Department of Electrical Engineering
College of Petroleum and Engineering
Kuwait University
EE Program Assessment Plan
Revised February, 2016
I. Electrical Engineering Program's Mission, Vision, and Objectives
1. Electrical Engineering Program Mission Statement
The mission of the Electrical Engineering Program is consistent with the University and the
College missions.
The mission of the Electrical Engineering Program is:
 To provide a quality and broad engineering education.

To conduct strong basic and applied research, to disseminate knowledge, and to
contribute to the advancement of science and technology.

To serve the industry, the profession, and the community at large through innovative
solutions.
2. Program Educational Objectives (PEOs)
The Electrical Engineering Program (PEOs) at Kuwait University has adopted and
implemented the use of the term “objectives” as defined by ABET Engineering Criteria for
2013-2014: “Program educational objectives are broad statements that describe what
graduates are expected to attain within a few years after graduation. Program educational
objectives are based on the needs of the program’s constituencies”. The EE Program has
adopted the following Program Educational Objectives.
1. Graduates will successfully engage in careers in the broad range of electrical engineering
areas to serve the needs of both private and public sectors.
2. Graduates will engage in continuous professional development activities, seek learning
opportunities including graduate studies, and adapt to the rapid changes in work
environment.
3. Graduates will contribute to the well-being of the society and environment through
responsible practice of engineering profession.
3. Consistency of the Program Educational Objectives with the Mission of
Institution
The PEOs are consistent with the College mission statement and support the principles, the
core values, and the University mission statement. Specifically, when the EE graduates are
capable of utilizing their skills in a large range of private and government companies then this is
due to the quality and broad engineering education that the EE program is providing. Similarly,
the second PEO, dealing with professional development activities and adapting to rapid changes
in work environment, directly addresses the College mission. This directly implies a desire for
life-long learning. The third objective of the contribution of practicing engineers to the wellbeing of the society is aligned with the College mission to serve the industry, the profession, and
the community at large by providing solutions and taking advantage of diverse technical
knowledge and skills. The relations between the EE Program Educational Objectives and the
University, the College, and the EE Program missions are listed in Table 1.
Table 1: Relations of the EE PEOs to the University and College missions.
EE Program Educational Objectives
Electrical Engineering
College
Kuwait University
Missions
Graduates will
successfully
engage in careers
in the broad range
of electrical
engineering areas
to serve the needs
of both private and
public sectors.
Graduates will engage
in continuous
professional
development activities,
seek learning
opportunities including
graduate studies, and
adapt to the rapid
changes in work
environment.
Strengthening national,
Arabic, and Islamic values
and principles
Graduates will
contribute to the
well-being of the
society and
environment
through
responsible
practice of
engineering
profession.







Utilizing modern technology.


To provide students with
quality engineering education


To advance and disseminate
knowledge
To lead the society in
enhancing its welfare.


To provide a quality and
broad engineering education.



To conduct strong basic and
applied research, to
disseminate knowledge, and
to contribute to advancement
of science and technology.



To serve the industry, the
profession, and the
community at large through
innovative solutions.

Disseminating knowledege
Developing and investing in
human resources
Achieveing excellence and
distinction in education,
scientific research, and
community services




4. Program Constituencies
The following principal constituencies provide the major means for accomplishing the
Program Educational Objectives for the Electrical Engineering Program.
1. Current undergraduate students of the Electrical Engineering Program
2. Faculty members of the Electrical Engineering Department
3. Alumni of the Electrical Engineering Program
4. Employers of graduates of the Electrical Engineering Program
A. Current undergraduate students of the Electrical Engineering Program:
The constituency of the EE students is very valuable since they are the most beneficiary from
the high quality of education that the EE program is providing. Students concerns, suggestions,
and recommendations are used for program improvements.
Students’ inputs are formally
obtained through exit surveys (http://www.eng.kuniv.edu/oaa/exit/) of graduating seniors, which
is conducted every semester. All graduates conduct the exit survey; completing the exit survey
form is considered a requirement for graduation. For example, eighty-eight graduates completed
the exit survey in the academic year 2011-2012. In addition, further informal inputs are obtained
through discussions (the department chair) with the officers of student groups (primarily the
IEEE Student Chapter and the SEES organization) as well as the discussions (Questions &
Answers session) with the students during the yearly Open Day activities.
B. Faculty members of the Electrical Engineering Department:
Accomplishing the PEOs of the EE program is the main responsibility of the EE faculty
members who provide the educations to the students. The EE faculty members ensure that the
teaching practices and the program curriculum meet the PEOs of the EE program. The EE
faculty members directly review the overall program through an Online Faculty survey
(http://www.eng.kuniv.edu/oaa/faculty/), which is conducted every three years. In addition, the
EE faculty members directly evaluate the Student Outcomes of the courses using Instructor Class
Evaluation referred to as online course-assessment (http://www.eng.kuniv.edu/oaa/) at the end of
each semester.
C. Alumni of the Electrical Engineering Program:
The EE program seeks feedback from its employed graduates for further enhancements to its
educational process. Alumni are encouraged to share their perspectives and advices on the EE
program through Alumni surveys (http://www.eng.kuniv.edu/oaa/alumni/), which are conducted
every 3 years.
D. Employers of graduates of the Electrical Engineering Program:
In addition to some private companies, Kuwait Government ministries are the main
employers of our graduates. Thus, the Program Educational Objectives when achieved will
serve the needs of the State of Kuwait by providing well-educated graduates. The EE program
surveys the employers (http://www.eng.kuniv.edu/oaa/employer/) of our graduates every 4 years.
An additional source of employer input is obtained from the Department External Advisory
Board. The board meets with EE chairman and some of the Department faculty members and the
administration. The agenda of the meeting normally includes a review of proposed changes in
the academic program, and discussions of new activities for the department.
The
recommendations are distributed to faculty members.
5. Process for Review of the Program Educational Objectives
The Undergraduate Program Committee (UPC) and the Assessment Committee (AC)
presented the results of the findings of all these previously mentioned activities to the EE
Council meetings. Figure 1 shows the process cycle to review the EE Program Educational
Objectives.
Determine/Revise
Program Educational
Objectives
Determine how
Program Educational
Objectives are
achieved.
Program
Educational
Objectives Revision
Inputs from
Constituencies
(e.g., Student, Faculty,
Alumni, Employers)
Assess/Evaluate
Program Educational
Objectives
Figure 1: Process for the revision of the Program Educational Objectives.
The various constituencies provide inputs to establish the PEOs of the EE program. Direct
measurements are used to ensure that the PEOs are reviewed and revised. The PEOs are
evaluated and further discussed with the constituencies (Students, Faculty, Alumni, and
Employers) for improvements as shown in the loop in the figure. The Student Outcomes are
achieved through the EE curriculum and the teaching practices in the program. The Student
Outcomes are assessed and evaluated using direct measures (Online course evaluation, Teaching
Area Group, Faculty survey, exit surveys) and indirect measures (Employer surveys, Alumni
surveys).
The Student Outcomes are assessed and evaluated to ensure that the PEOs are
achieved for the set target of performance; and accordingly, teaching practices are modified,
enhanced, and/or changed to reach this target.
The Undergraduate Program Committee (UPC) and the Assessment Committee (AC) are the two
committees, which are responsible for determining that the PEOs are consistent with the
missions of the EE program and the College and ensuring that they are achieved. The timelines
of the various constituents’ inputs to the Program Educational Objectives are shown in Table 2.
Figure 2 shows the steps taken for the assessment and evaluation process and the decisionmaking process at the College and at the EE Department levels for curriculum changes.
Table 2: Summary of Constituents Inputs to PEOs
Input Method
Alumni survey
Schedule
Every three years
Employer survey
Every four years
Faculty survey
Every two years
Senior exit survey
Every semester
External Advisory board
discussions
As needed
UPC (Undergraduate Program
Committee) meetings
Available as frequently as
needed
Constituent
Alumni 3-5 years out
Employers (and recruiters);
some are alumni
Faculty members
Students must fill in the form
for graduation
Members of private and
government sectors,
employers, alumni
Faculty members
College OAA
-Organizes Surveys
-Exit Survey
-Employer Survey
-Alumni Survey
-Faculty Survey
EE Assessment Committee
•Collection of Assessment Data
•Preparing Data for Evaluation
On Line Faculty
course assessment
Teaching Assessment
Group (TAG)
EE Faculty Inputs
Department UPC
•Evaluation of Assessment Data
•Recommend Corrective Actions
EE Chairman
EE Council
Approval of Recommended
Actions
College UPC Approval
External
Advisory
Board
For curriculum changes
College Council Approval
For curriculum changes
University Academic
Committee Approval
For curriculum changes
Figure 2: Steps of the assessment/evaluation and decision making process.
II- STUDENT OUTCOMES
According to ABET Criterion 3 (2013-2014):
“Student outcomes describe what students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as
they progress through the program”.
A. Student Outcomes
The Electrical Engineering Program shall provide the graduates with:
(1-a) An ability to apply knowledge of mathematics, science, and engineering.
(2-b) An ability to design and conduct experiments, as well as to analyze and interpret data.
(3-c)
An ability to design a system, component, or process to meet desired needs.
(4-d) An ability to function on multi-disciplinary teams.
(5-e)
An ability to identify, formulate, and solve engineering problems.
(6-f)
An understanding of professional and ethical responsibility.
(7-g) An ability to communicate effectively.
(8-h) A broad education necessary to understand the impact of engineering solutions in a
global and societal context.
(9-i)
A recognition of the need for, and an ability to engage in life-long learning.
(10-j) A knowledge of contemporary issues.
(11-k) An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
(12-l) Knowledge of probability and statistics, including applications appropriate to the
program objectives.
(13-m) Knowledge of advanced mathematics, typically including differential equations, linear
algebra, complex variables, and discrete mathematics.
(14-n) An ability to analyze, design, and implement systems containing hardware and software
components.
The Students Outcomes (1-a) to (11-k) are essentially parallel to those listed under Criterion 3 of
ABET (2013-2014) except for Student Outcomes (3-c) and (8-h). In this regard, the following
adjustment is made to align as close as possible these two Student Outcomes with the newest
ones [Criterion 3 of ABET (2013-2014)]. Student Outcomes (3-c) and (14-n) are mapped
(combined) to form the newest definition of ABET Student Outcome (3-c): “an ability to design
a system, component, or process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and
sustainability”. In addition, Student Outcomes (8-h) and (14-n) are mapped (combined) to form
the newest definition of ABET Student Outcome (8-h): “the broad education necessary to
understand the impact of engineering solutions in a global, economic, environmental, and
societal context”. Note that, Student Outcomes (12-l) and (13-m) are related to those specified
in the EE Program Criterion. Table 3 shows the mapping of the current Student Outcomes to
the ABET (2013-2014) Student Outcomes.
Table 3: Map of the current Student Outcomes to the ABET Student Outcomes.
EE Student Outcomes
ABET
Student
Outcomes
a
b
c
d
e
f
g
h
i
j
k
1
a
*
2 3 4 5 6 7 8 9 10 11 12
b c d e f g h i j
k l
*
13
m
14
n













*
These two Student Outcomes are related to Program Criterion of EE program.
B. Relationship of Student Outcomes to Program Educational Objectives
Achievement of all Student Outcomes indicates that the graduates are equipped to achieve
the Program Educational Objectives. The relationship between the EE Student Outcomes to the
Program Educational Objectives is shown in Table 4. As shown by the mapping, achievement of
the Student Outcomes indicates that the EE graduates are equipped to achieve the Program
Educational Objectives.
Further, in order to “determine how Student Outcomes will be
achieved”, the EE program linked every course in the curriculum to address some Students
Outcome as it will be demonstrated in Section 4 Continuous Improvement.
Table 4: Relationship between the Student Outcomes and the EE Program Educational
Objectives
Program
Educational
Objectives
Student Outcomes
1
(1-a)
(2-b)
(3-c)
(4-d)
(5-e)
(6-f)
(7-g)
(8-h)
(9-i)
(10-j)
(11-k)
(12-l)
(13-m)
(14-n)
An ability to apply knowledge of mathematics,
science, and engineering.

An ability to design and conduct experiments, as well
as to analyze and interpret data.
An ability to design a system, component, or process
to meet desired needs.
An ability to function on multi-disciplinary teams.
An ability to identify, formulate, and solve
engineering
problems.
An understanding
of professional and ethical
responsibility.
An ability to communicate effectively.

3









A broad education necessary to understand the impact
of engineering solutions in a global and societal
A
recognition of the need for, and an ability to engage
context.
in life-long learning.
A knowledge of contemporary issues.
An ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Knowledge of probability and statistics, including
applications appropriate to the program objectives.
Knowledge of advanced mathematics, typically
including differential equations, linear algebra,
complex variables, and discrete mathematics.
An ability to analyze, design, and implement systems
containing hardware and software components.
2













III- CONTINUOUS IMPROVEMENT
In this section, we report on the processes of regularly assessing and evaluating the Student
Outcomes and the extent to which they are being attained.
We have adopted ABET (2013-2014) definitions for assessment and evaluation as:
“Assessment” is defined as one or more processes that identify, collect, and prepare the data
necessary for evaluation; “Evaluation” is defined as one or more processes for interpreting the
data acquired though the assessment processes in order to determine how well the student
outcomes are being attained.
A. Student Outcomes
As was mentioned in Section 2, Criterion 3, the Students Outcomes (1-a to 11-k) are
essentially parallel to those listed under Criterion 3 of ABET (2013-2014). Student Outcomes 3c and 14-n are mapped to form the newest definition of Student Outcome 3-c. In addition,
Student Outcomes 8-h and 14-n are combined to form the newest definition of Student Outcome
8-h. Finally, the Student Outcomes 12-l and 13-m are related to those specified in the EE
Program Criterion.
To ensure the achievement of the Student Outcomes, the EE program has set processes to
regularly gather data in order to evaluate the extent to which the Student Outcomes are being
attained. Two direct measures and two indirect measures are used in these processes. The first
direct measure is completed through the collection of samples of homework, examinations,
projects reports, and laboratory projects every semester. The collected data are organized into
course folders (portfolios). Teaching Area Groups (TAG) are formed to yearly evaluate these
portfolios; and consequently, evaluate the Student Outcomes. The second direct measure is done
through the completion by faculty members of an online course-assessment form at the end of
each semester. The Assessment Committee collects these data and makes recommendations to
the UPC committee.
On the other hand, the first indirect measure that is used as a supporting assessment tool is
the student exit survey (http://www.eng.kuniv.edu/oaa/exit/). All graduates conduct this exit
survey, which is considered a requirement for graduation. In addition, the second indirect
measure is the employers’ survey, which is carried out every four years.
B. The Teaching Area Group (TAG) Assessment
The first main direct measure for evaluating the level of attainment of the Student Outcomes
is the evaluation of the courses by the Teaching Area Groups (TAGs). The TAGs were first
formed starting the academic year 2008-2009. At the end of each semester, the faculty members
are asked to prepare and submit assessment portfolios for the courses they are teaching. A
portfolio contains material such as syllabus, samples from students’ midterm and final exams,
samples from quizzes, samples from student homework, samples from projects and/or reports.
Each course in the EE curriculum has an assessment plan developed by at least one faculty
member. The course description includes course learning objectives, practices and assessment
methods, and the contribution of the course to the Student Outcomes. Table 4-1 shows a
mapping of the curriculum courses and their contributions to the Student outcomes of the EE
program. It is clear from Table 5 that all EE courses directly contribute to the EE Student
Outcomes.
Note that, in Table 5 the levels of emphasis H, M, or L, for a given Student outcome are used.
These levels are defined as follows:

The level of emphasis H (High) indicates that demonstrating this knowledge or skill in
the course is critical for the overall aggregate performance of the student, i.e., it is one of
the most important outcomes of the course. In teaching practice, the level of emphasis H
means: 1) Provide formal instruction, 2) opportunities for practice, and 3) formal
assessment.

The level of emphasis M (Medium) indicates that demonstrating this knowledge or skill
in the course has considerable impact on the overall aggregate performance of the
student. In teaching practice, it means: 1) Provide indirect instruction, 2) opportunities
for practice, and 3) formal assessment.

The level of emphasis L (Low) indicates that demonstrating this knowledge or skill in the
course has only minor impact on the overall aggregate performance of the student. In
teaching practice, it means: 1) opportunities to demonstrate the skill, and 2) informal
assessment.
Table 5: Mapping of the required courses in the EE Curriculum to the Student Outcomes
Electrical Engineering Student Outcomes
Gen Ed
Electrical Engineering Courses
Comp
Eng
Mathematics and Sciences
Area Course No
Phys 101
Phys 105
Phys 102
Phys 107
Phys 209
Chem 101
Chem 105
Math 101
Math 102
Math 211
Math 111
Math 240
Engr 104
Engr 200
Engr 205
Engr 207
Engr 208
Engr 209
Engr 304
Engr 308
CpE 262
CpE 264
CpE 363
CpE 364
EE 212
EE 213
EE 230
EE 233
EE 234
EE 297
EE 312
EE 318
EE 320
EE 333
EE 334
EE 343
EE 345
EE 350
EE 370
EE 374
EE 381
EE 384
EE 497
Hist 100
Hist 102
Engl 123
Engl 221
Gen. Edc
Course Title
Gen Physics I
Gen Physics I Lab
Gen Physics II
Gen Physics II Lab
Modern Physics
Gen Chemistry II
Gen Chemistry II Lab
Calculus I
Calculus II
Calculus III
Linear Algebra
Ordinary Differential Equations
Engineering Graphics
Computer Programming for Engineers
Electrical Engineering Fundamentals
Electrical Engineering Fundamentals Lab
Engineering Thermodynamics
Engineering Economy
Probability & Statistics for Engineers
Numerical Analysis for Engineers
Fundamentals of Digital Logic
Digital Logic Lab
Introduction to Embedded Systems
Introduction to Embedded Systems Lab
Advanced Mathematics for EE
Linear Circuits Analysis
Introduction to Semi. Mat. & Devices
Electronics I
Electronics Lab I
Cornerstone Design
Signals and Systems
Introduction to DSP
Electromagnetic Field
Electronics II
Electronics Lab II
Energy Conversion I
Energy Conversion Lab I
Power System Analysis I
Control Theory I
Control Lab I
Communication Theory
Communication Lab
Engineering Design
Modern History of Kuwait
History of Arab and Islamic Civilization
English
Technical Writing
1
a
H
H
H
H
H
H
H
H
H
H
H
H
L
M
H
2
b
3
c
4
d
5
e
6
f
7
g
8 9 10 11 12 13 14
h i j k l m n
H
H
H
M
M
M
L
M
L
H
H
H
H
H L
M
M
M
M
H M
H
H
M M
H
M
M H H H H M H M M
H H M
L M
H
M
L
H H M
L M
M
H
H
M M
L
H
H
M
M
H H H H H H H M M
H
M
H
M
L
H
H
L H M M
M
H
H
M H H H H
M
H
H
H
H
H H H M M
H
H
H L H
H H H H H H
H
H
L
H M
M
H M
H
H
M M
L H
H
H
H
M
H
H
M M
M
M
M H
H
H
H H
L
H
M
H
M
L
H
M
M
H
H
H
H
L M
H
M
H M M M H
H
H
H
H
H
H
H
H
H
H
H
Table 5 (Continued): Mapping of the EE elective courses to the Student Outcomes
Electrical Engineering Student Outcomes
Course No
EE-399
EE-410
EE-415
EE-416
EE-417
EE-420
EE-421
EE-422
EE-423
EE-424
EE-425
EE-426
EE-428
EE-430
EE-432
EE-433
EE-434
EE-436
EE-437
EE-438
EE-443
EE-444
EE-446
EE-452
EE-454
EE-455
EE-456
EE-458
EE-460
EE-470
EEEE-472
460383/
EE-473
EE-460
EE-475
EE-476
EE-477
EE-478
EE-479
EE-482
EE-485
EE-487
EE-488
EE-489
EE-490
EE-495
Course Title
Engineering Training
Active Filter Design
Inst. & Measurements Lab
Instrumentation and Measurements
Network Synthesis
Antenna & Propagation
Microwave Engineering
Fiber Optics
Computational Electromagnetics
Microwave Lab
Electromagnetic Compatibility
Introduction to Remote Sensing
Wireless Communication Networks
Semiconductor devices
Analog Integrated Circuits
Digital Integrated Electronics
Digital Integrated Electronics Lab
VLSI design Lab
Introduction to VLSI design
CAD for VLSI design
Energy Conversion II
Energy Conversion laboratory II
Introduction to Power Electronics
Electrical Power Systems II
Electrical Power Systems Lab II
Computer Methods in Power Sys.
Power
Analy Apparatus and Systems
Electric Power Distribution
Communication
Networks
Engineering
Digital Control Lab
Control Theory II
Digital Control
Industrial Control
Nonlinear Control
Optimization Techniques
Computer Aided Control
Adaptive Control Techniques
Digital Communications
Digital Signal Processing
Radar Technology
Digital Image Processing
Artificial Neural Systems
Special Topics in EE
Senior Project
1
a
2
b
H
3
c
H
H H
M H
M
H
H
H
H
H
H
H
H
H H
H
H
H
H
H
L
M
H
H
H
H H
M
H
M
H
M
H
H
L
H
M
H
M
M
M
H
H
H
H H
H H
H
H
H
H
H
H
H
H
H
M
H
H
H
H
M
4
d
H
5
e
H
6
f
H
7
g
H
8
h
M
H
M
M
M
M
M
M
M
M M
H
H H
M
M
M
M
H
H
M
M
M
M
M
H
H
M
M
H
M M H
M
M
M
M
M
H
H
H
H
H
M H
M
M
M
L H
H
M H
H
H
M
H
M
H
M
9 10 11
i
j k
M M
L
H H
M
M
M M M
M M M
M M
M
M
L
H
H M
H H M
L
M
H
H
H
M
M
M
M M M
H
H
M
H
M
M
H
H
H
M H
H
H
H
H
12
l
13
m
14
n
H
M
M
M
H
H
H
M
H
H
M
M
H
H
M
M
H
H
H
H
H
H
M
H
H
H
H
H
M
H
H M
H
H
L
M
H
H
H
H
H
H
H
H
H
L
M
M
M
H
L
M
H
C. The Online Course-Assessment
The second direct measure of the attainment of the Student Outcomes is the online courseassessment. At the end of each semester, faculty members are requested to complete an online
course-assessment form (http://www.eng.kuniv.edu/oaa/tools/icef/) for each course they taught.
This form includes the grade distribution, the Student Outcomes served by the course, the
performance indicators and the assessment of the Student Outcomes. The faculty members
evaluate the performances of the students using a five point scale (1=very weak; 2= weak; 3=
satisfactory; 4=very good; 5=excellent). In addition, in the assessment form, the faculty
members may provide feedback on the course contents and any general and/or specific
observations, concerns, deficiencies regarding the course
D. The Students Exit Survey
The student exit surveys represent the first indirect assessment measure of the Student
Outcomes.
E. The Employers Survey
The second indirect assessment measure of the Student Outcomes is the employers’ survey. In
the survey, the following weights are assigned: not prepared=1, somewhat prepared=2,
prepared=3, well prepared=4, very well prepared=5. Therefore, an average score above 3.00
represents an overall positive evaluation.
IV- Student Outcomes Summary and the Assessment Relationships
The assessment is based on the following elements:
Course Portfolios:
a) Samples from homework, Quizzes, tests, projects, and engineering to problem sets,
showing that they possess the appropriate outcome attributes.
b) Laboratory notebooks and reports in which students demonstrate their ability to conduct
experiments and analyze and interpret data.
c) Final technical reports and other reports and documents related to a design project.
Included with these reports and documents will be students’ design logs for each project,
Exit survey: Graduating seniors are asked on their ability and the confidence to apply general
principles of mathematics, science, and engineering to the engineering problems and other
questions to show their possession of the appropriate outcome attributes.
Alumni survey: My education at Kuwait University has given me the ability and the confidence
to apply general principles of mathematics, science, and engineering to the engineering
problems I encounter at work.
Employer survey: The Kuwait University graduate is entirely satisfactory in his or her ability to
apply general principles of mathematics, science, and engineering to solve engineering
problems.
Faculty survey: Faculty should express satisfaction with students' ability to apply knowledge of
mathematics, science, and engineering.
4.1 Student Outcome (1-a):
Ability to apply mathematics, science, and engineering
Performance Indicators
1-Develop models describing
the behavior of systems or
processes
2-Obtain solutions to predict
behavior of systems or
processes
3-Evaluate and interpret
model predictions
Curriculum Courses Coverage
Core
Engr 205, Engr 207, EE 212,
Engr 304, Engr 308, EE 213, EE
230, EE 297, EE 312, EE 320,
EE 343, EE 345, EE 350, EE
370, EE 374, EE 381, EE 497
Elective
EE-410, EE-420, EE-421,
EE-422, EE-423, EE-426,
EE-428, EE-430EE-432,
EE-443, EE-446, EE-452
EE-454, EE-455, EE-456,
EE-472, EE-473, EE-475,
EE-476, EE-477, EE-478,
EE-479, EE-482, EE-487
Methods of
Assessment
TAGs
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.2 Student Outcome (2-b):
Ability to design and conduct experiments and analyze and interpret Data
Performance Indicators
Curriculum Course Coverage
Methods of
Assessment
TAGs
1-Design experiments or
experimental procedure
2-Conduct experiments
3-Analyze and interpret
experimental data
Core
Engr 207, EE 234, EE 297,
EE 334, EE 345, EE 374, EE
384, EE 497
Elective
EE-415, EE-416,EE-424, EE425
EE-434, EE-460, EE-470
Online
Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.3 Student Outcome (3-c):
Design a system, a component or a process +(14-n) An ability to analyze, design, and to
implement systems containing hardware and software components
Performance Indicators
1-Establish objectives of a
design project based on
needs
2-Formulate the design
problem based on objectives
and constraints
3-Generate ideas and
alternative solutions for a
given problem
4-Evaluate alternatives and be
able to choose the best
5-Create a prototype or model
that embodies or represents
the chosen solution
Curriculum Courses Coverage
Methods of
Assessment
Core
TAGs
Engr 205,Engr 207, Engr 209,
EE 233, EE 297, EE 318, EE 320,
EE 333, EE 334, EE 343, EE 345,
EE 350, EE 370, EE 374, EE 381,
EE 497
Online Course
Assessment
Elective
EE-410, EE-415, EE-416,EE-417
EE-420, EE-421, EE-422, EE-424
EE-428, EE-432, EE-433, EE-436
EE-437, EE-438, EE-443, EE-446
EE-452, EE-454, EE-456, EE-458
EE-460, EE-470, EE-472, EE-473
EE-475, EE-476, EE-477, EE-478
EE-479, EE-487, EE-488, EE-489
Exit Surveys
(Every year)
Employers
Surveys
4.4 Student Outcome (4-d):
An ability to function on multi-disciplinary teams.
Performance Indicators
1-Recognize essential
requirements of effective
teams
Curriculum Course Coverage
Core
EE 234, EE 297, EE 343, EE
345, EE 374, EE 384, EE 497
Elective
EE-420, EE-424, EE-425, EE2-Function effectively in
teams to complete a given 428, EE-437, EE-443, EE-444,
EE-460, EE-475, EE-477, EEtask
489
Methods of
Assessment
TAGs
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.5 Student Outcome (5-e):
An ability to identify, formulate, and solve engineering problems
Performance Indicators
Curriculum Courses Coverage
Core
Methods of
Assessment
TAGs
1-Identify an engineering
problem or an opportunity
for an engineering solution
Engr 205, Engr 208, Engr 209,
Engr 304, Engr 308, EE 297,
EE 312, EE 333, EE 343, EE 345, Online Course
Assessment
EE 370, EE 374, EE 497
2-Formulate an engineering
problem or opportunity
Elective
3-Develop and validate
solutions to engineering
problems
EE-421, EE-422, EE-423, EE426, EE-437, EE-452, EE-454,
EE-455, EE-456, EE-458, EE460, EE-470
EE-472, EE-473, EE-475, EE476, EE-477, EE-478, EE-479,
EE-482, EE-488, EE-489
Exit Surveys
(Every year)
Employers
Surveys
4.6 Student Outcome (6-f):
An understanding of professional and ethical responsibility
Performance Indicators
Curriculum Course Coverage
Methods of
Assessment
TAGs
Core
1-Demonstrate knowledge of
professional codes of ethics
2-Evaluate ethical dimensions
of a problem/case
EE 297, EE 497
Elective
EE-424, EE-425
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.7 Student Outcome (7-g):
An ability to communicate effectively
Performance Indicators
1-Communicate effectively
in written form
2-Communicate effectively
in oral form
3-Communicate effectively
in graphical form
Curriculum Courses Coverage
Core
Engr 207, EE 234, EE 297,
EE 334, EE 345, EE 374, EE 384,
EE 497
Elective
EE-415, EE-416, EE-420, EE-421
EE-422, EE-423, EE-424, EE-425
EE-426, EE-428, EE-433, EE-434
EE-436, EE-437, EE-443, EE-444
EE-446, EE-452, EE-454, EE-460
EE-470, EE-475,EE-489
Methods of
Assessment
TAGs
Online
Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.8 Student Outcome (8-h):
A broad education necessary to understand the impact of engineering solutions in a global and
societal context+ (14-n) An ability to analyze, design, and to implement systems containing
hardware and software components.
Performance Indicators
1-Identify possible impact of
engineering solutions
2-Recognize the responsibilities
towards society and the
environment
Curriculum Course Coverage
Core
Engr 208, Engr 304, EE 318,
EE 230, EE 334, EE 234,
EE 297, EE 350, EE 370,
EE 374, EE 497
Elective
EE-420, EE-421, EE-422,
EE-425, EE-430, EE-432
Methods of
Assessment
TAGs
Online Course
Assessment
Exit surveys
(Every year)
Employers
Surveys
4.9: Student Outcome (9-i):
Recognition of the need for, and an ability to engage in life-long learning
Performance Indicators
Curriculum Course Coverage
1-Recognize the need for life-long
learning as an essential
requirement
Core
Engr 209, Engr 304,
EE 230, EE 297, EE 497
2-Acquire new knowledge/skills
independently
Elective
EE-420, EE-421, EE-422, EE428, EE-430, EE-446
3-Reflect on own understanding
and learning
Methods of
Assessment
TAGs
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
4.10 Student Outcome (10-j):
A knowledge of contemporary issues.
Performance Indicators
1-Identify relevant socio-political,
economical or technological
issues
2-Discuss ways engineers might
contribute to solving society’s
problems
Curriculum Courses Coverage
Methods of
Assessment
TAGs
Core
Engr 209, Engr 304
EE 230, EE 297, EE 497
Online Course
Assessment
Exit Surveys
(Every year)
Elective
EE-415, EE-420 EE-421, EE-422
EE-428, EE-430
EE-446, EE-475
Employers
Surveys
4.11 Student Outcome (11-k):
An ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
Performance
Indicators
1-Use state of the art
computing tools for
problem solving and
design
2-Use state of the art
equipment for problem
solving, design and
realization
Curriculum Courses Coverage
Core
Engr 207, Engr 209, Engr 308,
EE 212, EE 213, EE 230, EE 233,
EE 234, EE 297, EE 312, EE 320,
EE 333, EE 334, EE 343, EE 345,
EE 370, EE 374, EE 381, EE 384,
EE 497
Methods of
Assessment
TAGs
Online Course
Assessment
Elective
EE-415, EE-416, EE-420, EE-422,
EE-423, EE-424, EE-426, EE-428,
EE-430, EE-433, EE-434, EE-436,
EE-437, EE-438, EE-443, EE-444, Exit Surveys
EE-446, EE-452, EE-454, EE-455, (Every year)
EE-456, EE-458, EE-460, EE-470,
EE-472, EE-473, EE-475, EE-476, Employers
EE-477, EE-478, EE-479, EE-488, Surveys
EE-489
4.12 Student Outcome (12-l):
Knowledge of probability and statistics, including applications
appropriate to the program objectives
Performance Indicators
Curriculum Courses Coverage
1. Assign problems in
probability and statistics
Core
Engr 304, EE 381
2. Homework assignments
directly related to EE
Elective
EE-426, EE-428
EE-478, EE-482
Methods of
Assessment
TAGs
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
13.1 Student Outcome (13-m):
Knowledge of advanced mathematics, typically including differential equations, linear algebra,
complex variables, and discrete mathematics.
Performance Indicators
Curriculum Courses Coverage
Methods of
Assessment
TAGs
Students solve problems that
include:
-
Differential equations
Matrices
Complex analysis
Discrete mathematics
Core
Engr 308, EE 212,
EE 312, EE 318,
EE 370
Elective
EE-420, EE-423
EE-472, EE-473
EE-475, EE-476
EE-477, EE-479
EE-485, EE-488
Online Course
Assessment
Exit Surveys
(Every year)
Employers
Surveys
V-Continuous Improvement
The results of the evaluation processes for the Student Outcomes were included in each of the
previous Student Outcome separately. In addition to this information, the following describes the
general activities in the process of continuous improvement of the Student Outcomes.
In this regard, the Undergraduate Program Committee (UPC) and the Assessment Committee
(AC) meet frequently to continuously evaluate the curriculum and to initiate appropriate actions.
The AC committee reviews, analyses the various surveys and sends recommendations to the
UPC for appropriate actions. The UPC committee reviews courses contents, prerequisites, and
the level of the courses. In addition, the UPC reviews proposals for both compulsory and elective
courses.
The UPC committee made the recommendations presented below regarding i)
Communication Skills, ii) Design, and iii) Soft Skills. In addition, the UPC committee made
general recommendations for continuous improvement of the EE program.
Communication Skills
-
The College administration (Vice-Dean of Academic Affairs) should coordinate with the
English Language Department to ensure that students entering the Engineering College
have acceptable English skills.
-
Lower the maximum number of students registered in each section, in particular, in the EE
elective courses. This will assist the faculty members to make sure that the
communications skills, the design skills and the soft skills are smoothly acquired by the
students during the lectures.
-
In EE lab courses, students should have a final presentation.
-
All lab reports should follow the “the format of LAB reports” which was approved by the
EE council during AY 2008/2009.
-
In the capstone design course EE 497, all students must write their reports using the “EE
497 Final Report Format” which was approved by the EE council during AY 2008/2009.
-
In the capstone design course EE 497, all students must give at least two presentations
(mid-term presentation and final-presentation) as a requirement for completing this course.
-
Offer more EE Elective courses and include projects in them.
Design
-
EE Elective courses should have a limit of 25 students per section. This recommendation
will allow faculty members teaching these courses to properly manage the project reports.
-
The EE Department needs to offer at least 10 to 12 EE Elective courses per semester to
ensure that the previous parts of the recommendation are satisfied.
-
Design skills should be emphasized in all the courses especially in the elective courses,
which contain considerable design components
-
Faculty members should ensure that the students fully understand the design process in the
cornerstone design course EE 297.
-
Faculty members should ensure that the students complete all the requirements of the
capstone design course EE 497 so that the students learn about the different aspects of
design.
Soft Skills
-
Faculty members should study the contents of the courses (especially the elective courses)
and attempt to incorporate some soft skills as outcomes.
-
The cornerstone design course EE 297 briefly covers the topic of ethics (2-3 lectures).
Faculty members teaching this course must highlight the ethics part in the EE 297 course
portfolio submitted to the EE Department at the end of each semester.
-
Faculty members are requested to encourage their students to use the internet, the library
and other resources to search for materials in the different EE courses. This will help the
life-long learning outcome.
-
Faculty members are requested to encourage their students in the different EE courses to
write reports and/or give presentations on ethics, contemporary issues, etc...
-
Faculty members are requested to hold class discussions on issues related to soft skills
development. This activity should be graded so that the students take it seriously. Faculty
members and their engineers must properly document these discussions in the portfolios
submitted to the EE Department at the end of each semester.
Moreover, the following actions were taken to improve the effectiveness of the EE program:
Action 1

Students are required to use the approved template when writing their reports in EE 297
and EE 497 projects.

In the capstone design course EE 497, a unified teaching and grading policy is enforced
by the department. It should be noted that 15% of the final grade of the course is asigned
by an external reviewer on the final report, the final oral presentation, and the hardware
demontration.

EE faculty members are asked to include projects in most of The EE elective courses.
This nwill give the students the opportunities to improve their written and oral
communication skills.
Action 2
Concerning the improvement in the design experience (Student Outcomes 3-c, 5-e), it is
expected that the design course EE 297 (Cornerstone Design) will provide the students with
more opportunities to solve real engineering problems. Also, several EE faculty members require
design projects in the elective courses.