SJSU Annual Program Assessment Form
Academic Year 2013-2014
<Please replace the <...> in this template with the requested text, and then delete these instructions prior
to submission. The completed forms will be posted under Annual Assessment Reports on the Program
Records webpage (http://www.sjsu.edu/ugs/faculty/programrecords/index.html) for your department.
Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies
(academicassessment@sjsu.edu), with cc: to your college’s Associate Dean and college Assessment
Facilitator. List of AFs is found at http://www.sjsu.edu/ugs/faculty/programs/committee/index.html>
Department: Graduate Extended Studies: EE
Program: Off Campus Programs: EE in Analog and Mixed Signal
College: Engineering
Website: http://engr-extendedstudies.sjsu.edu/
X Check here if your website addresses the University Learning Goals. http://engrextendedstudies.sjsu.edu/assessment/
Program Accreditation (if any):
Contact Person and Email: Nader Mir, nader.mir@sjsu.edu
Date of Report: June 1, 2014
Part A
<In the 2013-14 AY, we would like to establish a baseline for all degree programs on campus, and we ask
that you fill out Items 1 – 5 for all degree programs in your department. In subsequent years, you will
only need to note changes from the baseline year.>
1. List of Program Learning Outcomes (PLOs)
<Please list PLOs and indicate how faculty decides on PLO content and criteria for assessing levels of
mastery. The PLOs should be appropriate to the degree and consider national disciplinary
standards. Each outcome should describe how students can demonstrate learning.>
Program
Educational
Objectives
List PLOs
PLO1
Be a practicing engineer in fields such as design, research, testing and
manufacturing
PLO2
Engage in lifelong learning to maintain and enhance professional skills
PLO3
Fulfill the needs of society in solving technical problems using engineering
principles, tools and practices, in an ethical and responsible manner
Within five years of graduating from this program, engineers should have:
PLO4
Demonstrate leadership skills in the workplace and function professionally in a
globally competitive world
University Learning Goals (ULGs)
ULGs
By the end of the program, students should be able to demonstrate:
ULG1
Ability to identify, formulate, and solve fundamental electrical engineering problems
in circuits, semiconductors, linear and stochastic systems
ULG2
Ability to understand and design various analog and mixed signal circuit, data
converter, PLL, voltage regulators, radio frequency (RF) and power electronic control
circuits.
ULG3
Ability to perform research to solve open-ended design problems and to perform
testing at all levels, validation and verification using CAD tools, SPICE, and other
industry tools.
2. Map of PLOs to University Learning Goals (ULGs)
<Please indicate how your PLOs map to the University Learning Goals. Describe the collaborative
process used to create or interpret the map.>
PLOs
ULGs
ULG1
ULG2
PLO1
X
PLO2
X
X
PLO3
X
X
PLO4
ULG3
X
3. Alignment – Matrix of PLOs to Courses
<Please show in which courses the PLOs are addressed and assessed. Curriculum map should show
increasing levels of proficiency and alignment of curriculum and PLOs.>
Courses
EE227
EE189A
EE223
EE221
EE239
EE210
X
X
X
X
X
PLO1
PLO2
X
PLO3
X
X
PLOs
Courses
PLO1
EE228
EE250
EE220
EE229
EE297A
EE297B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
PLO2
PLO3
X
4. Planning – Assessment Schedule
<Please indicate a reasonable, multi-year assessment plan that describes PLO assessment and
improvement of achievement, as well as other assessment activities.>
Collected (C) , discussed (D), and implemented changes(I)
POs
F10
S11
F11
1
-
C,D
C,D
2
C,D
C,D
3
C,D
C,D
S12
F12
S13
F13
S14
C,D
C,D,I
C,D
C,D
C
C,D
C,D
C,D,I
C,D
C
C,D
C,D
C,D,I
C,D
C
C,D
C,D
F14
5. Student Experience
<Please indicate where your PLOs and the ULGs are communicated to students, e.g. websites,
syllabi, promotional material, etc., and whether student feedback is considered in the creation of
the PLOs.>
PLOs and the ULGs are communicated to students, through e.g. websites, syllabi
Part C
6. Closing the Loop/Recommended Actions
<Please list all ongoing recommended actions for your program. Recommended actions might arise
from: the previous program planning cycle, feedback from a previous annual assessment report, or
other feedback. Indicate and describe activities undertaken this year designed to improve learning
and/or program quality and health.>
N/A
7. Assessment Data
<Please briefly describe the data collected for this report (i.e. how, when and why). The data can
address achievement of PLOs and/or recommended actions. The instruments used and actual data
can be attached as appendices as appropriate. >
The assessment data were collected in the form of course learning objectives (CLOs) at the end of
each course, course assessment journals (CAJs) at the end of each course, and oral interview with
selected students time-to-time.
8. Analysis
<Please discuss data and evaluate achievement of PLOs and/or progress on recommended actions.
Please consider the composition of your students in your interpretation, if applicable. >
In EE288, all CLOs 1, through 8 contributed to this PLO. The direct measurement: the acceptable
students’ performance criteria are collectively set at score 70%. All CLOs were achieved by an
overall average of 74.00% of the students as assessed by exam and homework questions. As a result,
the performance criteria were achieved. The indirect measurement: for Part 1 (importance of course
topic), the acceptable performance is set at “B” or 3.75/5.00 and acceptable percentage of students
who pass the above score is also set at 75%. Overall, the average class score given by students is:
4.78/5.00, and 100% of all students met the acceptable performance. For Part 2 (portion learned and
achieved), the grand average class score by students is: 4.32/5.00, and 100% of all students met the
acceptable performance.
In EE228, all CLOs 1, through 5 contributed to this PLO. The direct measurement: the acceptable
students’ performance criteria are collectively set at score 75%. All CLOs were achieved by an
overall average of 90.33% of the students as assessed by exam and homework questions. As a result,
the performance criteria were achieved. The indirect measurement: for Part 1 (importance of course
topic), the acceptable performance is set at “B” or 3.75/5.00 and acceptable percentage of students
who pass the above score is also set at 75%. Overall, the average class score given by students is:
4.90/5.00, and 100.0% of all students met the acceptable performance. For Part 2 (portion learned and
achieved), the grand average class score by students is: 4.52/5.00, and 100% of all students met the
acceptable performance.
9. Proposed changes and goals (if any)
<Please list proposed changes and goals for the next academic year and the future, and identify
areas to be assessed. >
In EE288, students gave informal feedback regarding the course material, pace of the course, teaching
and etc Students generally felt that the time is short and course materials are advanced and hard to
understand with fast pace. They like to have another advanced analog class. Students appreciated
using tablet for writing on slides and sharing them at the end of each class on dropbox. Plans are:




Extra material such as TDC should be added to syllabus
The course syllabus has to be updated to Verilog-A instead of Matlab.
Will be in effect for the next time offering the course to have more details on circuit level
implementation of Delta-Sigma Modulator
Will be in effect for the next time offering the course to have a video on ADC testing or have
National Instrument to have a demo of new tools such as NI PXI for students
In EE228, In Exam 2, Question 2 indicated that only 30% of students showed proficiency. This is due
to 2 factors. Exam 2 had a lot of extra-credit problems that would not fit the allocated time so many
students stirred away from this question perhaps due to its difficult and extensive calculations too.
The second factor is that this material was covered in a prior course. It was condensed again in one
class and the students might have felt it was too much. This is the circuit design part of the course and
more time could have been allocated for it. Extra class with step-by-step circuit design real example
should be added to the course covering and revising basic analog circuit design and stressing the
practical design aspect of the course