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 Applied Electrical Engineering Program Assessment

Program Educational Objectives:
The EE department has defined a set of program educational objectives that translates its mission into defined tasks.
The objectives are measures of the graduates' achievements 3 to 5 years after completing the program.

The Applied Electrical Engineering  program provides broad foundations to achieve the following objectives:

  1. Graduates will have a successful career in Electrical Engineering.
  2. Graduates will advance to the position of leadership in their profession.
  3. Graduates may pursue their professional development through self-learning and advanced degrees.

Student outcomes:
Before or upon their graduation the Electrical Engineering students are expected to:

  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.

Assessment Plan:
The AEE Program Assessment Committee has adopted the newly rubric based method for AEE program outcome assessment. The program outcomes were first divided into groups. Each group of outcomes is to be assessed and evaluated based on a two-year cycle, beginning in Term 181. At the end of the assessment and evaluation cycle of a given group of program outcomes, the results of the evaluation will be used to qualitatively assess the AEE program in order to identify its strengths and more importantly its weaknesses in relation to that group of program outcomes. At the end of each sub-cycle (i.e. every semester), the Program Assessment Committee will communicate its findings (i.e. the results of the assessment and evaluation processes for the current group of outcomes) to the Department Council for debate. Following debate, implementation of agreed-upon corrective action(s), if any, will be followed through by the concerned faculty members and/or the departmental Curriculum Committee in coordination with the Program Assessment Committee. Figure 1 summarizes the AEE assessment cycle.

 

Figure‑1: AEE Program Assessment Cycle

In order to achieve an efficient process, the assessment committee has decided that assessment of the program outcomes, using the rubric approach, will only involve the following sources: All 300-level courses, and EE 411 (Senior Design Project). However, assessment data are to be drawn from EE 411 in all semesters. For easy access, Table 1 shows the latest data collection two-year cycle.

Table 1: Data collection two-year cycle


Course Number


Course Title

Student Outcome ​ ​ ​ ​ ​ ​
1234567
EE 303
Electronics II P
P    P
P
EE 311Fundamentals of EE Design
P P P
P
P
P
P
EE 315Probabilistic Methods in Electrical Eng. P
P
   P
P
 
EE 360Electric Energy Engineering P
 
 
   P
P
EE 351
EE Cooperative Work 
P
P
P
P
P
  P
EE 411Senior Design Project P
P
P
P
P
P
P
Data Collection Cycle Semester ​
191 201 192 201 192 192 201

Rubrics and Performance Indicators
A set of rubrics are needed in order to qualitatively assess each individual program outcome. Prior to development of these rubrics, the rubrics were first separated into two groups, namely: generic rubrics and course-specific rubrics. The rationale for this approach is based on the idea that some student outcomes are of such a general nature [e.g., Outcome-3: communicate effectively], allowing them to be assessed by utilizing a set of generic performance indicators (i.e., generic rubric).  On the other hand, other outcomes [e.g., Outcome-1: apply mathematics] can be best assessed using specific performance indicators tailored for the courses to evaluate those outcomes (i.e., course-specific rubric).  Table 2 shows the classification of the rubrics to be used in the assessment of the program outcomes into generic and course-specific rubrics.

                                            Table 2: Generic and Course-Specific Rubrics

 
1234567
Generic 
  P P P P P
Course-Specific P P     

The generic rubrics indicated in table 2, which correspond to program outcomes (3), (4), (5), (6), and (7), are named R3G, R4G, R5G, R6G, and R7G, respectively. In this naming scheme, the first letter "R" refers to the word rubric, the second letter refers to the program outcome, and finally the letter "G" in the rubric name refers to the word generic. The naming scheme for the course-specific rubrics follows a similar format. However, the letter "G" is replaced by the course number. For instance, if the course EEXXX is to be used as a source for assessment of outcomes (1) and (2), then the corresponding rubric names are R1-EEXXX and R2-EEXXX, respectively. All rubrics are illustrated below.

​Rubrics Developed So Far


231