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 BS program to determine if they have attained skills and knowledge needed for achieving their career goals. We strive for continuous improvement.
The BS degree in Electrical Engineering is accredited by the Engineering Accreditation Commission of ABET. Graduating with an ABET-accredited BS degree, our graduates will have enhanced career opportunities. For details please see:
Electrical Engineering Graduates are prepared to attain the following PEO’s within a few years of graduation:
Student outcomes describe what students are expected to know and be able to do by the time of graduation. They include:
(1) an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
(2) an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
(3) an ability to communicate effectively with a range of audiences
(4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
(5) an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
(6) an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
(7) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
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. The data is analyzed and evaluated. The results of evaluation are presented to and discussed among faculty in faculty meetings and during faculty retreats. 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.