To ensure that electrical engineering students are well prepared for success in their future careers, the department follows a formal procedure in the development of curriculum. With the help of our constituents, we identify program educational objectives and determine student outcomes. We also survey and assess students in the B.S. program to determine if they have attained skills and knowledge needed for achieving their career goals. We strive for continuous improvements.

The B.S. degree in Electrical Engineering is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. Graduating with an ABET-accredited B.S. degree, our graduates will have enhanced career opportunities and may seek registration as a Professional Engineer (PE).

Student outcomes describe what students are expected to know and be able to do by the time of graduation. They include:

• Outcome a: an ability to apply knowledge of mathematics, science, and engineering
• Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data
• Outcome 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
• Outcome d: an ability to function on multi-disciplinary teams
• Outcome e: an ability to identify, formulate, and solve engineering problems
• Outcome f: an understanding of professional and ethical responsibility
• Outcome g: an ability to communicate effectively
• Outcome h: the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
• Outcome i: a recognition of the need for, and an ability to engage in life-long learning
• Outcome j: a knowledge of contemporary issues
• Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Assessments are conducted on a regular basis to measure the extent to which student outcomes are being attained. Information and numerical data are collected from both faculty and students. Numerical data are analyzed. Information collected and the analyzed data are evaluated. The results of evaluation are presented to and discussed among faculty in faculty meetings and in the faculty retreat. Decisions are made and then implemented for strategic planning, course adjustments, and curriculum revisions. Subsequent assessments after the implementation ensure that improvements are continuously being made. 

Based on findings in the assessment, the department strives for continuous improvements. Recent examples include:

• Revision and implementation of the new electrical engineering curriculum
• Launch of the new faculty mentoring program
• New or enhanced laboratory facilities with greater access
• Newly organized EE494 Senior Design Implementation