate knowledge of team organization and member roles b) Function as a member of team c) Use of basic project management tools d) Adapt work dependent on technical, time, and budgetary constraints Measures: Assessment tool Communicate as part of a team Manage a project Collaborative Project Assignment in a Electronics I Laboratory EE 311 (EE only) Collaborative Project Assignment in Digital Systems Design CpE 315 a,b (CpE only) Team evaluation in Senior Design II a,b,c Senior Survey Question a,b a,b,c,d Measurement: Assessment Tool Target Score Proficiency Level Collaborative Project 8 (median) Meets expectation Assignment in Electronics I Laboratory EE 311 (EE only) Digital Systems Design CpE 8 (median) Meets expectation 315 (CpE only) Team evaluation in Senior 8 (median) Meets expectation Design II Senior Survey Question. 3.5 (average) Meets expectation 1

16 Outcome e: graduates have the ability to identify, formulate, and solve engineering problems Students should have the ability to: Demonstrate knowledge of core areas in electrical and computer engineering including circuit analysis, electronics, power, and digital logic a) Understand notation for describing analog and digital circuits b) Familiarity with basic circuit elements c) Familiarity with basic nonlinear devices d) Familiarity with basic digital devices Solve electrical and computer engineering problems involving basic theory of circuit elements, electronic devices, power, and digital logic a) Apply mathematical techniques to circuit analysis b) Apply frequency-domain analysis c) Apply Boolean algebra to problems in digital logic Measures: Assessment tool Advancement Examinations. Overall grade for the advancement/final examinations for Circuits I (EE 21), Circuits II (EE 212), Intro. to Electronic Devices (EE 22), and Intro. to Computer Engineering (CpE 221). Selected problems from the advancement/final examinations for Circuits I (EE 21) and Circuits II (EE 212) Selected problems from the advancement/final examinations for Intro. to Electronic Devices (EE 22) Selected problems from the advancement/final examinations for Intro. to Computer Engineering (CpE 221). Demonstrate knowledge of core areas of ECE a,b,c,d a,b a,b,c a,d Solve ECE problems a,b a c Measurement: Assessment Tool Target Score Proficiency Level EEAE I Overall Score 8 (median of those passing) Meets expectation 1

17 EEAE II Overall Score 8 (median of those passing) Meets expectation EEAE III Overall Score 8 (median of those passing) Meets expectation CpAE Overall Score 8 (median of those passing) Meets expectation EEAE I Node/Mesh Analysis 8 (median of those passing) Meets expectation Problem EEAE I Equivalent Circuit 8 (median of those passing) Meets expectation Problem EEAE II Phasor frequencydomain 8 (median of those passing) Meets expectation circuit EEAE II Complex Power 8 (median of those passing) Meets expectation Problem EEAE III Transistor Problem 8 (median of those passing) Meets expectation EEAE III OpAmp Problem 8 (median of those passing) Meets expectation CpEAE Word Problem 8 (median of those passing) Meets expectation CpEAE Application in Boolean Algebra 8 (median of those passing) Meets expectation Outcome f: an understanding of professional and ethical responsibility Students should have the ability to: Make informed ethical choices a) Use knowledge to identify short- and long-term impacts b) Use the perspectives of other people c) Properly organize data to distinguish facts from assumptions d) Integrate newly collected data with existing facts e) Defend ethical decision making with factual support Apply knowledge of a professional code of ethics a) Identify, describe and adhere to the codes of conduct for a professional engineer b) Determine ethical issues for decision making and their broader impact on the company and others c) Demonstrates knowledge of a code of ethics in decision making d) Use ethical guidelines to analyze components of a decision independently Conduct ethical practice a) Assess risks and costs when evaluating professional engineering and scientific practice b) Integrates and designates ethical elements used in practice with their professional code of ethics c) Combine aspects of ethical behavior to make informed ethical choices d) Apply personal value system to support actions and to evaluate standards Measures: 1

18 Assessment tool Senior Design (EE/CpE 497) instructor assessment. Selected assignment in Senior Design I (EE/CpE 496). Senior Survey Question. Make informed Apply knowledge of a Conduct ethical ethical choices professional code of ethics practice a,b a,c b,c,d a,c,d,e b,c,d a,b,c,d Measurement: Assessment Tool Target Score Proficiency Level Senior Design (EE/CpE 497) Goal: 3 (average) Meets expectation instructor assessment. Selected assignment in Senior Goal: 3 (average) Meets expectation Design I (EE/CpE 496). Senior Survey Question. Goal: 3.5 (average) Meets expectation Outcome g: graduates have the ability to communicate effectively Students should have the ability to: Communicate in writing a) Utilize standard grammar, formats, and aspects of the writing process b) Summarize accurately c) Use style, tone, and content for appropriate audiences d) Present arguments using evidence effectively Communicate orally a) Plan, prepare and deliver well-organized oral presentations b) Respond to questions appropriately and can interpret results for different audiences Communicate graphically a) Utilize professional graphics in written and oral presentations b) Craft appropriate professional graphics for different audiences and purposes c) Utilize graphics to present, interpret and assess information d) Evaluate graphical information using logic and evidence Acquire and use information from different sources a) Analyze credibility of information sources and uses state-of-the-art sources and information from profession b) Summarize information accurately c) Design communications appropriate for different audiences and purposes Measures: 1

19 Assessment tool Laboratory Assignment #2 in Power Systems Laboratory EE Laboratory Assignment in Electromechanics Laboratory EE 351. Laboratory Assignment in Digital Engineering Laboratory CpE Communicates in writing a,c,d a,b,c,d a,b,c,d Communicates orally Communicates graphically a,b,c,d Acquires and uses information from different sources Project proposal presentation in Senior Design I (EE/CpE 496). Project final presentation in Senior Design II (EE/CpE 497). a,b a,b a,b,c,d Measurement: Assessment Tool Target Score Proficiency Level Laboratory Assignment #2 in 8% (median) Meets expectation Power Systems Laboratory EE 3541 Laboratory Assignment in 8% (median) Meets expectation Electromechanics Laboratory EE 351 Laboratory Assignment in 8% (median) Meets expectation Digital Engineering Laboratory CpE 3151 Project proposal presentation in 8% (median) Meets expectation Senior Design I (EE/CpE 496). Project final presentation in Senior Design II (EE/CpE 497). 8% (median) Meets expectation Outcome h: the broad education necessary to understand the impact of engineering solutions in a global and societal context Students should have the ability to: Comprehend the impact of engineering solutions in a global context a) Understand global issues and associated terminology b) Recall impacts of current and historical engineering solutions c) Recognize different types of impacts for an engineering solution 1

20 d) Incorporate knowledge obtained of impacts, possible and actual, into the engineering design process Comprehend the impact of engineering solutions in a societal context a) Identify aspects of engineering solutions that impact society b) Apply knowledge to identify impacts of engineering solutions c) Perform failure analysis of an engineering solution d) Evaluate perspectives different from their own Measures: Assessment tool Senior Survey Question. Assignment in Senior Design I (EE/CpE 496). Senior design I (EE/CpE 496) Report. Comprehend the impact of engineering solutions in a global context a,b,c,d a,c,d Comprehend the impact of engineering solutions in a societal context a,b,d a,b,c,d b Measurement: Assessment Tool Target Score Proficiency Level Senior Survey Question. 3.5 (average) Meets expectation Assignment in Senior Design I (EE/CpE 496). Senior Design I (EE/CpE 496) Report. 3 (average) Meets expectation 3 (average) Meet expectation Outcome i: Graduates have a recognition of the need for, and an ability to engage in life-long learning Students should have the ability to: Demonstrate an understanding of what needs to be learned a) Identify tools and techniques needed to conduct research and grow independent learning skills b) Extend awareness of content learned to develop research and independent learning skills c) Apply content learned to an actual project Identify, retrieve, and organize information a) Recall learned information b) Use information learned in project situations c) Articulate the meaning of the information 2

21 Demonstrate critical thinking skills a) Apply facts, theory and techniques learned to everyday situations b) Synthesize facts, theory and techniques for comprehensive understanding c) Analyze the meaning of facts, theory and techniques learned Measures: Assessment tool Senior Survey Question. Senior Design I (EE/CpE 496) Seminar. Senior Design II (EE/CpE 497) Project Rubric. Demonstrate an understanding of what needs to be learned a,b,c Identify, retrieve and organize information a,b,c Measurement: Assessment Tool Target Score Proficiency Level Senior Survey Question 3.5 (average) Meets expectation Senior Design seminar 3 (average) Meets expectation Senior Design Project Rubric 3 (average) Meet expectation Demonstrate critical thinking skills a,b,c Outcome j: graduates have a knowledge of contemporary issues Students should have the ability to: Address major socio-economic and technological issues a) List and describe the major socio-economic and technological issues b) Formulates alternative solutions for system design or addressing a particular issue c) Design a system or strategy that addresses a particular issue Understand public policy issues relating to technology and their profession a) Discuss technology issues related to public policy b) Design a system or strategy that addresses a particular public policy issue Measures: Assessment tool Ability to address major socioeconomic and technological issues Ability to understand public policy issues relating to technology and their profession Senior Survey Question. a,b,c a,b Assignment in Senior Design I a (EE/CpE 496). a,b,c Senior Design II (EE/CpE 497) Project Rubric. CpE 315 microcontroller technical review. b,c a 2

22 Measurement: Assessment Tool Target Score Proficiency Level Senior Survey Question. 3.5 (average) Meets expectation Assignment in Senior Design I (EE/CpE 496). Senior Design II (EE/CpE 497) Project Rubric. CpE 315 Microcontroller Technical Review. 3 (average) Meets expectation 3 (average) Meets expectation 8 (median) Meets expectation Outcome k: graduates have an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Students should have the ability to: Use modern engineering techniques, skills, equipment and computer-assisted tools a) List available techniques, skills, equipment, and computer-assisted tools available to electrical and computer engineering b) Use engineering techniques, skills, equipment, and computer-assisted tools to solve engineering problems c) Combine the use of multiple techniques, skills, equipment, or computer-assisted tools for engineering problem solving or developing an engineering design d) Evaluate which techniques, skills, equipment, or computer-assisted tools are most appropriate to complete a specific engineering task Measures: Assessment tool Laboratory Assignment #1 in Circuits I Laboratory EE 211. Laboratory Assignment in Computer Engineering Laboratory CpE 2211 The students will be graded on their ability to use the Quartus II and ModelSim tools in the process of designing and testing their circuit. Senior Design II (EE/CpE 497) Project Rubric. Use modern engineering techniques, skills, equipment and computer-assisted tools b,c b,c a,b,c,d 2

23 Measurement: Assessment Tool Target Score Proficiency Level Laboratory Assignment #1 in 8 (average) Meets expectation Circuits I Laboratory EE 211. Laboratory Assignment in 8 (average) Meets expectation Computer Engineering Laboratory CpE Senior Design Project Rubric. 3 (average) Meets expectation 2

24 ECE UNDEGRADUATE ASSESSMENT PROCESS Adopted by ECE Faculty Feb. 25, 215 The Electrical Engineering and Computer Engineering programs are assessed over a six-year cycle. The tools used for assessment include: Specific measures developed to quantify student performance related to outcomes a-k and Additional input from ABET, students, alumni, faculty, employers, etc. Assessment data for the Electrical and Computer Engineering programs are collected for the outcome a-k assessment tools annually, and the information is evaluated every three years. Data collection for the additional tools varies. Responsibility for assessment collection is shared among the Department Chair, Associate Chairs, and other faculty and staff. Records are maintained in the office of the Undergraduate Secretary and Department Faculty Minutes are maintained by the Department Chair s Secretary. The measures for assessing outcomes a-k were presented in the previous sections. The measures are based on the rubric approach as documented and approved by the ECE faculty. The previous sections summarize the measures and describe the associated rubrics. The Electrical and Computer Engineering programs utilize additional tools to obtain feedback for evaluating and assessing program educational objectives and outcomes, including: alumni panels (5+ years past graduation); feedback from employers and the development office; recommendations from ABET; periodic faculty review of emphasis areas; and feedback from the ECE Academy, which serves as an alumni and industry advisory board for the department. The student outcomes, assessment tools, performance measures and criteria are reviewed during the periodic three-year evaluation of the curriculum. The specific groups involved in this review are the electrical engineering and the computer engineering faculty committees for undergraduate studies, the ECE faculty as a whole, and the ECE Academy of Electrical and Computer Engineering. Table 2 provides an overview of the timeline for the assessment process over a six-year cycle. 2

25 Table 2. Assessment Process. Year Action Collect data 5+-year alumni panel Employer feedback Development office feedback Phonathon feedback ECE Academy General feedback Review mission/objectives FE Exam results (optional) Selected laboratory assignments 1 Selected course assignments 2 Senior Design assignments and instructor evaluation Senior Evaluation (Survey) Advancement Exam grades 3 ABET review feedback Analyze data (ECE chairs + faculty) Mission/objectives Outcomes Area review (faculty) Review/revise assessment techniques (ECE chairs + faculty) Approve curriculum changes (ECE faculty, ECE academy, S&T curriculum committee) 1 Circuits I Laboratory (EE 211), Computer Engineering Laboratory I (CpE 2211), Digital Engineering Laboratory (CpE 3151), Power System Design and Analysis Laboratory (EE 3541), Electromechanics Laboratory (EE 351), Electronic Devices Laboratory (EE 221), Electronics I Laboratory (EE 311), Mechanical Engineering (ME 172) 2 Digital System Design (CpE 315), Mechanical Engineering (ME 172) 3 Circuits I (EE 21), Circuits II (EE 212), Introduction to Electronic Devices (EE 22), Introduction to Computer Engineering (CpE 221) 6. Findings Provide quantifiable results of direct and indirect assessments The table below presents the assessment data that has been collected for the SLO/ABET measures semester from Spring 215-present. Meas ure A1 A2 EEAE I Overall Score EEAE II Overall Score Description FS SP FS SP

26 A3 EEAE III Overall Score A4 CpAE Overall Socre A5 Laboratory Assigment #3 (Statistics) in EE 211 A6 Midterm Take-Home Problem in EE B1 Laboratory Assigment # 2 (Resistor Tolerances) in EE 211 B2 Laboratory Assigment # 4 (Rectifier) in EE 221 B3 Laboratory Assigment (ALU Design) in CpE 2211 C1 Collaborative Project Assignment in EE 311 (EE Only) C2 Collaborative Project Assignment in CpE 315 (CpE Only) C3 Project Proposal Report in EE/CpE 496 C4 Project Final Report in EE/CpE 497 D1 Collabrative Project Assignment in EE 311 (EE Only) D2 Collaborative Project Assignment in CpE 315 (CpE Only) D3 Team Evaluation in EE/CpE 497 D4 Sr Survey: Work on teams E1 E2 E3 E4 E5 E6 E7 E8 EEAE I Overall Score EEAE II Overall Score EEAE III Overall Score CpAE Overall Socre EEAE I Node/Mech Analysis Problem EEAE I Equivalent Circuit Problem EEAE II Phasor Frequency Domain Circuit EEAE II Complex Power Problem

27 E9 E1 E11 E12 EEAE III Transistor Problem EEAE III OpAmp Problem CpEAE Word Problem CpEAE Application in Boolean Algebra F1 Selected Assigment (Ethics) in EE/CpE 496 F2 F3 EE/CpE 497 Instructor Assesment (Ethics) Sr Survey: Ethics Responsibility G1 G2 G3 Laboratory Assignment (Formal Report) in EE 351 (EE Only) Laboratory Assignment #2 (Technical Writing) in EE 3541 (EE Only) Laboratory Assignment (Formal Report) in CpE 3151 (CpE Only) G4 Project Proposal Presentation in EE/CpE 496 G5 Project Final Presentation in EE/CpE 497 G6 Sr Survey: Communicate Effectively H1 Assignment (Global/Societal Issues)in EE/CpE 496 H2 H3 Senior Design I Report (Societal/Business Factors) Sr Survey: Impact of Engineering on Society I1 I2 I3 Senior Design I Seminar (Career Plan) Senior Design II Project Rubric (Tech Resources/Design) Sr Survey: Engage in Life-Long Learning J1 J2 J3 J4 CpE 315 Microcontroller Technical Review (CpE Only) Assignment in EE/CpE 496 (Contemporary Issues) Senior Design II Project Rubric (Technical/Methodological Approach) Sr Survey: Know Contemporary Issues