Assessment Plan Template
Program: Bachelor of Science in Electrical Engineering
Assessment Coordinator for the program: Henry Selvaraj
Department(s) or Interdisciplinary Council Responsible for the Program: Electrical and
Computer Engineering
Five-Year Implementation Dates (2004-2005 to 2009-2010)
Is this program accredited by an external organization?
organization is
.
No
X Yes, and the
NOTE: The program may submit the most recent self study assessment
documents/information in substitution for this plan.
1. Student Learning Outcomes for the program. List the Student Learning Outcomes
for the program.
a. Knowledge of scientific principles that are fundamental to the following application
areas: Circuits, Communications, Computers, Controls, Digital Signal Processing,
Electronics, Electromagnetics, Power and Solid State.
b. An ability to design and conduct experiments, analyze and interpret data, design a
system, component, or process using the techniques, skills, and modern engineering
tools, incorporating the use of design standards and realistic constraints that include
most of the following considerations: economic, environmental, sustainability,
manufacturability, ethical, health and safety, social and political.
c. An ability to function on multi-disciplinary teams with a commitment to succeed
and to assure employer success
d. An ability to identify, formulate and solve engineering problems with an
understanding of the impact of the solution in a global and societal context
e. An ability to communicate effectively and possess knowledge of contemporary
issues and a commitment to continue developing knowledge and skills after
graduation
In this section, the EE program outcomes, its relation to the program educational
outcomes, and the ABET program outcomes, 3a-3k, and the methods and results of
assessment of the program outcomes are presented. In the section 1.1, outcomes for the
EE program are presented. In section 1.2, relationship between the EE program outcomes
and EE program objectives are presented and discussed. In section 1.3, relationship
between the EE program outcomes and ABET Outcomes, 3a-3k, are presented and
discussed. In section 1.4, program outcome assessment details including direct evidence
from the students course performance and employer survey and indirect evidence from
self surveys by graduating senior and alumni, are presented and discussed. Finally, in
section 1.4.6, is presented for each of the outcomes and remedies are suggested.
It is noted here that since the survey sample sizes are not very large and that the
program has not produced many Computer Engineering graduates, the survey data for
both EE and CE are combined. Combining the data together still provides reasonably
clear picture of the program outcomes, since these are not vastly different for the
programs, except for the curricular contents. As more students graduate with a Computer
Engineering degree, the surveys will be separated according to the degree program of the
alumni.
1.1 Outcomes for EE Program
The following are the program outcomes developed consistent with the ABET
required minimum program outcomes and accepted in December 2000 and modified in
May 2004.
Each Electrical Engineering graduate will demonstrate the following before graduation:
1. Knowledge of scientific principles that are fundamental to the
following application areas: Circuits, Communications, Computers,
Controls, Digital Signal Processing, Electronics, Electromagnetics,
Power and Solid State.
2. An ability to design and conduct experiments, analyze and interpret
data, design a system, component, or process using the techniques,
skills, and modern engineering tools, incorporating the use of design
standards and realistic constraints that include most of the following
considerations:
economic,
environmental,
sustainability,
manufacturability, ethical, health and safety, social and political
3. An ability to function on multi-disciplinary teams with a commitment to succeed
and to assure employer success
4. An ability to identify, formulate and solve engineering problems with an
understanding of the impact of the solution global and societal context
5. An ability to communicate effectively and possess knowledge of contemporary
issues and a commitment to continue developing knowledge and skills after
graduation
These outcomes are consistent with the University, College and department missions,
which are presented under criterion 2 Program Educational Objectives.
1.2 Relationship between EE Program Outcomes and EE Program
Educational Objectives
A mapping of the program outcomes to specific program objectives is shown in
Table 1.1. The program outcomes are strongly tied to the program objectives as shown in
Table 1.1. Thus, achieving the program outcomes will, automatically, insure that the
program objectives will be achieved.
Table 1.1 Relationship between the program educational objectives and the program
outcomes of the Electrical Engineering program
Program Educational Objectives
A.1 Possess technical skills in
problem solving including problem
formulation, design, simulation,
analysis, evaluation, building and
testing.
A.2 Have communication skillsoral and written
A.3 Have skills to work in
multidisciplinary teams
A.4 Have skills for independent life
long learning
A.5 Possess skills to understand
problems in a global, societal and
environmental context
B.1 Possess technical skills to
pursue graduate studies in Electrical
Engineering related fields or law or
management
B.2 Have communication skillsoral and written
B.3 Have skills to work in
multidisciplinary teams
B.4 Have the ability to identify,
formulate and solve research and
development problems
Program Outcomes
1,2,4
3,5
3
2,5
2,4
1,2,4,5
4
3
4
1.3 Relationship between Program Outcomes and ABET Outcomes, 3a3k.
The five outcomes of the EE program listed in section 3.2 include all of the ABET
outcomes which are listed below for ease of reading.
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 in multidisciplinary teams
e) An ability to identify, formulate, and solve engineering problems
f) An understanding of professional and ethical responsibility
g) An ability to communicate effectively
h) The broad education necessary to understand the impact of engineering solutions
in a global and societal context
i) A recognition of the need for, and an ability to engage in life-long learning
j) A knowledge of contemporary issues
k) An ability to use techniques, skills and modern engineering tools necessary for
engineering practice
A mapping between the ABET outcomes, 3a-3k, and EE outcomes is shown in Table 1.2.
Each one of the program outcomes covers one or more of the ABET outcomes.
Table 1.2 A mapping of the EE Program Outcomes with ABET outcomes, 3a-3k.
Program Outcomes
1. Knowledge of scientific
principles that are fundamental to
the following application areas:
Circuits, Communications,
Computers, Controls, Digital
Signal Processing, Electronics,
Electromagnetics, Power and
Solid State.
ABET Criterion 3. Program Outcomes
(a) an ability to apply knowledge of
mathematics, science, and engineering
2.An ability to design and conduct
experiments, analyze and interpret data,
design a system, component, or process
using the techniques, skills, and modern
engineering tools, incorporating the use
of design standards and realistic
constraints that include most of the
(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
(f) an understanding of professional and
following considerations: economic,
environmental, sustainability,
manufacturability, ethical, health and
safety, social and political.
3.An ability to function on
multidisciplinary teams with a
commitment to succeed and to assure
employer success
4. An ability to identify, formulate and solve
engineering problems with an understanding
of the impact of the solution in a global and
societal context
5. An ability to communicate effectively and
possess knowledge of contemporary issues
and a commitment to continue developing
knowledge and skills after graduation
ethical responsibility
(h) the broad education necessary to
understand the impact of engineering
solutions in a global and societal context
(k) an ability to use the techniques, skills,
and modern engineering tools necessary
for engineering practice.
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and
solve engineering problems
(g) an ability to communicate effectively
(i) a recognition of the need for, and an
ability to engage in life-long learning
(j) a knowledge of contemporary issues
1.4 Program Outcomes Assessment
In all of the constituent surveys, the substances of the questions were:
 How effectively have the program graduates achieved the program outcomes?
 How relevant is each outcome to the constituents?
A combination of these two questions provides us with a clear picture of the effectiveness
of the program in achieving the outcomes,. In addition, it also provides a target for how
much emphasis should be placed on each outcome. The assessment data provided in this
chapter is useful in helping us make the best decisions as to where the emphasis should
be placed in our program. Details of the assessment methods, the constituents, purpose
and frequency of assessment are presented in Table 1.3.
Table 1.3 Methods and frequency of assessment and the constituents.
Purpose
of
Frequency
Assessment
Course outcome
Twice a year
Lab outcome
Twice a year
Program outcome
Twice a year
Method of Assessment
Constituent
Course outcome survey
Lab surveys
Senior Exit Interviews
students
students
students
Students/
FE
Program assessment
Twice a year
Board
Program Alumni
Program Objectives * Once in 2 years
FE Exam
Alumni Survey
Employer Survey
Employers
Program Objectives * Once in 2 years
ECE Board of Visitors Industrial Board
Program Objectives
Once in 4 years
Survey
Members
* Relates to program outcomes indirectly
In this section, various methods used for assessing the program outcomes are
discussed and samples of the survey results are also presented. It is noted that even
though the Alumni and Employer surveys are related to the program objectives, the
questions asked and the results are somewhat relevant to the program outcomes. Thus,
they are also used for assessing the program outcomes. In addition, at the end of the
section, each of the ABET outcomes, 3a-3k, are individually assessed based on direct
evidence and survey results. It is noted that for all the quantitative survey questions in all
the surveys, the scale employed is between 1 and 5 with 5 representing the best or the
highest.
1.4.1 Program Outcomes and Course Outcomes
All the Electrical and Computer Engineering courses have their stated course
outcomes. These course outcomes are mapped on to program outcomes as shown in
Table 1.4. It is noted that all program outcomes are addressed in one or more of the
course outcomes. Each instructor collects data to measure the level at which the course
outcomes are being met. It is done using two methods. One method is the semester-end
survey where students assess the course outcomes. The second method relies on
collecting student performance data from home works, tests, quizzes and projects and
relating them to specific course outcomes. The instructor combines the results from both
methods and assesses how well the course outcomes are being met. As the course
outcomes are mapped on to the program outcomes, indirect, but useful, data on how well
the program outcomes are being met is obtained. Similar data is collected for each
laboratory course through the Mid-semester laboratory surveys.
Table 1.4 Mapping between course outcomes and program outcomes.
Prefix
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
Number
100
190
200
220
221
300
320
330
360
361
400
402
Course Name
Program Outcomes
1
2
3 4
Computer and Logic Design I
x
x
x
Freshman Design
x
x x
Computer and Logic Design II
x
x
x
Circuits I
x
x
Circuits II
x
x
x
Digital System Design
x
x
x x
Engineering Electronics I
x
x
x
Engineering Electromagnetic I
x
x
x
Signals and Systems I
x
x
x
Signals and Systems II
x
x
x
Computer Communication Networks x
x
Microprocessor Systems Design
x
x
x x
5
x
x
x
x
x
x
x
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
403
404
405
410
415
416
420
421
422
430
431
432
433
440
442
450
451
452
460
462
470
472
474
480
482
497
498
ECG
200L
ECG
ECG
ECG
ECG
ECG
ECG
ECG
ECG
221L
300L
320L
420L
421L
440L
450L
470L
Embedded System
Modern Processor Architecture
Data Compression Systems
Hard. Description Language: VHDL
Introduction to VLSI System Design
VLSI Physical Design
Engineering Electronics II
Digital Electronics
Analog IC Design
Transmission Lines
Engineering Optics
Antenna Engineering
Active and Passive Micro Engr.
Intro. to Electric Power Engineering
Power Electronics
Solid State Devices
Electron.and Mag. Mater. and Dev.
Introduction to Optical Electronics
Analog and Digital Communications
Advanced Digital Communications
Feedback and Control Systems
Digital Control Systems
Recent Topics in Control
Digital Signal Processing
Intro. to Biomed. Sig. and Sys.
Senior Design Project I
Senior Design Project II
Comp and Logic Design II
Laboratory
Circuits II Laboratory
Digital Systems Design Laboratory
Engr. Electronics I Laboratory
Engr. Electronics II Laboratory
Computer Electronics Laboratory
Electric Power Engr. Laboratory
Solid State Charact. Laboratory
Feedback and Cont. Sys. Laboratory
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
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x
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x
x
x
x
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
End-of-semester Course Outcome Survey
During the last week of the semester, students evaluate courses. They are asked to
rate how well each course outcome was met. The results for each course is compiled and
passed on to the instructor. This survey provides the student’s perspective of the course
outcomes, their relevance to the course and the effectiveness of instruction in achieving
the goals.
Student Performance in Courses
The second way of measuring course outcomes is collecting student performance
data from mid-term and final examinations, tests, home works, quizzes and projects.
Examination and test questions are set so that student performance in those questions can
be used as parameters to measure the level of achievement of the course outcomes
addressed by these questions. Instructors maintain a spreadsheet for each course with the
scores received by students. The class average score for a question is used as a parameter
to evaluate the course outcome addressed by the question. The course instructor uses the
spreadsheet to evaluate all the course outcomes and their level of compliance. The data is
also used to assess how well each of the ABET outcomes, 3a-3k, are satisfied as
discussed later in section 3.4.7.
Course Assessment Report
Instructors write an assessment report on the level of achievement of the course
outcomes at the end of the semester. It is noted that the overall course assessment is
based on the course outcome survey and other surveys conducted by the faculty, students’
performance and anecdotal comments from the students. In the assessment reports,
problems with course objectives and/or outcomes, effectiveness of achieving the course
outcomes are identified and suggestions are made for corrective measures. Before the
start of the semester, the instructors look through the assessment report for the previous
offering and implement changes necessary as suggested in the report.
1.4.2 Graduating Senior Exit Interviews
The survey is conducted during the last week of school in the student's semester
of graduation. Although the participation in the survey is voluntary, 85% of the
graduating class completes the survey. The students also meet with the chair for ½ to 1
hour meeting to discus their perception of the department and program. The following
three questions in the survey focus on the effectiveness of the program in achieving its
outcomes.
1) Was your education a positive experience?
Elaborate
1
2
3
4
5
2) Quality and Effectiveness of the program.
2a) What are the strengths of the program?
1
2
3
4
5
2b) What are the weaknesses of the program?
The survey also contains quantitative questions on various aspects of the EE
Program including hands-on experience and the quality of the laboratories. In addition to
quantitative questions, the survey also has several qualitative questions.
The first part of the survey relates to the effectiveness of the faculty and staff. The second
part deals with the educational experience in our department.
1.4.3. Mid-Semester-Laboratory Survey
Laboratory surveys are conducted in the middle of every semester. The survey
focuses on continual improvement of the learning environment in the laboratories.
Students are asked seven questions on their laboratory experience with respect to quality
of equipment, teaching assistant help and laboratory manual. For the survey to have more
practical and immediate impact, it is taken during mid-semester. If any problem is found,
all attempts are made to remedy the problem immediately. An example of such a problem
could be the performance or effectiveness of a teaching assistant. Learning of this
problem at the end of semester through end-of-semester survey is neither useful nor
effective, as students would have lost the opportunity to obtain the required skills to meet
our set of program outcomes. The department acts immediately on the feed back
received. The actions to be taken are decided in the meeting attended by the Chairman,
instructor, and the laboratory director. The questions are posed in the survey are:
1. Are you comfortable with the use of test equipment? If not, what can we do to
help you achieve it?
2. Are the lab experiments reasonable in length and content? If not, how can we
change it?
3. Do the lab experiments go well together with the lecture material? If not, any
suggestions to improve the situation?
4. How the performance of the teaching assistant as a lab instructor? If poor, how
can he/she improve it?
5. The lab equipments are functional. If not, please explain.
6. Is the lab well equipped? If not, what do you think is missing?
7. Is there anything, Mark or Kevin or I can do to improve the labs?
8. Any other comments?
9. If you would like to discus these or any of other issues with me, please stop by.
Item #8 facilitates feedback on any issue that could not be brought to the attention of
the Department through lab survey. Department Chair practices an open door policy.
Students can walk in any time and discuss their concerns and seek remedy.
Quantitative and Qualitative Results
Even though this survey has been conducted since fall 2001, the original surveys asked
qualitative questions and elicited qualitative answers. These were and are very useful in
terms of identifying and rectifying the problems in the middle of the semester. This is
more of a survey of quality of overall lab experience, including quality of equipment,
teaching, and availability of help than of the course outcome. Since fall 2003, every
question in the survey has a quantitative component so that semester-to-semester trends
can be observed and utilized in making decisions.
1.4.4 Fundamentals of Engineering (FE) Exam
The FE Exam (sometimes called the EIT - Engineer-in-Training exam) is a nationally
normed exam on basic engineering topics. Starting from fall 2002, our students are
required to take the examination as part of their graduation requirement. In the past the
passing rate is better than 70%. This data represents a very small sample as the exam was
not mandatory in the past and hence, may not be very reliable.
1.4.5 Senior Design Project Competition
Every semester, all ECG 498 Senior Design II students take part in a college wide
design competition. The Entrepreneurship club organizes the event. About 30 students
from Civil Engineering, Computer Engineering, Electrical Engineering, and Mechanical
Engineering take part in the competition. Some of the projects are interdisciplinary and
group projects with in the same discipline. Students make a poster and oral presentation.
The event is open to the public and invitations are sent to local and regional industries.
Three judges from the industry judge the projects. Prizes are awarded in three categories:
overall winner, interdisciplinary winner and discipline winners. The total prize money
awarded is $19,000 every semester. Harriet and Fred Cox Family sponsor the event. In
recognition their achievement, every May, a Senior Appreciation dinner is organized and
well-known CEOs of regional companies are invited as guest speakers. Over 300 guests
typically attend this event. The winners of the senior design competition receive the
prize money along with a medallion.
1.4.6 Program Outcome Assessment in Terms of ABET Outcomes (3a-3k)
As presented and discussed in section 3.3, the program outcomes are closely tied
to ABET outcomes (3a-3k). For ease of presentation and discussion, outcome assessment
results are presented directly for each of the ABET outcomes. The direct evidences
considered are: student performance in courses, employer survey, senior design
competition judges’ comments and evaluation, and the FE exam results. In this section, a
discussion of how the direct evidence is obtained for each of the outcomes from the
student performance in courses is presented. Finally, the results of assessment of each of
the outcomes is presented and inferences made on how well each of them are satisfied
and if the outcomes are not satisfied well, what recommendations and corrective actions
are made.
Computation of outcome assessment data from student performance
Since, the program outcomes have to be satisfied by all the graduates of the EE
program, student performance only courses taken by all the students, i.e., required course
and electives usually taken by all students, are considered for the computation of the
outcome assessment. A list of these courses and the ABET outcomes (listed in section
3.3) that they satisfy are shown in Table 1.6. Note that the outcomes, a, c, e and k are
included in most of the courses. Outcome b is included in upper level courses and
laboratory courses. The capstone senior design courses cover all the outcomes.
Table 1.6 Relationship between EE Fundamentals courses and ABET outcomes, (3a-3k)
Outcomes
ECG100
ECG220
ECG221
ECG320
ECG330
ECG360
ECG361
ECG440*
ECG470*
ECG497
ECG498
221L
300L
320L
440L*
470L*
a
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
b
c
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
d
x
x
e
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
f
g
h
i
j
k
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
* ECG 440, 470 and the associated labs courses are not EE Fundamentals courses, i.e.,
mandatory courses, but belong to EE fundamentals. Checking the courses taken by the
graduating seniors showed that all of them have taken both courses and associated labs.
The instructors identified the relationship between the questions/projects and the
ABET outcomes. Average student performance in each of the courses listed in Table 1.6
was analyzed in terms of the ABET outcomes and weighted averages were computed for
each outcomes from each course. The weighted averages for each outcome from
individual course was weighted averaged based on the credit hours of the courses. Note
that the credit hours vary between 1 and 3 for the courses listed in Table 3.6. The final
averages for each outcome are scaled between 1 and 5 with 5 being the best. All the
surveys addressed the ABET outcomes directly. In some cases, the question addressed
two or more of the outcomes and also in some cases; the same outcome was addressed by
several questions. In these cases, proper weighted averages were computed for each
outcome.
ABET Outcomes Assessment
ABET Outcome 3a. An ability to apply knowledge of mathematics, science, and
engineering
This outcome is covered by almost entire EE fundamentals, core and professional
elective courses. The necessary mathematics and science background is obtained from
the departmental requirement courses. Data obtained from student performance (direct
evidence), senior exit interview (self survey), and alumni survey (self survey) and
employer survey (direct evidence) will be analyzed with a goal of achieving 4.0 on a
scale of 0 to 5.
ABET Outcome 3b. An ability to design and conduct experiments, as well as to analyze
and interpret data
This outcome is covered by mostly by the laboratory courses, senior design and upper
level courses, which require projects. Data obtained from student performance (direct
evidence), senior exit interview (self survey), and alumni survey (self survey) and
employer survey (direct evidence) will be analyzed with a goal of achieving 4.0 on a
scale of 0 to 5.
ABET Outcome 3c. An ability to design a system, component or process to meet desired
needs
This outcome is covered by most of EE fundamentals, core and professional elective
courses. Data obtained from student performance (direct evidence), senior exit interview
(self survey), and alumni survey (self survey) and employer survey (direct evidence) will
be analyzed with a goal of achieving 4.0 on a scale of 0 to 5.
ABET Outcome 3d. An ability to function in multidisciplinary teams
This outcome is covered by courses, which require a project. For example, students in
ECG 402, 497/498 and CS 472 encourage formation of multidisciplinary teams. The
senior design courses from the three engineering departments, Mechanical Engineering,
Civil and Environmental Engineering and Electrical and Computer Engineering offer the
senior design courses at the same time and on the same weekdays in order to foster
multidisciplinary approach. Each department also contributes up to $300 per
multidisciplinary project. In addition, the multidisciplinary projects are considered for a
special award as part of the senior design competition discussed in section 3.4.5. About
20-30% of the projects have been multidisciplinary in nature in the past 3 semesters. Data
obtained from student performance (direct evidence), senior exit interview (self survey),
and alumni survey (self survey) and employer survey (direct evidence) will be analyzed
with a goal of achieving 4.0 on a scale of 0 to 5.
ABET Outcome 3e. An ability to identify, formulate, and solve engineering problems
This outcome is covered by almost entire EE fundamentals, core and professional
elective courses. The necessary mathematics and science background is obtained from
the departmental requirement courses discussed under criterion 4. Data obtained from
student performance (direct evidence), senior exit interview (self survey), and alumni
survey (self survey) and employer survey (direct evidence) will be analyzed with a
goal of achieving 4.0 on a scale of 0 to 5.
ABET Outcome 3f. An understanding of professional and ethical responsibility
This outcome is covered in ECG 190 Freshman Design, laboratory courses and ECG
497/498 Senior design courses. Additionally, all EE students are required to take a PHI
242 Engineering Ethics course. In this course, in addition to theory, several case studies
are presented to teach students the importance and need for ethics. In all the laboratory
courses, safety as a professional responsibility is emphasized.
ABET Outcome 3g. An ability to communicate effectively
This outcome is covered in several UNLV core courses such as ENG 101 English
Composition 1 and ENG 102 English Composition 2. All of the laboratory courses and
courses which require projects involve writing reports, and, in some cases, making oral
presentations. Senior Design courses, ECG 497/498 require submission of several
technical reports and making two or more oral presentations and one poster presentation
to public and industrial judges as part of the Senior Design Competition
ABET Outcome 3h. The broad education necessary to understand the impact of
engineering solutions in a global and societal context
Every EE student’s gets a broad education including 30 credits of course work in UNLV
Core consisting of English, Humanities, Fine Arts and Social Sciences. The two
requirements of UNLV core courses, International Requirement and Multicultural
requirement insures that the students are exposed to global and societal issues. As part of
the senior design report, the instructor encourages the students to look at and evaluate
global and societal issues related to their projects if any exist.
ABET Outcome 3i. Recognition of the need for, and an ability to engage in life-long
learning
Even though several of the courses involve projects require that the students learn
by themselves and the have the recognition and ability to do so, the main course, which
requires it as part of the course, is senior design. By inherent nature of the
3.17 Data from student performance in courses, senior exit interview, alumni and
employer surveys for outcome 3i.
ABET Outcome 3j. Knowledge of contemporary issues
EE students gain knowledge of contemporary issues through UNLV core
curriculum and through projects involving contemporary issues in senior design. The
senior exit interview and the alumni survey did not cover this aspect of the outcomes.
The next set of survey will include these questions.
ABET Outcome 3k. An ability to use techniques, skills and modern engineering tools
necessary for engineering practice
This outcome is covered in most of the courses, which require use of software tools for
simulation.
1.5 Closing of the Program Outcomes Loop
Summaries of the data collected from all these sources (course outcome surveys,
student performance in courses, mid-semester lab survey, senior exit interviews, FE exam
results, Alumni and Employer survey) along with the recommendations are placed by the
ABET committee before the department faculty for discussion in a meeting dedicated
solely for this purpose every semester. In this meeting, the faculty collectively assess the
level at which each program outcome is being met and identify actions items to rectify
problems. These action items are implemented by the department as soon as possible.
Thus, the small loop of continuously monitoring and improving the program outcomes is
closed. A diagram depicting the process is presented in Figure 1.1
Figure 1.1 A flow chart depicting the Program assessment.
Every second year the catalog is revised. At that time, the area sub committees
meet and consider the overall progress in meeting the outcomes in the light of all
available data discussed in section 3.4. Appropriateness of the co-requisites and
prerequisites are revisited. Sequences, possible overlaps, the program outcomes and their
appropriateness to the program objectives are discussed. These discussions among
instructors result in recommendations for changes in courses and the program. The full
faculty debates these recommendations and approves the changes so that the program is
continuously improved to meet the stated outcomes. Thus, the assessment loop is closed.