ECE Department Undergraduate
Assessment Plan
Programs Covered:
BS Electrical Engineering
BS Computer Engineering
Program Objectives:
The objectives are based on the departmental mission and the perceived needs of our constituents, and
consistent with the ABET EC2000.
1. Our graduates will have the ability to apply technical knowledge to analyze and solve practical
electrical and computer engineering problems.
2. Our graduates will have the ability to practice engineering in a professional manner with
effective communication and teamwork skills.
3. Our graduates will have the ability to pursue post-graduate or continuing education
opportunities to acquire the latest knowledge and skills.
4. Our graduates will be able to understand the societal and ethical issues associated with the
engineering profession.
Engineering programs must demonstrate that their students attain the following outcomes:
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 within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
d) an ability to function on 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,
economic, environmental, and societal context
i) a recognition of the need for, and an ability to engage in life-long learning
j) a knowledge of contemporary issues
k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
Page 1
Program Outcomes:
4. Our graduates will be able to
understand the societal and ethical
issues associated with the
engineering profession.
3. Our graduates will have the ability to
pursue post-graduate or continuing
education opportunities to acquire
the latest knowledge and skills.
X
X
X
X
X
X
X
X
X
X
X
X
Page 2
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 within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability, and sustainability
d) an ability to function on
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, economic,
environmental, and societal context
i) a recognition of the need for, and an
ability to engage in life-long learning
j) a knowledge of contemporary issues
k) an ability to use the techniques, skills,
and modern engineering tools
necessary for engineering practice.
2. Our graduates will have the ability to
practice engineering in a
professional manner with effective
communication and teamwork skills.
1. Our graduates will have the ability to
apply technical knowledge to analyze
and solve practical electrical and
computer engineering problems.
Mapping Program Outcomes to Program Objectives:
Mapping of Program Outcomes to ECE Dept. Courses:
a)
101
102
201
202
203
221
301
b)
c)
d)
e)
A
E
A
A
A
A
B, C
B, C
A
311
312 (EE
Only)
322
323
391 (EE
Only)
461/462
Technical
Electives
(4xx
classes)
A
B, C
A
B, C
A
B, C
A
B, C
A
B, C
A
B, C
A
G, H
A, B,
C
A, B,
C
A, B,
C
A, B,
C
A, B,
C
A, B,
C
A, B,
C
f)
F, G,
H
A
A
A
C
g)
C
C
h)
E
i)
E
j)
k)
E
C
C
A
A
A
B, C
B, C
A, C
C
B, C
A, C
C
B, C
A, C
C
B, C
A, C
C
A, B,
C
A, C
C
B, C
A, C
C
B, C
A, C
E
A, C
E
C, D
E
E
E
B, C
E
E
E
B, C
Assessment Method:
A.
B.
C.
D.
E.
F.
G.
H.
Rubric assessment of class assignment/exam.
Rubric assessment of laboratory work (oral)
Rubric assessment of laboratory work/report (written)
Rubric assessment of oral presentation
Rubric assessment of student essay
Documentation provided by student
Teamwork rubric filled out by students
Teamwork rubric filled out by faculty
Page 3
Desired Level of Student Work (based on Bloom’s Taxonomy)
Knowledge or Comprehension
Application or Analysis
Synthesis or Evaluation
Timeline:
Program Outcomes
0708
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 within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
d) an ability to function on 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, economic, environmental,
and societal context
i) a recognition of the need for, and an ability to engage in lifelong learning
j) a knowledge of contemporary issues
k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
IAC meeting (once a year)
SAC meeting (once a year)
Alumni survey (once a year with different groups of graduates
(alumni))
Employer Survey (once a year different groups of alumni)
0910
Academic Year
10- 11- 1211
12
13
X
1314
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
Rubrics:
Page 4
Rubrics used for the various outcomes are given in the following pages.
Non-technical realistic constraints (Program Outcome C) Rubric
Course: __________________________
Semester: ________________________
Unacceptable
Marginal
Acceptable
Exceptional
(1)
(2)
(3)
(4)
For all non-technical Incorrect analysis
Analysis contains Analysis provides Analysis provides
constraints:
on how this
a mixture of
correct reasons as correct reasons as
constraint affects
correct and
how this
how this constraint
the design of the
incorrect reasons constraint affects
affects the design
system, component, as to how this
the design of the
of the system,
or process.
constraint affects system,
component, or
the design of the component, or
process and
system,
process but
contains in-depth
component, or
contains only a
discussion.
process.
brief discussion.
Environmental
Social
Political
Ethical
Health and Safety
Manufacturability
Sustainability
Examples of relevant questions
- Is a development cost considered?
- Is a production cost considered?
- Does the project use environmentalfriendly products?
- Is the impact of the project to the
environment considered?
- Are resources being used properly and
efficiently?
- Is the impact of the project to the
society considered?
- Does the project follow the
government guidelines or laws?
- Are there any foreseen potential
conflicts with a profession’s Code of
Ethics arising from the development of
the project?
- If the safety issue should be
concerned, does the project discuss
about it?
- Are there relevant health effects that
are affected by this project?
- Can the project be built?
- How can the project be designed to
eliminate manufacturing errors?
- How can the project be designed to
minimize manufacturing costs?
- To what degree over time will the
project be useful and viable?
Score or N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
Resource:
http://www.biomed.drexel.edu/new04/Content/ug_prog/senior_design/BMESeniorDesignImpactRubric.pdf
Page 5
Non-technical
constraint
Economic
Outcome (h): the broad education necessary to understand the impact of engineering solutions
in a global, economic, environmental, and societal context
Topic (an engineering solution) being discussed: _______________________________
Course _________________________ Semester ___________________________
Unacceptable
(1)
Marginal
(2)
Acceptable
(3)
Exceptional
(4)
Very little
understanding or
discussion on the
impact of
engineering
solutions in a
global, economic,
environmental,
and societal
context is
provided, or
discussion is
incorrect
Some discussion
on the impact of
engineering
solutions in a
global, economic,
environmental,
and societal
context is
provided, but still
missing some
major points.
A student shows
an understanding
on the impact of
engineering
solutions in a
global, economic,
environmental,
and societal
context and
he/she provides a
nearly complete
discussion, but
misses only some
minor points.
A student shows
a complete
understanding on
the impact of
engineering
solutions in a
global, economic,
environmental,
and societal
context and
he/she provides
an in-depth
discussion.
Score
Page 6
Resource: http://www.cse.ohio-state.edu/~neelam/abet/DIRASSMNT/thirdGroup.html
Outcome (j): a knowledge of contemporary issues
Contemporary issue being considered: _______________________________
Course _________________________ Semester ________________________
Unacceptable
Marginal
Acceptable
Exceptional
Score
(1)
(2)
(3)
(4)
or N/A
Little or no
Moderate
understanding (or understanding of
no interest in)
the major points
Good
understanding of
all the relevant
points
Deep understanding
of all the relevant
points; good analysis
of all these issues
Contemporary issues Little or no
Moderate
directly related to the understanding (or understanding of
implementation and/or no interest in)
the major points
use of the system or
component or project,
etc.
Good
understanding of
all the relevant
points
Deep understanding
of all the relevant
points; good analysis
of all these issues
Any engineeringrelated contemporary
issues
Page 7
Resource: http://www.cse.ohio-state.edu/~neelam/abet/DIRASSMNT/thirdGroup.html
Outcome (i): a recognition of the need for, and an ability to engage in life-long learning
Topic (essay topic) being considered: _______________________________
Course _________________________ Semester ___________________________
Recognize the need
for further education
and continuing
professional
development.
Unacceptable
Marginal
Acceptable
Exceptional
Score
(1)
(2)
(3)
(4)
or N/A
Little or no
recognition for
the need in
continuing
education
Moderate
recognition for
the need in
continuing
education
Good recognition Deep understanding
for the need in
for the need in
continuing
continuing education
education
Demonstrate an ability Incapable of
Demonstrate
to engage in life-long doing research on some capabilities
learning
his/her own.
in doing research
on his/her own.
No references or
knowledge of
Demonstrate
previous work
some (but
demonstrated.
inadequate)
references or
knowledge of
previous work.
Capable of doing
research on
his/her own, i.e.
he/she can
research major
points related to
the project
Very capable of
doing research on
his/her own, i.e.
he/she can do a
complete research
related to the project.
Demonstrate that
Demonstrate that he/she familiars with
he/she somewhat previous work
familiars with
previous work
Page 8
Resource: http://www.cse.ohio-state.edu/~neelam/abet/DIRASSMNT/thirdGroup.html
Outcome (f): an understanding of professional and ethical responsibility
Topic (essay topic) being considered: _______________________________
Course _________________________ Semester ___________________________
Understanding
of ethical and
professional
issues
Unacceptable
(1)
Little or no
understanding of
professional/
ethical issues
even where there
are serious
questions
involved
Marginal
(2)
Some
consideration of
professional,
ethical issues
related to the
project, system,
etc.
Acceptable
(3)
Good understanding
of all the essential
issues related to the
project, system, etc.;
reasonable analysis
of the relevant issues
Exceptional
(4)
Deep understanding
of the professional
issues involved and
the ethical
implications of the
project, system, etc.
Score
Page 9
Resource: http://www.cse.ohio-state.edu/~neelam/abet/DIRASSMNT/thirdGroup.html
RUBRIC FOR ASSESSING LAB REPORTS
Semester: ________________________
Unacceptable
(1)
Marginal
(2)
Acceptable
(3)
Exceptional
(4)
Very little objective provided or
information is incorrect
Some objective, but still missing
some major points
Objective is nearly complete,
missing some minor points
Objective complete and well-
Experimental
procedure
Missing several important
experimental details or not
written in paragraph format
Written in paragraph format, still
missing some important
experimental details
Results:
data, figures,
graphs, tables, etc.
Figures, graphs, tables contain
errors or are poorly constructed,
have missing titles, captions or
numbers, units missing or
incorrect, etc.
Very incomplete or incorrect
interpretation of trends and
comparison of data indicating a
lack of understanding of results
Most figures, graphs, tables OK,
some still missing some
important or required features
Written in paragraph format,
important experimental details
are covered, some minor details
missing
All figures, graphs, tables are
correctly drawn, but some have
minor problems or could still be
improved
Objective
Discussion
Conclusions
Conclusions missing or missing
the important points
Spelling, grammar, Frequent grammar and/or
sentence structure spelling errors, writing style is
rough and immature
Appearance and
formatting
Sections out of order, too much
handwritten copy, sloppy
formatting
Some of the results have been
correctly interpreted and
discussed; partial but incomplete
understanding of results is still
evident
Conclusions regarding major
points are drawn, but many are
misstated, indicating a lack of
understanding
Occasional grammar/spelling
errors, generally readable with
some rough spots in writing style
Almost all of the results have
been correctly interpreted and
discussed, only minor
improvements are needed
Sections in order, contains the
minimum allowable amount of
handwritten copy, formatting is
rough but readable
Score
or N/A
written; provides all necessary
background principles for the
experiment
Well-written in paragraph format,
all experimental details are
covered
All figures, graphs, tables are
correctly drawn, are numbered
and contain titles/captions.
All important conclusions have
been drawn, could be better
stated
All important trends and data
comparisons have been
interpreted correctly and
discussed, good understanding of
results is conveyed
All important conclusions have
been clearly made, student shows
good understanding
Less than 3 grammar/spelling
errors, mature, readable style
All grammar/spelling correct and
very well-written
All sections in order, formatting
generally good but could still be
improved
All sections in order, wellformatted, very readable
Page 10
Course: __________________________
Senior design ECE 461/462
Presentation Assessment Rubric
Proposal
Progress report
Final
Unacceptable
(1)
Presentation is missing
several major required
components
Marginal
(2)
Presentation is missing
a few required
components
Acceptable
(3)
Presentation contains
most of required
components
Exceptional
(4)
Presentation contains
all required
components
No reference is made to
literature or theory. The
audience gain no new
insights.
Explanations of
concepts and/or
theories are incomplete.
Little attempt is made
to tie theory to practice.
The audience gains
little from the
presentation.
For the most part,
explanations of
concepts and theories
are complete. Some
helpful applications are
included.
A complete explanation
of major concepts and
theories is provided and
drawn upon relevant
literature. Applications
of theory are included
to illuminate issues.
Audience gain insights.
Content: Accuracy
Content is sufficiently
inaccurate. The
audience may have been
misled.
No significant errors
are made.
Content in the
presentation is
consistently accurate.
Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Enough errors are made
but some information is
accurate. The audience
needs to determine
what information is
reliable.
Audience can follow
presentation with effort.
Some arguments are not
clear. Organization
seems random.
Presentation is
generally clear and well
organized. A few minor
points are confusing.
Presentation is clear,
logical and organized.
Audience can follow
line of reasoning.
Content: Components
(Introduction, Problem
statement, Design,
Schedule, Cost,
Summary)
Content: Depth
Score or
N/A
Page 11
Project Name _____________________________________
Professional Delivery
Presenters read the
information to audience.
Presenters are obviously
anxious and cannot be
heard. The audience is
so distracted by the
presenter’s apparent
difficulty with grammar
and appropriate
vocabulary that they
cannot focus on the
ideas presented.
Professional Visual Aids The presentation is very
much poorly prepared.
unimportant information
is included.
Presenters seem
uncomfortable and can
be heard only if
the audience is very
attentive. Much of the
information is read.
Some grammatical
errors and use of slang
are evident. Some
sentences are
incomplete.
The presenters seem
slightly uncomfortable
at times, and the
audience occasionally
has trouble hearing
him/her. For the most
part, sentences are
complete and
grammatical, and
they flow together
easily.
Presenters are
comfortable in front of
audience and his/her
voice is audible,
No reading from the
notes or presentation.
Sentences are complete
and grammatical, and
they flow together
easily.
The presentation is
poorly prepared.
The presentation is
well prepared.
The presentation is
well prepared.
appropriate for reading
enough to be seen by
all.
information is included.
several misspellings.
information is
included.
many misspellings.
few misspellings.
Personal Appearance
Personal appearance
(clothes, posture, …) is
very inappropriate
Personal appearance
(clothes, posture,…) is
somewhat appropriate
For the most part,
personal appearance
(clothes, posture, … is
appropriate
organized to maximize
audience
understanding.
no misspelling.
Personal appearance
(clothes, posture,…) is
very appropriate
Page 12
Resource: http://www.ctre.iastate.edu/educweb/oralpres.pdf
Senior Design Report Written Rubric
Date __________________
Unacceptable
(1)
Marginal
(2)
Acceptable
(3)
Excellent
(4)
Content
 Errors in technical content in
many places
 Contain little of the project details
 An engineer would not be able to
recreate the project based on the
report.
 Technically correct
 Contain most of the project details
 An engineer might be able to
recreate the project based on the
report.
 Technically correct
 Contain in-depth and complete
details of the project.
 An engineer can recreate the
project based on the report.
Language
(Word
Choice,
Grammar)
 Errors in sentence structure and
grammar frequently distract the
reader and interfere with meaning.
 Unnecessary repetition of the
same words and phrases.
 Overuse of jargon and technical
terms without definition.
 Many misspelled words.
 For the most part, technically
correct
 Contain a fair amount of
technical details but incomplete
 An engineer would have difficult
time recreating the project based
on the report.
 In a few places, errors in
sentence structure and grammar
distract the reader and interfere
with meaning.
 Word choice could be improved.
 Occasionally, technical jargon is
used without definition.
 A few misspelled words.
 Sentences are complete
and grammatical. They
flow together easily
 Words are chosen for their
precise meaning.
 Engineering terms and
jargon are used correctly.
 No misspelled words.
Visual
Format and
Organization
 The document is not visually
appealing.
 There is no apparent ordering of
paragraphs, and thus there is no
progressive flow of ideas.
 Small errors are present
 Within sections, the order
in which ideas are presented is
occasionally confusing.
Numerical
Usage and
Illustrations
• Figures, graphs, charts, and
drawings are of poor quality, and
have numerous inaccuracies and
mislabeling, or may be missing.
• No corresponding explanatory
text for included items.
 Inaccuracies in the equation.
Little or no attempt is made to
make it easy for the reader
to understand the use of an
equation or its derivation.
• In some cases, illustrations do
not convey information clearly.
• While items are labeled,
references to these items are
missing.
 Most equations are accurate. Too
many variables are not defined.
Discussion regarding the
development and usage of the
equation is unclear.
 For the most part, sentences are
complete and grammatical, and
flow together. Any errors are minor
and do not distract the reader.
 Repetition of words and phrases is
mostly avoided.
 For the most part, terms and jargon
are used correctly with some
attempt to define them.
 One or two misspelled words.
 Structuring the content to represent
the logical progression
 The document is organized.
 Use of white space helps the
reader navigate the document,
although the layout could be more
effective.
• For the most part, illustrations are
accurate, consistent with the text,
and of good quality.
• All items are generally labeled and
are referred to in the text.
 Most equations are accurate and
clear. Most variables are defined
and units specified. With some
minor exceptions, adequate
discussion regarding the equation
development and usage is stated.
Use of
references
 Little attempt is made to
acknowledge the work of others.
• Most references included are
inaccurate or unclear.
 On several cases, references are
not stated when appropriate.
• References are not complete.
Resources:
ABET training workshop
 With an occasional oversight, prior
work is acknowledged.
 With some minor exceptions,
references are correct.
 Structuring the content to
represent the logical progression
 The document is visually
appealing and easily navigated.
 Usage of white space is used as
appropriate to separate blocks of
text and add emphasis.
 All figures, graphs, charts,
and drawings are accurate,
consistent with the text, and of
good quality. They enhance
understanding of the text.
 All items are labeled and referred
to in the text.
 All equations are clear, accurate,
and labeled. All variables are
defined and units specified.
Discussion about the equation
development and use is stated.
 Prior work is acknowledged by
referring to sources for theories,
assumptions, quotations, and
findings.
• Correct information for
References.
Score
Page 13
Group ___________________________________
Page 14
www.seattleu.edu/assessment/rubrics/MEGR_489_rubric.doc
http://www.biomed.drexel.edu/new04/Content/ug_prog/senior_design/
Group member evaluation
Course:
Semester:
Lab name:
Name of evaluator:
Name of person being evaluated: ________________________________
Unacceptable
(1)
Role and
Responsibilities
Workload and
time management
skills
Team Dynamics
Marginal
(2)
Acceptable
(3)
Excellent
(4)
Score or
N/A
Motivation
Reliability
Flexibility
Planning
Time management
Contributes to the project
Decision Making
Problem Solving
Technical Knowledge
Written Communications
Oral Communications
Communications
skills
OVERALL*
* OVERALL should represent your assessment of this individual’s overall project performance.
What is (are) his/her strength(s)?
Page 15
In what areas does he/she need the most improvement?
Senior design ECE 461/462 Project Assessment Rubric
Faculty name: ______________________ Project Name ______________________________
Significantly
Below Average
Above Average
Exceptional
below average (1)
(2)
(3)
(4)
Project complexity: (compared to other
senior design projects)
Program Outcomes achievement
Have no idea what
they do with their
project
b) an ability to design and conduct
experiments, as well as to analyze and
interpret data (Quality of design)
Poor design (not
well thought of)
b) an ability to design and conduct
experiments, as well as to analyze and
interpret data (Project implementation)
b) an ability to design and conduct
experiments, as well as to analyze and
interpret data (analyze and interpret
data)
Able to somewhat
apply what they
have learned into
their project.
The design is
adequate but
missing some
major points.
The implementation The
(also problem
implementation
solving) is not
(also problem
systematic and very solving) lacks a
poorly conducted.
systematic
The project is not
approach most of
complete
the time. The
project is
somewhat
complete
Analysis and
Analysis and
interpretation are
interpretation are
badly conducted or conducted but
there is none
contains a few
serious errors
Knowledgeable
and can apply
what they have
learned into their
project.
The project is well
designed with
minor exceptions.
approach.
The
implementation
(also problem
solving)
sometimes lacks a
systematic
approach. The
project is complete
but not well
executed.
Appropriate
analysis and
interpretation with
a few minor
exceptions
Very knowledgeable
and can efficiently
apply what they have
learned into their
project.
The project is well
designed.
The implementation
(also problem
solving) is very
systematic. The
project is very
complete and nicely
finished.
Proper assumptions
made; results are
correctly analyzed
and interpreted.
Page 16
a) Students are able to apply their
knowledge of mathematical, science and
electrical (computer) engineering to their
project.
Score
e) an ability to identify, formulate, and
solve engineering problems
Project goals and
problems are poorly
identified and never
get followed
though. The
solution was chosen
or recommended by
the advisor
k) an ability to use the techniques, skills,
and modern engineering tools necessary
for engineering practice.
Have no idea how
to choose and use
the techniques,
skills, and modern
engineering tools;
just do what they
were told by their
advisor
None or very few
identified system
specifications are
met
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
d) an ability to function on multidisciplinary teams
Project goals and
problems are
identified. The
reasonable
solution was
chosen.
Project goals and
problems are clearly
identified. The
chosen solution was
well thought of.
(sometimes) Able
to choose but
appropriately use
the techniques,
skills, and modern
engineering tools
for their project.
Properly choose and
correctly use all the
techniques, skills, and
modern engineering
tools for their project.
The project is
implemented to
satisfy only a few
of the identified
system
specifications
The project is
implemented to
satisfy parts of the
identified system
specifications
The project is
implemented to
satisfy the identified
system specifications
Score comes from an outcome C rubric
Score comes from an outcome d rubric
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c) an ability to design a system, component,
or process to meet technical desired
needs
Project goals and
problems are
somewhat
identified. The
adequate solution
was chosen but the
better solution was
available and
should have been
considered.
Very limited
knowledge in how
to choose but can
use the techniques,
skills, and modern
engineering tools
for their project.
f) an understanding of professional and
ethical responsibility
Score comes from an outcome f rubric
(essays score)
g) an ability to communicate effectively
Score comes from the presentation and the
written report rubrics
h) the broad education necessary to
understand the impact of engineering
solutions in a global, economic,
environmental, and societal context
Score comes from an outcome h rubric (essay
score)
i) a recognition of the need for, and an
ability to engage in life-long learning
Score comes from an outcome i rubric (essay
score)
j) a knowledge of contemporary issues
Score comes from an outcome j rubric (essay
score)
OVERALL SCORE
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