computer engineering department student learning outcome ... · an appreciation for engineering as...

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Computer 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 communicate 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.

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The Educational Mission and Objectives were adopted by the ECE Faculty on February 25, 2015. The Educational Mission and Objectives were reviewed by the ECE Faculty on August 17, 2017 and modifications were adopted on Friday, November 3, 2017.

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.

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, 2015, 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

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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 writing.

g

II. An ability to think critically and analyze effectively. b,c,e III. An ability to apply disciplinary knowledge and skills in solving critical problems.

a,k

IV. An ability to function in diverse learning and working environments.

d

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 engage in, life-long learning.

i

4. Curriculum Mapping to Campus and/or Program Outcomes A. Alignment to Program Educational Objectives The three program objectives are technical competency, engineering perspective, and professional skills and knowledge. In addition to the relationships between program educational objectives and student outcomes, the curriculum is closely aligned with these objectives. The program is designed to provide a broad, rigorous education in computer engineering with significant hands-on experience and to provide varied instruction and opportunities for developing professional skills. The curriculum provides technical competency through a well-defined progression of courses providing a background in mathematics and science. This background leads to a set of four core courses in electrical and computer engineering that provide the basic concepts, skills, and tools for upper-level courses. Note that the basic mathematics, physics, sophomore core, and upper-level core require a grade of “C” or better to satisfy the degree requirements. The curriculum provides an engineering perspective through course components in design and varied laboratory experience including significant software and hardware tools. The freshman

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year has an engineering design course and the senior year has the project sequence. Many of the required and elective courses include content on design, system, and engineering constraints. Seven of the required core courses are accompanied by laboratories. Courses and laboratories include exposure to computer-based engineering tools that include MatLab and circuit simulation. Also, the students must complete a rigorous C++ programming course (the same course required for Computer Science majors.). The curriculum provides instruction and opportunities for professional skills development. Courses are required in speech and technical writing. The engineering courses and laboratories incorporate communication across the curriculum concepts. In particular, written communication is required through laboratory notebooks, laboratory technical memoranda, and formal technical reports. The design and project courses require formal presentations, technical proposals, and formal project reports. Many of these assignments are collaborative. The senior project sequence involves teamwork, project management, and other professional components. Additional opportunities are provided through honors research options, student organizations, design team competitions, etc. B. Attainment of Student Outcomes The student outcomes are the SLOs I-VII/ABET outcomes a-k. Each course in electrical and computer engineering has specific contributions to those outcomes. The computer engineering program and the electrical engineering program are closely related. Computer engineering is both an emphasis area within electrical engineering and a separate degree program. As such the following courses and laboratories are common to both degree programs:

• Circuits I (Electrical Engineering 2100) • Circuits Analysis Laboratory (Electrical Engineering 2101) • Circuits II (Electrical Engineering 2120) • Introduction to Electronic Devices (Electrical Engineering 2200) • Electronic Devices Laboratory (Electrical Engineering 2201) • Introduction to Digital Logic (Computer Engineering 2210) • Computer Engineering Laboratory (Computer Engineering 2211) • Senior Project I (co-listed - Electrical Engineering 4096 and Computer Engineering

4096) • Senior Project II (co-listed - Electrical Engineering 4097 and Computer Engineering

4097) Electrical engineering courses are allowed to satisfy Comp Eng electives The courses and laboratories in electrical and computer engineering are in one of the following four categories.

• Sophomore-level Core: These required courses and laboratories provide the basic conceptual knowledge and analytical tools that are prerequisite for upper-level courses.

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• Upper-level Core: These required courses and laboratories provide a breadth component for the program. They provide a background in the emphasis areas.

• Elective Courses: Comp Eng Elective A must be a Junior- or Senior-level Computer Engineering, Electrical Engineering or Computer Science course to provide students with extra technical depth. Comp Eng Elective B must be a Junior- or Senior-level Computer Engineering course to provide students with extra technical depth in a Computer Engineering emphasis area. Comp Eng Electives C, D, and E must a Junior- or Senior-level course from an approved list of science, mathematics, or engineering courses, with at least six hours of engineering or science courses. These courses provide students with extra breadth of knowledge and additional technical depth. Elective C, D, or E may be used for undergraduate research.

• Senior Project Sequence: A two-semester sequence of Computer Engineering Senior Project I and Senior Project II courses (Computer Engineering 4096 and 4097) provide a capstone design experience and instruction in professional topics and complex projects.

Generally, the sophomore-level core courses are prerequisite for the upper-level core. The senior project sequence cannot be started until sophomore- and junior-level computer and electrical engineering core courses are completed. C. Computer Engineering Degree Program Requirements As part of the degree requirements for graduation, students must have a 2.00 or greater grade point average (GPA) out of a possible 4.00 for their cumulative GPA, their on-campus GPA, and their in-major GPA. 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 2100), Circuits II (EE 2120), Intro. Electronic Devices (EE 2200), and Intro. Computer Engineering (CpE 2210)

o Sophomore Core Laboratories: Circuit Analysis (EE 2101), Electronic Devices (EE 2201), and Computer Engineering (CpE 2211)

o Senior Project I (CpE 4096) • In-Department Courses for CpE (includes some Computer Science courses and electives)

o Core Lectures and Laboratories: Digital Signal Processing (EE 3410), Digital Systems Design (CpE 3150), Digital Engineering Laboratory (CpE 3151), Computer Organization (CpE 3110), and Computer Networks (CpE 5410)

o Electives: Computer Engineering Electives A, B, C, D, and E

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o Computer Science Lectures and Laboratories: Programming (CpSc 1570), Programming Laboratory (CpSc 1580), Discrete Mathematics (CpSc 1200), Data Structures I (CpSc 1510), and Operating Systems (CpSc 3800)

Students are required to complete team-based technical projects in Mechanical Engineering (ME 1720) and Senior Project I and II (CpE 4096 and CpE 4097). 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

While these degree requirements cannot be used to directly measure the extent that student meet the SLO and ABET outcomes, they do give greater confidence that students will reach a high level of proficiency in most outcomes before graduation. D. Prerequisite Flowcharts The degree curriculum is officially published in the campus catalog (available online). The prerequisite structure illustrated in the flowcharts is shown in Figure 4-1 for the 2014 curriculum. The flowchart is used as an advising tool and is made available to the students on the department website. In addition, each student may access an individual degree audit report through the registrar’s webpage. Important features of the prerequisite flow are the mathematics and physics prerequisites and the sophomore electric circuits, programming and computer engineering core courses. Calculus I and II are required with a “C” grade or better to enroll in Circuits I (Electrical Engineering 2100), Calculus III with a grade of “C” or better is required to enroll in Circuits II (Electrical Engineering 2120), Physics I with a grade of “C” or better is required to enroll in Introduction to Electronic Devices (Electrical Engineering 2200), Introduction to Digital Logic 2210 and Computer Science 1570 with a grade of “C” or better are required to enroll in Introduction to Microcontrollers and Embedded Systems (Computer Engineering 3150). The sophomore-level computer engineering and electric circuits courses have well-defined content and have common finals that are listed as Advancement Examinations. For transfer students who wish to apply external credit for these sophomore-level course requirements, the appropriate Advancement Examination must be passed with a “C” or better. Otherwise, the transfer student must repeat the core on-campus.

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Figure 4-1: B.S. Cp.E. Flowchart for Catalog Year 2014.

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E. Evidence that Program Meets Requirements for Each Subject Area The program curriculum is shown in Table 4-1 and Figure 4-1. The curriculum meets or exceeds recommendations for mathematics and general sciences, engineering topics, and general education. Specifically, the curriculum has the following features. (One year = one-fourth of total credit hours = 128/4 = 32.)

• One year of mathematics and sciences: Six mathematics courses at or beyond engineering calculus are required. Discrete mathematics is required. Two calculus-based physics courses with laboratory components are required. A chemistry component is required. Total credit hours are 37. Additional mathematics and science may be taken depending on the Engineering Science Elective and free electives.

• One and a half years of engineering topics: 48 credit hours are required excluding the Engineering Science Elective, Computer Science courses and Computer Science laboratory, and the free electives.

• Substantial general education: Six courses are required totaling 18 credit hours including speech, technical writing, and an upper-level humanities/social sciences course.

The general education component complements the technical courses, broadening the student perspective. While some exposure to engineering problems in a societal context occurs in senior seminar, most of the exposure is through the six required courses in humanities and social science, a required course in speech, and a required course in technical writing. Three courses are restricted as Exposition and Argumentation (English 1120), Principles of Microeconomics (Economics 1100 or Economics 1200), and an American history or political science course. One of the elective courses must be at an advanced level. The electives must be chosen from an approved campus list or be approved by the department. (The list is maintained by the discipline-specific curriculum committee (engineering) and is available from on-line and in the degree handbook.)

F. Preparation for Engineering Practice and Capstone Design Experience In addition to the technical content of the program of study, students have stand-along courses in speech and technical writing, writing assignments in multiple courses and laboratories, experience with computer-based tools, a freshman design and teamwork experience (Mechanical Engineering 1720), etc. Many in-major courses have a design component. In particular, students are exposed to the design of complex systems, components, and processes throughout the required and elective in-major courses and many of the elective courses have project and/or team assignments. These requirements prepare students for the senior design sequence.

The Seminar component of Computer Engineering Senior Project I course (Computer Engineering 4096) and the Freshman Seminar course (Freshman Engineering 1100) discuss varied professional topics such as career planning, professional expectations, and ethics. For instance, students are exposed to engineering codes of ethics and have an ethics assignment as part of the former course.

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A two-semester capstone design experience is a primary component of the Computer Engineering Senior Project I and Senior Project II courses (Computer Engineering 4096 and 4097). These courses are co-listed with Computer Engineering 391 and 392. At the beginning of the former course, the students are presented with a list of potential projects and the faculty that will advise these projects. The students are free to form their teams and choose a project that suits their interest. They may also formulate their own project, but must convince a faculty member to be their advisor. Many of these projects have an industrial sponsor or are sponsored by research projects at S&T. The projects cover all computer and electrical engineering areas. The typical team includes both computer and electrical engineering majors and most projects have both hardware and software components. Occasionally, students will join a senior design project team from another department. For example, two students were members of civil engineering teams and handled the electrical power distribution aspects of a civil engineering design problem. In addition to scoping out their project during the first semester, the class regularly meets and discusses the engineering design process, managing projects, scheduling, constraints, safety, ethics, oral and written communication. The first semester culminates in a project proposal and oral presentation by each team. The projects are mostly performed during the second semester. During the second semester, there is infrequent contact with the course instructor. Some instructors meet with the teams once or twice during the semester. Other instructors conduct a weekly team leader meeting to track the progress of the teams compared with the timeline in the proposal and to discuss team issues such as personnel problems and project/equipment problems. The second semester culminates in a completed design, a written final report, and an oral presentation. Depending on the project, there may or may not be a completed prototype that can be demonstrated in class. For example, a control system design project for the power plant can show that the system was properly installed and is working, but cannot physically demonstrate it in a classroom since it resides in the campus power plant. Examples of project proposals and reports are available. G. Cooperative Education Cooperative education (co-op) experience is encouraged, but it is not required. The campus hosts Careers Fairs in both regular semesters, facilitates company interviews on campus, and staffs a Career Opportunities and Employer Relations (COER) center (see http://career.mst.edu/). Cooperative education, summer internships, and full-time employment are supported. Students with Cooperative Education employment, typically 8-9 months, maintain continuing student status with the university and department. Registration by students for co-op experience is handled through the COER and is coordinated with the ECE Department. Upon registering, students are enrolled in a “Co-op Work Program” for zero-credit hours and the enrollment is logged under the Associate Chair for Undergraduate Studies. This item does not appear on student transcripts. If students wish to receive academic credit for their co-op experience, the department has a one-credit hour Comp Eng 3002 Cooperative Engineering Training course option. This course credit will appear on student

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transcripts, has a pass-fail grading only, and can apply toward the free elective requirements for a degree. This course may only be taken once, although multiple co-op experiences are allowed. Consent to take the course must be obtained from the department administration to check eligibility and a brief report is required to document the experience. The report must contain a 2-3 page description of co-op tasks and lessons learned with respect to emphasis on project management, teamwork, economics, salesmanship, company culture, ethics, etc. The Associate Chair for Comp Eng Undergraduate Studies typically administers the course. H. Description of Review Material Example course material has been collected for the computer engineering program. In addition to the syllabi contained in Appendix A, textbooks used for the computer engineering courses and supporting notebooks are available. Each notebook contains handout material, e.g. instructor syllabus, and examples of student work, e.g. homework, examinations, and reports.

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Table 4-1 Curriculum Computer Engineering

Course (Department, Number, Title)

List all courses in the program by term starting with the first term of the first year and ending with the last term of the final year.

Indicate Whether Course

is Required, Elective or a

Selected Elective by an R, an E or an SE.a

Subject Area (Credit Hours)

Math & Basic

Sciences

Engineering Topics Check if Contains

Significant Design (√)

General Education Other

Year 1; Term 1 FE 1100 – Study & Careers in Eng2 R ( ) 1 Math 1214 – Calculus I for Engineers3 R 4 ( ) Chem 1310 – General Chemistry R 4 ( ) Chem 1319 – General Chemistry Lab R 1 ( ) Chem Lab Safety R ( ) History 1200, 1300, 1310, or Pol Sci 1200 SE ( ) 3 English 1120 – Exposition & Argument. R ( ) 3 Year 1; Term 2 Mech Eng 1720 – Eng. Design with Comp. Appl R 3 ( √ ) Math 1215 – Calculus II for Engineers3 R 4 ( ) Physics 1135 – Engineering Physics I3,4 R 4 ( ) Econ 1100 or 1200 SE ( ) 3 Elective – Hum or Soc Sci (any level) 5 SE ( ) 3 Year 2; Term 1 El Eng 2100 – Circuits I3,6,7 R 3 ( ) El Eng 2101 – Circuit Analysis Lab3,6 R 1 ( ) Cmp Sc 1570 – Intro to Programming3 R 3 ( ) Cmp Sc 1580 – Intro to Prog Lab3 R 1 ( ) Math 2222 – Calculus/Analytic Geom III3 R 4 ( ) Physics 2135 - Engineering Physics II3,4 R 4 ( ) Year 2; Term 2 Comp Eng 2210 – Intro to Digital Logic3,6,8 R 3 ( √ ) Comp Eng 2211 – Comp Eng Lab3,6 R 1 ( √ ) El Eng 2100 – Circuits II3,7,9 R 3 ( ) Math 3304 – Elem Differential Equations 3 R 3 ( ) Cmp Sc 1575 – Data Structures3 R 3 ( ) Cmp Sc 1200 -Discrete Mathematics3 R 3

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Year 3; Term 1 Comp Eng 3150 – Intro. to Micro. and Embedded Sys. Design3,6,8 R 3 ( √ ) Comp Eng 3151 – Digital Engineering Lab3,6,8 R 1 ( √ ) Comp Eng 3110 – Computer Architecture3,8 R 3 ( ) El Eng 2200 – Intro. to Electronic Devices3,6,7 R 3 ( ) El Eng 2201 – Electronic Devices Lab3,6,7 R 1 ( ) Math Elective10 SE 3 Sp&M 1185 - Principles of Speech R ( ) 3 Year 3; Term 2 Comp Eng Elective A3,14 SE 3 ( ) El Eng 3410 – Discrete Linear Systems3,6,9 R 3 (√ ) Cmp Sc 3800 – Operating Systems3 R 3 ( ) Statistics 3117 – Prob & Stat for Eng12 R 3 ( ) English 3560 – Technical Writing13 R ( ) 3 Year 4; Term 1 Comp Eng 5410 – Intro. to Comp. Comm. Net. or Cmp Sc 5600 – Computer Networks3 R 3 ( √ )

Comp Eng Elective C3,15,16 R 3 ( ) Comp Eng 4096 – Comp Eng Senior Project I3,17 R 1 ( √ ) Elective – Hum or Soc Sci (any level) 5 SE ( ) 3 Comp Eng Elective B19 E 3 ( ) Engineering Science Elective11 SE 3 ( ) Year 4; Term 2 Comp Eng Elective D3,15,16 SE 3 ( √ ) Comp Eng Elective E3,15,16 SE 3 ( ) Comp Eng 4097 – Comp Eng Senior Project II3,17 R 3 ( √ ) Elective – Hum or Soc Sci (upper level) 5 SE ( ) 3 Free Elective18 E ( ) 3 Assessment R ( ) 0 TOTALS-ABET BASIC-LEVEL REQUIREMENTS Hours Hours Hours Hours OVERALL TOTAL CREDIT HOURS FOR COMPLETION OF THE PROGRAM 37 63 18 10 PERCENT OF TOTAL 28.9% 49.2% 14.1% 7.8%

Total must satisfy either credit hours or

percentage

Minimum Semester Credit Hours 32 48

Minimum Percentage 25% 37.5%

1. Required courses are required of all students in the program, elective courses (often referred to as open or free electives) are optional for students, and selected elective courses are those for which students must take one or more courses from a specified group.

2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For selected elective courses, indicate the maximum enrollment for each option.

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MUST REPLACE THIS-SEE WORD DOC

Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit. NOTE: Students must satisfy the common engineering freshman year requirements and be admitted into the department.

1) The minimum number of hours required for a degree in Computer Engineering is 128. 2) Students that transfer after their freshman year are not required to enroll in Freshman

Engineering Seminars. 3) A minimum grade of “C” must be attained in Math 1214, 1215, 2222, and 3304, Physics

1135 and 2135 (or their equivalents), Cmp Sc 1570, 1580, 1200, 1575, and 3800, Cp Eng 2210, 2211, 3110, 3150, 3151, 5410, 4096, and 4097, and El Eng 2100, 2101, 2120, 2200, 2201, and 3410, and the Cp Eng electives A, B, C, D and E. Also, students may not enroll in other courses that use these courses as prerequisites until the minimum grade of “C” is attained.

4) Students may take Physics 1111 and 1119 in place of Physics 1135. Students may take Physics 2111 and 2119 in place of Physics 2135.

5) All electives must be approved by the student’s advisor. Students must comply with the engineering general education requirements with respect to selection and depth of study. These requirements are specified in the current catalog.

6) Students who drop a lecture prior to the last week to drop a class must also drop the corequisite lab.

7) Students must earn a passing grade on the El Eng Advancement Exam I (associated with El Eng 2100) before they enroll in El Eng 2120 or 2200 and 2201.

8) Students must earn a passing grade on the Cp Eng Advancement Exam (associated with Cp Eng 2210) before they enroll in any course with Cp Eng 2210 and 2211 as prerequisites.

9) Students must earn a passing grade on the El Eng Advancement Exam II (associated with El Eng 2120) before they enroll in El Eng 3410.

10) Students must take Math 3103, 3108, 3109, 5302, 5603, 5105, 5106, 5107, 5108, 5209, 5211, 5215, 5222, 5325, 4530, 5737, 5351, 5154, 4096, 5483, 5585 or Stat 5644, 5346, 5353.

11) Students must take Mc Eng 2340, Mc Eng 2519, Mc Eng 2527, Physics 2311, Physics 2401, Chem 2210, Biology 2213, or Biology 2223. The following pairs of course are substitutions for any single course: Civ Eng 2200 and Mc Eng 2350, Physics 2305 and Physics 4311, Physics 2305 and Cer Eng 4240, or Physics 2305 and Nuc Eng 3205.

12) Students may replace Stat 3117 with Stat 3115 or stat 5643. 13) Students may replace English 3560 with English 1160. 14) Cp Eng Elective A must be a 4xxx or 5xxx-level Cp Eng, El Eng or Cmp Sc course with

a least a 3-hour lecture component. This normally includes all Cp Eng and El Eng 4xxx or 5xxx-level courses except Cp Eng 4000, 4099, 4096 and 4097 or Cmp Sc 5000, 4010, 5600 and 4099.

15) Cp Eng Electives C, D and E must be 3xxx, 4xxx or 5xxx-level courses from an approved list of science, mathematics and engineering courses. In particular, this list includes all 3xxx, 4xxx or 5xxx-level Cp Eng, El Eng and Cmp Sc courses except required courses in

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Cp Eng, El Eng, and Cmp Sc and except Cp Eng 4096 and 4097, El Eng 2800, 1002, 1003, 4096, and 4097, and Cmp Sc 2002 and 4600/5600. Cp Eng Electives C, D and E must include at least six hours of engineering or computer science courses.

16) Cp Eng Electives C, D and E cannot include more than three hours of Cp Eng or El Eng 4000 or 4099.

17) Students pursuing dual degrees in Cp Eng and El Eng may take either Cp Eng 4096 or El Eng 4096 and Cp Eng 4097 or El Eng 4097. Students may not receive credit for both Cp Eng 4096 and El Eng 4096 or Cp Eng 4097 and El Eng 4097 in the same degree program.

18) Students are required to take at least three credit hours. El Eng 28xx, El Eng 4096, El Eng 4097, Cp Eng 4096 and Cp Eng 4097 may not be used for free electives. No more than one credit hour of Cp Eng 3002 or El Eng 3002 may be applied to the BS degree for free electives.

19) Cp Eng Elective B must be a 4xxx or 5xxx-level Cp Eng course with at least a 3-hour lecture component, excluding Cp Eng 4096 or Cp Eng 4097.

All Computer Engineering students are encouraged to take the Fundamentals of Engineering Examination prior to graduation. It is the first step toward becoming a professional engineer.

5. Methods/Instruments and Administration A. Assessment Measures Current assessment measures adopted by the ECE Faculty on February 25, 2015 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 5-1 presents an overview of the utilization of assessment measures for SLOs I-VII and ABET student outcomes a-k. A description of the measures and performance criteria used for each outcome are given after Table 5-1. 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.

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Table 5-1. Overview of outcomes and assessment measures

SLO

ABET Student O utcomes

Sophomore Advancement/ Final Exams

ECE Selected Assign./Problems

Senior Design Proj. I

Senior Design Proj. II

Senior Survey

III) An ability to apply disciplinary knowledge and skills in solving critical problems.

a) Apply fundamental knowledge

• EE 2100 • EE 2120 • EE 2200 • CpE 2210

• EE 2101 (Stat) • EE 2201 (Stat)

II) An ability to think critically and analyze effectively.

b) Design, conduct, analyze experiments

• EE 2101 (Stat) • EE 2201 • CpE 2211

II) An ability to think critically and analyze effectively.

c) Design systems or components

• CpE 3150 (CpE) • Written Proposal

• Written Report

IV) An ability to function in diverse learning and working environments.

d) Function on multidisciplinary teams

• CpE 3150 (CpE) • Instructor project team evaluation

• Student evaluation question

II. An ability to think critically and analyze effectively.

e) Identify, formulate, solve problems

• EE 2100 • EE 2120 • EE 2200 • CpE 2210

• EEAE I • EEAE II • EEAE III • CpEAE

V. An understanding of professional and ethical responsibility.

f) Professional and ethical responsibility

• Case study Problem

• Instructor project team evaluation


I. An ability to communicate effectively both orally and in writing.

g) Communicate effectively

• CpE 3150 (CpE) • Project proposal presentation

• Project final presentation


VI) An awareness of national and global contemporary issues.

h) Understand global and societal context

• Case study Problem

• Project proposal evaluation


VII) A recognition of the need for, and an ability to engage in, life-long learning.

i) Engage in life-long learning

• Student career plan evaluation

• Instructor project rubric evaluation


VI) An awareness of national and global contemporary issues.

j) Knowledge of contemporary issues

• CpE 3150 (CpE) • Case study Problem



III) An ability to apply disciplinary knowledge and skills in solving critical problems.

k) Prepared for engineering practice

• EE 2101 • CpE 2211



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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. Student Learning Outcome III: an ability to apply disciplinary knowledge and skills in solving critical problems. (ABET 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 2100), Circuits II (EE 2120), Intro. to Electronic Devices (EE 2200), and Intro. to Computer Engineering (CpE 2210). 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 80 percent or greater for those students that pass the examination. (Repeated use for Outcome e) • Selected assignments in required laboratories of Circuit Analysis (EE 2101) and

Intro. to Electronic Devices (EE 2201). Goal: The median score of the selected assignments will be 80 percent or greater. o Laboratory Assignment #3 in Circuit Analysis Laboratory EE 2101: 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 2201: Students will apply descriptive statistics to an analysis of a diode circuit.

Student Learning Outcome II: an ability to think critically and analyze effectively (ABET 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 80 percent or greater. o Laboratory Assignment #2 in Circuit Analysis Laboratory EE 2101: 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 2201: 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

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testing. The students will be graded on the completeness and execution of their test plan.

Student Learning Outcome II: an ability to think critically and analyze effectively (ABET Outcome c: an ability to design a system, component, or process to meet desired needs)

• Selected assignment Digital System Design lecture (CpE 3150). Goal: The median score of the selected assignments will be 80 percent or greater. (Repeated use for Outcome d)

o Collaborative Project Assignment in Digital Systems Design CpE 3150: Students will be asked to design an embedded computer system consisting of both hardware and software. Projects will be performed in teams. Deliverables will include a project demonstration and a short report. Grades reflect the team’s ability to design the system according to the need outlined in the project.

• Project proposal report in Senior Design I (CpE 4096). Goal: The median score of the selected assignment will be 80 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 (CpE 4097). Goal: The median score of the selected assignment will be 80 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.)

Student Learning Outcome IV: an ability to function in diverse learning and working environments (ABET Outcome d: an ability to function on multi-disciplinary teams)

• Selected assignment in Digital System Design lecture (CpE 3150). Goal: The median score of the selected assignments will be 80 percent or greater. (Repeated use for Outcome c)

o Collaborative Project Assignment in Digital Systems Design CpE 3150: Students will be asked to design an embedded computer system consisting of both hardware and software. Projects will be performed in teams. Deliverables will include a project demonstration and a short report. Grades reflect the team’s ability to design the system according to the need outlined in the project.

• Team evaluation in Senior Design II. Goal: The median score of the selected assignment will be 80 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.

• 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).

7

Student Learning Outcome II: an ability to think critically and analyze effectively (ABET 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 2100), Circuits II (EE 2120), Intro. to Electronic Devices (EE 2200), and Intro. to Computer Engineering (CpE 2210). 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 80 percent or greater for those students that pass the examination. (Repeated use for Outcome a)

• Selected problems from the advancement/final examinations for Circuits I (EE 2100), Circuits II (EE 2120), Intro. to Electronic Devices (EE 2200), and Intro. to Computer Engineering (CpE 2210). Goal: The median score of the selected problems from the advancement examinations will be 80 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.

Student Learning Outcome V: an understanding of professional and ethical responsibility (ABET Outcome f: an understanding of professional and ethical responsibility)

• Selected assignment in Senior Design I (EE/CpE 4096) Seminar. Goal: The median score of the selected assignment will be 80 percent or greater.

7

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 4097) 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.

• 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). Student Learning Outcome I: an ability to communicate effectively both orally and in writing (ABET Outcome g: an ability to communicate effectively)

• Selected assignments in laboratory for Electromechanics or Power Systems (EE only), and Digital Engineering Lab (CpE only). 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 80 percent or greater.

o Laboratory Assignment in Electromechanics Laboratory EE 3501: 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 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.

o Laboratory Assignment in Digital Engineering Laboratory CpE 3151: 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 quality of the written presentation. The score for quality of written presentation will be used for assessment of this outcome.

• Project proposal presentation in Senior Design I (EE/CpE 4096). Goal: The median score of the selected assignment will be 80 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/CpE 4097). Goal: The median score of the selected assignment will be 80 percent or greater.

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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).

Student Learning Outcome VI: an awareness of national and global contemporary issues (ABET Outcome h: the broad education necessary to understand the impact of engineering solutions in a global and societal context)

• Assignment in Senior Design I (CpE 4096). 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.

• Senior design I (CpE 4096) 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.

• 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).

Student Learning Outcome VII: a recognition of the need for, and an ability to engage in, life-long learning (ABET Outcome i: a recognition of the need for, and an ability to engage in life-long learning)

• Assignment in Senior Design I (EE/CpE 4096) 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, 10, and 20-year career plan. Senior design instructors are asked to evaluate each student based on the recognition of the need for life-long learning.

• Senior Design II (EE/CpE 4097) 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).

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Student Learning Outcome VI: an awareness of national and global contemporary issues (ABET Outcome j: a knowledge of contemporary issues)

• CpE 3150 Microcontroller Technical Review (CpE only). Goal: The median score of the (selected assignment will be 80 percent or greater.

o Students submit a formal paper reviewing literature or existing products for selected microcontroller applications. The paper is graded based on technical writing, quality of references, and technical presentation and coverage of microcontroller applications.

• Assignment in Senior Design I (EE/CpE 4096). 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.


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).

Student Learning Outcome III: an ability to apply disciplinary knowledge and skills in solving critical problems (ABET 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 2100), and Intro. to Computer Engineering (CpE 2210). Goal: The median score of the selected assignments will be 80 percent or greater. o Laboratory Assignment #10 in Circuits I Laboratory EE 2101: 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.


7

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 engineering practice.’” Goal: The average response will be 3.5 on a scale of 1(not at all)-5(very well).

B. Rubrics for Student Learning Outcomes I-VII (ABET Outcomes a-k) Current rubrics for Student Learning Outcomes I-VII (ABET outcomes a-k) with measures, assessment tools, and performance criteria are given as follows. Student Learning Outcome III: an ability to apply disciplinary knowledge and skills in solving critical problems. (ABET Outcome a: an 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 Solve engineering problems

using appropriate mathematical tools

Demonstrate knowledge of physical concepts and SI units related to energy, matter, and circuits

Advancement Examinations. Overall grade for the advancement/final examinations for Circuits I (EE 2100), Circuits II (EE 2120), Intro. to Electronic Devices (EE 2200), and Intro. to Computer Engineering (CpE 2210).

a,b,c,d a,b,c

Laboratory Assignment #3 in Circuit Analysis Laboratory EE 2101

a,b

7

Midterm Take-home Problem in Electronic Devices Laboratory EE 2201

a,b a, b

Measurement: Measure (SLO/ABET) Assessment Tool Target Score Proficiency Level

III./A1 EEAE I Overall Score 80 (median of those passing)

Meets expectation

III/A2 EEAE II Overall Score 80 (median of those passing)

Meets expectation

III/A3 EEAE III Overall Score 80 (median of those passing)

Meets expectation

III/A4 CpAE Overall Score 80 (median of those passing)

Meets expectation

III/A5 Laboratory Assignment #3 in Circuit Analysis Laboratory EE 2101

80 (median) Meets expectation

III/A6 Midterm Take-home Problem in Electronic Devices Laboratory EE 2201


Student Learning Outcome II: an ability to think critically and analyze effectively (ABET Outcome b: an 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 Collect experimental

information Document and interpret laboratory work


a,b a,c

Laboratory Assignment #4 in Electronic a,b,d b,c,d

7

Devices Laboratory EE 2201 Laboratory Assignment in Computer Engineering Laboratory CpE 2211

a,b,c,d a,d


II/B1



II/B2

Laboratory Assignment #4 in Electronic Devices Laboratory EE 2201


II/B3

Laboratory Assignment in Computer Engineering Laboratory CpE 2211


Student Learning Outcome II: an ability to think critically and analyze effectively (ABET Outcome c: an 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 Apply engineering

knowledge Demonstrate performance on a project team

Collaborative Project Assignment in Electronics I Laboratory EE 3101 (EE only)

a,b,c a,b,c

Collaborative Project Assignment in Digital Systems Design CpE 3150 (CpE only)

b,c,d,e a,b

Project proposal report in Senior Design I (EE/CpE 4096)

a,b a,b,c

Project final report in Senior Design II (EE/CpE 4097)

b,d,e a,b

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II/C1



II/C2 Digital Systems Design CpE 3150 (CpE only)


II/C3

Project Proposal Report in Senior Design I (EE/CpE 4096)


II/C4

Project Final Report in Senior Design II (EE/CpE 4097)

3.5 (average) Meets expectation

Student Learning Outcome IV: an ability to function in diverse learning and working environments (ABET Outcome d: an 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 Electronics I Laboratory EE 3101 (EE only)

a

Collaborative Project Assignment in Digital Systems Design CpE 3150 (CpE only)

a,b

Team evaluation in Senior Design II a,b,c Senior Survey Question a,b a,b,c,d Measurement: Measure (SLO/ABET) Assessment Tool Target Score Proficiency Level

IV/D1



IV/D2 Digital Systems Design CpE 3150 (CpE only)


IV/D3 Team evaluation in Senior 80 (median) Meets expectation

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Design II IV/D4 Senior Survey Question.

(EE only) 3.5 (average) Meets expectation

IV/D5 Senior Survey Question. (CpE only)


Student Learning Outcome II: an ability to think critically and analyze effectively (ABET Outcome e: an 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 Demonstrate

knowledge of core areas of ECE

Solve ECE problems

Advancement Examinations. Overall grade for the advancement/final examinations for Circuits I (EE 2100), Circuits II (EE 2120), Intro. to Electronic Devices (EE 2200), and Intro. to Computer Engineering (CpE 2210).

a,b,c,d

Selected problems from the advancement/final examinations for Circuits I (EE 2100) and Circuits II (EE 2120)

a,b

a,b

Selected problems from the advancement/final examinations for Intro. to Electronic Devices (EE 2200)

a,b,c

a

Selected problems from the advancement/final examinations for Intro. to Computer Engineering (CpE 2210).

a,d

c


II/E1 EEAE I Overall Score 80 (median of those passing)

Meets expectation

II/E2 EEAE II Overall Score 80 (median of those passing)

Meets expectation

II/E3 EEAE III Overall Score 80 (median of those Meets expectation

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passing) II/E4 CpAE Overall Score 80 (median of those

passing) Meets expectation

II/E5 EEAE I Node/Mesh Analysis Problem

80 (median of those passing)

Meets expectation

II/E6 EEAE I Equivalent Circuit Problem


Meets expectation

II/E7 EEAE II Phasor frequency-domain circuit


Meets expectation

II/E8 EEAE II Complex Power Problem


Meets expectation

II/E9 EEAE III Transistor Problem


Meets expectation

II/E10 EEAE III OpAmp Problem 80 (median of those passing)

Meets expectation

II/E11 CpEAE Word Problem 80 (median of those passing)

Meets expectation

II/E12 CpEAE Application in Boolean Algebra


Meets expectation

Student Learning Outcome V: an understanding of professional and ethical responsibility (ABET 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: Assessment tool Make informed Apply knowledge of a Conduct ethical

8

ethical choices professional code of ethics practice Senior Design (EE/CpE 4097) instructor assessment.

a,b

a,c b,c,d

Selected assignment in Senior Design I (EE/CpE 4096).

a,c,d,e b,c,d

Senior Survey Question. a,b,c,d Measurement: Measure (SLO/ABET) Assessment Tool Target Score Proficiency Level

V/F1 Senior Design (EE/CpE 4097) instructor assessment.

Goal: 3 (average)

Meets expectation

V/F2 Selected assignment in Senior Design I (EE/CpE 4096).

Goal: 3 (average)

Meets expectation

V/F3 Senior Survey Question. (EE only)

Goal: 3.5 (average) Meets expectation

V/F4 Senior Survey Question. (CpE only)

Goal: 3.5 (average) Meets expectation

Student Learning Outcome I: an ability to communicate effectively both orally and in writing (ABET Outcome g: an 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

8

Measures: Assessment tool Communicates in

writing Communicates orally

Communicates graphically

Acquires and uses information from different sources

Laboratory Assignment #2 in Power Systems Laboratory EE 3541.

a,c,d

a,b,c,d

Laboratory Assignment in Electromechanics Laboratory EE 3501.

a,b,c,d

Laboratory Assignment in Digital Engineering Laboratory CpE 3151.

a,b,c,d

Project proposal presentation in Senior Design I (EE/CpE 4096).

a,b

Project final presentation in Senior Design II (EE/CpE 4097).

a,b

a,b,c,d


I/G1 Laboratory Assignment #2 in Power Systems Laboratory EE 3541 (EE only)

80% (median)

Meets expectation

I/G2 Laboratory Assignment in Electromechanics Laboratory EE 3501 (EE only)

80% (median)

Meets expectation

I/G3 Laboratory Assignment in Digital Engineering Laboratory CpE 3151 (CpE only)

80% (median)

Meets expectation

I/G4 Project proposal presentation in Senior Design I 4096 (EE only)

80% (median)

Meets expectation

I/G5 Project proposal presentation in Senior Design I 4096 (CpE only)

80% (median)

Meets expectation

I/G6 Project final presentation in Senior Design II 4097 (EE only)

80% (median) Meets expectation

I/G7 Project final presentation in Senior Design II 4097 (CpE only)

80% (median) Meets expectation

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Student Learning Outcome VI: an awareness of national and global contemporary issues (ABET 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 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 Comprehend the impact of

engineering solutions in a global context

Comprehend the impact of engineering solutions in a societal context

Senior Survey Question. a,b,d Assignment in Senior Design I (EE/CpE 4096).

a,b,c,d a,b,c,d

Senior design I (EE/CpE 4096) Report.

a,c,d b


VI/H1 Assignment in Senior Design I (EE/CpE 4096).

3 (average) Meets expectation

VI/H2 Senior Design I (EE/CpE 4096) Report.

3 (average) Meet expectation

VI/H3 Senior Survey Question. (EE only)


VI/H4 Senior Survey Question. (CpE only


Student Learning Outcome VII: a recognition of the need for, and an ability to engage in, life-long learning (ABET Outcome i: 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

8

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

• 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 Demonstrate an

understanding of what needs to be learned

Identify, retrieve and organize information

Demonstrate critical thinking skills

Senior Survey Question. a,b,c Senior Design I (EE/CpE 4096) Seminar.

a,b,c

Senior Design II (EE/CpE 4097) Project Rubric.

a,b,c


VII/I1 Senior Design seminar 3 (average) Meets expectation VII/I2 Senior Design Project

Rubric 3 (average) Meet expectation

VII/I3 Senior Survey Question (EE only)


VII/I4 Senior Survey Question (CpE only)


Student Learning Outcome VI: an awareness of national and global contemporary issues (ABET Outcome j: 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

8

Measures: Assessment tool Ability to address major socio-

economic 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 (EE/CpE 4096).

a,b,c

a

Senior Design II (EE/CpE 4097) Project Rubric.

b,c

CpE 3150 microcontroller technical review.

a


VI/J1 CpE 3150 Microcontroller Technical Review.


VI/J2 Assignment in Senior Design I (EE/CpE 4096).

VI/J3 Senior Design II (EE/CpE 4097) Project Rubric.


VI/J4 Senior Survey Question.


VI/J5 Senior Survey Question.


Student Learning Outcome III: an ability to apply disciplinary knowledge and skills in solving critical problems (ABET Outcome k: 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 Use modern engineering techniques, skills,

equipment and computer-assisted tools Laboratory Assignment #10 in Circuits I Laboratory EE 2101.

b,c

Laboratory Assignment in Computer Engineering

8

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.

b,c

Senior Design II (EE/CpE 4097) Project Rubric. a,b,c,d Senior Survey Question (Modern Tools). a,b,c,d

Measurement:

Measure (SLO/ABET) Assessment Tool Target Score Proficiency Level

III/K1 Laboratory Assignment #10 in Circuits I Laboratory EE 2101.


III/K2

Laboratory Assignment in Computer Engineering Laboratory CpE 2211.


III/K3 Senior Design Project Rubric.


III/K4 Senior Survey Question (EE only)


III/K5 Senior Survey Question (CpE only)


C. ECE Undergraduate Assessment and Administration Process The Electrical Engineering and Computer Engineering programs are assessed over a six-year cycle using the process adopted by the ECE faculty on February 25, 2015. 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 SLO I-VII (ABET 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 the Student Learning Outcomes I-VII (ABET outcomes a-k) were presented in the sections 5.A and 5.B. 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.

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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 5-2 provides an overview of the timeline for the assessment process over a six-year cycle.

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Table 5-2. Assessment Process.

Year Action 1 2 3 4 5 6 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 assignments1 Selected course assignments2 Senior Design assignments and instructor evaluation

Senior Evaluation (Survey) Advancement Exam grades3

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 2101), Computer Engineering Laboratory I (CpE 2211), Digital Engineering Laboratory (CpE 3151), Power System Design and Analysis Laboratory (EE 3541), Electromechanics Laboratory (EE 3501), Electronic Devices Laboratory (EE 2201), Electronics I Laboratory (EE 3101), Mechanical Engineering (ME 1720) 2 Digital System Design (CpE 3150), Mechanical Engineering (ME 1720) 3Circuits I (EE 2100), Circuits II (EE 2120), Introduction to Electronic Devices (EE 2200), Introduction to Computer Engineering (CpE 2210)

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6. Findings Table 6-1 presents the assessment data that has been collected for the SLO/ABET measures presented in section 5 every semester from Spring 2015-present.

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Table 6-1. Computer Engineering Assessment Results from 2015-Present.

Measure (SLO I-VII/ABET Outcome)

Description Goal FS 15 SP16 FS 16 SP17

III/A1 EEAE I Overall Score Median of those passing (%)

>=80 80.25 83.50 85.00 80.00

III/A2 EEAE II Overall Score Median of those passing (%)

>=80 70.00 86.50 85.53 84.00

III/A3 EEAE III Overall Score Median of those passing (%)

>=80 79.75 79.25 62.25 84.5

III/A4 CpAE Overall Socre Median of those passing (%)

>=80 89.00 84.94 90.00 78.00

III/A5 Laboratory Assignment #3 (Statistics) in EE 2101

Median Score (%)

>=80 100.00 97.00 85.00 100.00

III/A6 Midterm Take-Home Problem in EE 2201

Median Score (%)

>=80

II/B1 Laboratory Assignment # 2 (Resistor Tolerances) in EE 2101

Median Score (%)

>=80 100.00 97.00 85.00 100.00

II/B2 Laboratory Assignment #4 (Rectifier) in EE 2201

Median Score (%)

>=80 85.00 90.00 85.00 95.00

II/B3 Laboratory Assignment (ALU Design) in CpE 2211

Median Score (%)

>=80 90.00 92.00 91.00 96.00

II/C1 Collaborative Project Assignment in EE 3101 (EE Only)

Median Score (%)

>=80 100.00 100.00 100.00 98.75

II/C2 Collaborative Project Assignment in CpE 3150 (CpE Only)

Median Score (%)

>=80 97.00 100.00 100.00 100.00

II/C3 Project Proposal Report in EE/CpE 4096

Median Score (%)

>=80 96.00 99.00 100.00

II/C4 Project Final Report in EE/CpE 4097

Median Score (%)

>=80 99.00 98.00

IV/D1 Collabrative Project Assignment in EE 3101 (EE Only)

Median Score (%)

>=80 100.00 100.00 100.00 98.75

IV/D2 Collaborative Project Assignment in CpE 3150 (CpE Only)

Median Score (%)

>=80 97.00 100.00 100.00 100.00

IV/D3 Team Evaluation in EE/CpE 4097

Median Score (%)

>=80 94.00 90 95.00

IV/D4 Sr Survey: Work on teams (EE)

Ave Response

>=3.5 4.46 3.88 4.04 3.59

IV/D5 Sr Survey: Work on teams (CpE)

Ave Response

>=3.5 3.96 3.81 4.17 3.78

II/E1 EEAE I Overall Score Median of those passing (%)

>=80 80.25 83.50 85.00 80.00

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II/E2 EEAE II Overall Score Median of those passing (%)

>=80 70.00 86.50 85.53 84.00

II/E3 EEAE III Overall Score Median of those passing (%)

>=80 79.75 79.25 62.25 84.50

II/E4 CpAE Overall Socre Median of those passing (%)

>=80 89.00 84.94 90.00 78.00

II/E5 EEAE I Node/Mech Analysis Problem

Median of those passing (%)

>=80 70.00 72.00 67.00 93.00

II/E6 EEAE I Equivalent Circuit Problem


>=80 100.00 87.50 88.00 80.00

II/E7 EEAE II Phasor Frequency Domain Circuit


>=80 77.00 79.50 56.00 81.00

II/E8 EEAE II Complex Power Problem


>=80 76.00 86.00 76.00 92.00

II/E9 EEAE III Transistor Problem Median of those passing (%)

>=80 84.00 82.00 78.00 79.00

II/E10 EEAE III OpAmp Problem Median of those passing (%)

>=80 80.00 86.50 52.00 81.00

II/E11 CpEAE Word Problem Median of those passing (%)

>=80 100.00 94.00 100.00 80.00

II/E12 CpEAE Application in Boolean Algebra


>=80 100.00 96.00 100.00 67.00

V/F1 Selected Assignment (Ethics) in EE/CpE 4096

Median Score (%)

>=80 100.00 100 100.00

V/F2 EE/CpE 4097 Instructor Assessment (Ethics)

Median Score (%)

>=80 100.00 100 91.00

V/F3 Sr Survey: Ethics Responsibility (EE only)

Ave Response

>=3.5 3.98 4.21 4.23 4.26

V/F4 Sr Survey: Ethics Responsibility (CpE only)

Ave Response

>=3.5 3.79 4.38 4.22 4.96

I/G1 Laboratory Assignment (Formal Report) in EE 3501 (EE Only)

Median Score (%)

>=80 96.00 95.00 91.00 92.00

I/G2 Laboratory Assignment #2 (Technical Writing) in EE 3541 (EE Only)

Median Score (%)

>=80 97.00 93.00 97.00 90.00

I/G3 Laboratory Assignment (Formal Report) in CpE 3151 (CpE Only)

Median Score (%)

>=80 96.00 97.00 95.00 96.00

I/G4 Project Proposal Presentation in EE/CpE 4096

Median Score (%)

>=80 95.00 99.00 100.00

I/G5 Project Final Presentation in EE/CpE 4097

Median Score (%)

>=80 95.00 98.00 92.00 100.00

I/G6 Sr Survey: Communicate Effectively (EE)

Ave Response

>=3.5 3.63 3.76 3.91 3.56

I/G7 Sr Survey: Communicate Effectively (CpE)

Ave Response

>=3.5 3.61 3.96 3.92 3.70

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VI/H1 Assignment (Global/Societal Issues)in EE/CpE 4096

Ave Response

>=3.0 95.00 98 100.00

VI/H2 Senior Design I Report (Societal/Business Factors)

Ave Response

>=3.0 100.00 95 100.00

VI/H3 Sr Survey: Impact of Engineering on Society (EE only)

Ave Response

>=3.5 3.73 4.06 4.25 3.89

VI/H4 Sr Survey: Impact of Engineering on Society (CpE only)

Ave Response

>=3.5 3.79 4.38 4.22 4.00

VII/I1 Senior Design I Seminar (Career Plan)

Ave Response

>=3.0 100.00 100.00 100.00

VII/I2 Senior Design II Project Rubric (Tech Resources/Design)

Ave Response

>=3.0 95.00 90

VII/I3 Sr Survey: Engage in Life-Long Learning (EE)

Ave Response

>=3.5 4.71 4.35 4.26 4.11

VII/I4 Sr Survey: Engage in Life-Long Learning (CpE)

Ave Response

>=3.5 4.00 4.23 4.25 4.04

VI/J1 CpE 3150 Microcontroller Technical Review (CpE Only)

Median Score (%)

>=80 97.00 97 100.00

VI/J2 Assignment in EE/CpE 4096 (Contemporary Issues)

Median Score (%)

>=80 100.00 100.00 100.00

VI/J3 Senior Design II Project Rubric (Technical/Methodological Approach)

Median Score (%)

>=80 95.00 90.00

VI/J4 Sr Survey: Know Contemporary Issues (EE only)

Ave Response

>=3.5 4.00 3.79 3.85 3.48

VI/J5 Sr Survey: Know Contemporary Issues (CpE only)

Ave Response

>=3.5 3.22 3.62 3.83 3.09

III/K1 Laboratory Assignment #10 (RC Circuit) in EE 2101

Median Score (%)

>=80 100.00 93.00 100.00

III/K2 Laboratory Assignment (ALU Design) in CpE 2211

Median Score (%)

>=80 92.00 91.00 96.00

III/K3 CpE/EE 4097 Senior Design Project Rubric (Technical/Methodological Approach)

Ave Response

>=3.0 95.00 90.00

III/K4 Sr Survey: Modern Tools (EE)

Avg Response

>=3.5 3.88 4.12 4.30 3.89

III/K5 Sr Survey: Modern Tools (CpE)

Avg Response

>=3.5 3.79 3.85 4.13 3.91

There are several observations from the table. First, several new measures were adopted in February 2015, which have taken time to implement and to coordinate with instructors for administering the measures and collecting the appropriate data. Several new measures were

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adopted for the current cycle. The items in gray in the table are measures for which no data was collected. It should be noted that data for several measures is missing for Fall 2016 in which there was a fire in the ECE Department building which resulted in significant damage in the secretarial and department chairman areas of the building. In section 6, Continuous Improvement Changes, the table data findings are reviewed by the ECE faculty. Actions are presented by the ECE faculty, the Associate Chairman for the Computer Engineering and Electrical Engineering Undergraduate Studies, Department Chairman, and Undergraduate Secretary in addressing the data collection gaps. Action items are also presented related to the interpretation of the measure findings.

6. Continuous Improvement Changes

The Electrical and Computer Engineering programs had a major revision in 2014 in the Program Educational Mission, Program Educational Objectives, and assessment measures and tools. The following are changes to the ECE curricula and degree programs to reinforce the revisions in the programs made since February 2015.

• The Communications requirement in Computer Engineering for allowing students to take English 3560 or English 1160 has adopted by the campus and incorporated into the Undergraduate Catalog and department documentation for the degree program in 2015.

• The Computer Engineering faculty discussed the direction of the CpE program and with agreement from the ECE Academy voted to update the Computer Engineering undergraduate and graduate emphasis areas in September 2015.

• Laboratories were revised in Spring 2016 to align curriculum with the associated lecture course CpE 2210/111 (Introduction to Digital Logic) using up-to-date software tools, including laboratories for digital component, digital circuit, ALU, and state machine design, implementation, and evaluation for an Altera FPGA using Quartus and ModelSim CAD tools.

In the 2017 mid-cyc1e review by the Electrical and Computer Engineering Curriculum Committee, the ECE faculty looked at the assessment results for Electrical and Computer Engineering at the ECE department retreat in August 2017. Most metric goals/target results were met, as shown in Table 6-1. Recommended changes and observations from the Educational Mission, Educational Objectives, and assessment results are provided as follows.

On August 17, 2017, Drs. Mehdi Ferdowsi and R. Joe Stanley presented the Educational Mission statement and Educational Objectives to the ECE faculty at the Department Retreat for its evaluation. Several faculty members made recommended edits to both documents to reflect the importance of ethics and communications in electrical and computer engineering programs. The edited versions of the Educational Mission and Objectives are given below. The changes to the Educational Mission and Objectives will be reviewed and voted on by the ECE faculty on November 3, 2017.

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Revised 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.

Revised 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 communicate 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.

These objectives can be obtained through ABET student outcomes a-k. A rubric approach has been developed for assessing the outcomes a-k. For each outcome, desired student abilities have

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been identified, and measures have been developed to quantify student proficiency in those areas.

In the ECE faculty meeting on October 20, 2017, the faculty reviewed the above edits in the Educational Mission and Objectives and voted to approve those changes on November 3, 2017.

In addition the ECE faculty reviewed the collected assessment data from 2015-2017 based on the adopted measures from February 2015 (see Table 6-1). Due to changes in personnel in collecting the assessment data and a fire in the ECE building in the fall 2016, ABET data from the fall 2014 and spring 2015 were not readily available. Based on the collected data from the fall 2015-spring 2017, the following observations were made:

• There are some semesters where the sophomore-level advancement exam measure targets are not being met for EE 151/2100, EE 153/2120, CpE 111/2210. There are a number of different faculty members and graduate teaching assistants who teach these courses, so greater coordination among the instructors for these courses will be sought to ensure that the required curriculum is being covered.

• There are several assessment tools that were adopted in the 2014 from which assessment data has not been regularly collected, particularly the newly adopted senior design rubric, survey, and grade data. As a result, greater coordination will be sought between the department secretaries and faculty in coordinating the collection of the senior design assessment data. It was discovered that the faculty member who developed the mid-term take problem from EE 2201 had been on sabbatical and coordination was not made with the other EE 2201 instructors to implement the problem for data collection. This issue has been resolved and data collection will begin for measure (SLO/ABET) III/A6 in Fall 2017.

• In Computer Engineering, there are many students who pursue dual degree programs between Computer Engineering and Computer Science. Students have been given the opportunity to substitute the capstone project CS 4096 for CpE 4097, Senior Design II, if there is a demonstrated hardware component in the capstone project. Students are required to have their Computer Science project advisors provide documentation to demonstrate the project’s hardware component. These Computer Science project advisors are required to collect the same ABET data (rubrics and project grades) as students completing CpE 4097. Arrangements have been made with the Computer Science department to have Computer Science faculty capstone project advisors complete the required ABET assessment documentation for each student and project team involving a Computer Engineering student pursuing a dual degree who is seeking to substitute CS 4096 for CpE 4097.

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