ABET Outcomes Definition

1
ABET Outcomes - Definition

• Skills students have graduation

2
BSEE Outcomes

• EE1 - knowledge of probability and statistics,
  including applications
• EE2 - knowledge of mathematics, basic and
  engineering sciences necessary to analyze and
  design complex systems
• EE3 - knowledge of advanced mathematics including
  linear algebra, complex variables and discrete
  mathematics
• 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 on multi-disciplinary
  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 the techniques, skills, and
  modern engineering tools necessary for
  engineering practice

3
ABET Processes - Objectives

• Course Committees are key
• Faculty Review Data, Set Standards, Control
  Content

4
Issues

• Math Skills
• Retention / Recruitment
• Senior Design Overload

5
Math Preparation - Outcome a

• Assessment has indicated problems in 3111 / 3135
• Fall 2005 Spring 2006
• Average achieve Average achieve
• 3111C 3.12 85 3.06 93
• 3135 3.31 92 3.2 91
• 3472 3.27 92 3.47 92
• Lowest evaluation in the curriculum
• Reorganize curriculum
• Drop EGM 4351
• Restructure 3135 and 3112

6
3105 - Analytic Methods in EE

• 3 credits
• Application of calculus to develop the analytical
  tools used in electrical engineering. Real and
  complex functions and polynomials linear spaces,
  linear transformations, matrices, eigenvalue
  problem linear differential operators
  approximation, including least squares,
  interpolation, and approximation by polynomials.
• Coreq - Differential Equations, 3135
• Offered first in Fall 2006

7
3135 Intro to Signals and Systems

• 3 credits
• Continuous-time and discrete-time signal analysis
  including Fourier series and transforms
  sampling continuous-time and discrete-time
  linear system analysis with emphasis on FIR and
  IIR systems impulse response, frequency
  response, and system function.
• Coreq - Differential Equations, 3105

8
3112 Circuits, Systems, and Signals

• 4 credits
• Continuous-time signals and linear systems
  Fourier series and transforms, frequency
  response, Laplace transform and system function,
  analog filters emphasis on electrical circuits.
  Sampling. Discrete-time signals and systems
  time- and frequency-domain analysis sampled-data
  systems and design of digital filters.
• Prereq - 3105, 3135

9
Number of Students

• Undergrad enrollment in decline (more later)

10
Retention - Seminar Course

• Freshmen/Sophomore Seminar course
• 2 credits
• Professional Issues
• Career Building
• Sub-areas of ECE / Curriculum Options
• What is Engineering / Design
• Ethics
• IEEE Code
• Case Study Discussion
• Practical Training
• Soldering / Kit Building / Debuggin
• Software Introduction - Cluster / Matlab / Spice
• Taught Fall 2005

11
Results from Seminar Course

• Likelihood of majoring in ECE
• 1 - unlikely, 5 - very likely
• 77 very likely
• More or less likely to major in ECE after the
  course?

12
ECE Adventures Course Description

• ECE Adventures is intended for freshmen and
  sophomores unsure of their major or those who
  would like to learn about potential experiences
  of an Electrical and Computer Engineering
  student.
• Students learn about robots and experiment with
  sensors and actuators. This process will help
  them discover many basic ECE concepts.
• Fall 2006 (first semester) 23 students
• Spring 2007 45 students (max space available)

13
Student Exposure

• Student used the following equipment in lab
• Power Supply, Multimeter, Oscilloscope, Soldering
  Iron
• Students used the following components in lab
• Protoboards, Batteries, Resistors, LEDs, switches
• IR sensors, CdS cells (photo-resistors), sonar
  (ultrasound), LCD display panel
• Servos, motors
• We had demonstration using the following
  additional equipment
• LSA, Function Generator

14
Student Accomplishments

• Students constructed circuits
• Programmed microcontrollers
• Used electronic test equipment
• Learned a little about most of the ECE
  disciplines
• Worked in teams (including an end-of-semester
  competition) and gave a final presentation in
  class
• Team pictures below from final presentation

15
Results from ECE Adventures

• Likelihood of majoring in ECE
• 1 - unlikely, 5 - very likely
• 55 very likely
• More or less likely to major in ECE after the
  course?

16
Senior Design

• Critical for ABET - monitor nearly all outcomes
  in senior design
• Lot to cover and include
• All Peer Schools use two-semester sequence
• Similar size schools break sequence

17
Junior Design

• New course for spring 2007
• Cover much of the background
• Scheduling / Documentation / Patent
• Sample Designs / Teamwork