Advisory Board Meeting

1
Advisory Board Meeting

• 19 May 2004

2
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn

3
Welcome and Introductions

• Board Members
• Patrick J. Bimonte
• Doug Droge
• Stephen Schneider
• Roy Penwell
• Leo Kempel
• UD
• Partha Banerjee Department Chairman
• Connie Gravitt Department Administrative
  Assistant
• Brad Duncan Electrical Engineering
• John Weber Computer Engineering

4
ABET Overview

• ABET 2000 Analogous to ISO 9000
• i.e.
• Define and publish process
• Define measures
• Assess process against the measures
• Eight Components of the Evaluation (see
  worksheet)
• Four Levels of Evaluation
• Next General Review (NGR) everything is fine
• Concern (c) something to think about but
  generally OK
• Weakness must be addressed and an action plan
  developed to correct
• Deficiency cause for probation or loss of
  accreditation

5
Program Evaluator Worksheet (PEW)

• 1. STUDENTS
• Evaluate
• Advise
• Monitor
• Policies for Acceptance of Transfer Students in
  Place and Enforced
• Process for Validation of Transfer Credits
• Process to Ensure All Students Meet All Program
  Requirements

6
PEW (cont)

• 2. PROGRAM EDUCATIONAL OBJECTIVES
• Published and Consistent with Mission and These
  Criteria
• Process in Place to Determine and Periodically
  Evaluate
• Based on Needs of Constituencies
• Curriculum and Processes to ensure achievement
• Evaluation to Determine Achievement
• Results Used to Improve Effectiveness of the
  Program

7
PEW (cont)

• 3. PROGRAM OUTCOMES AND ASSESSMENT
• Assessment Process with Documented Results to
  Measure Outcomes
• Results Applied to Improvement of the Program
• Demonstration (incl. Process Measurements)
  that Graduates have
• (a) ability to apply knowledge of math,
  engineering, and science
• (b) ability to design and conduct experiments
• (b) ability to analyze and interpret data
• (c) ability to design system, component or
  process to meet needs
• (d) ability to function on multi-disciplinary
  teams
• (e) ability to identify, formulate, and solve
  engineering problems
• (f) understanding of professional and ethical
  responsibility
• (g) ability to communicate effectively
• (h) broad education
• (i) recognition of need an ability to engage in
  life-long learning
• (j) knowledge of contemporary issues
• (k) ability to use techniques, skills, and tools
  in engineering practice

8
PEW (cont)

• 4. PROFESSIONAL COMPONENT
• Major Design Experience
• One year of Mathematics and Basic Sciences
• One and one-half Years of Engineering Topics
• General Education Component, Consistent with
  Program Objectives

9
PEW (cont)

• 5. FACULTY
• Sufficient Number and Competencies to Cover All
  Curricular Areas
• Levels of Student-Faculty Interaction
• Student Advising and Counseling
• University Service Activities
• Professional Development
• Interaction with Practitioners and Employers

10
PEW (cont)

• 6. FACILITIES
• Classrooms
• Laboratories
• Equipment and Tools
• Computing and Information Infrastructure

11
PEW (cont)

• 7. INSTITUTIONAL SUPPORT AND FINANCIAL
  RESOURCES
• Sufficient to Assure Quality and Continuity of
  the Program
• Sufficient to Attract and Retain a
  Well-Qualified Faculty
• Sufficient to Acquire, Maintain, and Operate
  Facilities and Equipment

12
PEW (cont)

• 8. PROGRAM CRITERIA
• Curricular Topics
• Faculty Qualifications
• Other

13
Terminology

• Objectives
• What our alumni should be doing 3-5 years after
  graduation
• Evaluation
• What we do to determine if we are meeting our
  objectives
• Generally use survey data for this
• Outcomes
• What are graduates should be capable of doing
  when they graduate
• Assessment
• What we do to determine if our graduates have the
  required capabilities
• Use both hard data (test scores, project
  performance, etc) and survey data

14
Advisory Board Role

• Assist in the Formulation and Evaluation of
  Program Objectives
• Review draft objectives
• Provide feedback on their appropriateness
• Provide an evaluation input (how are we doing)
• Assist in the Development of Program Outcomes
• Assist in the Formulation of the Program

15
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn

16
Mission Statements

• University
• The University of Dayton is a comprehensive
  Catholic university, a diverse community
  committed, in the Marianist tradition, to
  educating the whole person and to linking
  learning and scholarship with leadership and
  service
• School of Engineering
• We are a community of scholars and learners
  devoted to developing the whole person, adhering
  to the highest standards of intellectual work,
  committed to serving the community, and partners
  with industry and government in advancing the art
  and science of engineering and technology through
  research and application.
•  

17
ECE Department Mission Statement

• The mission of the Department of Electrical and
  Computer Engineering is to develop in students
  the skills and knowledge to learn, lead and serve
  in their profession and their community.

18
Program Objectives (CPE)

• Our Computer Engineering alumni will
• 1)     find rewarding careers as engineering
  professionals. As computer engineers they will
  design and develop of new products, technologies
  and processes that incorporate one or more of the
  following elements analog and digital circuits,
  signals and systems, computer design, software
  development, and hardware/software integration.
• 2)    continue their professional education
  either formally, in graduate school,
  professional schools, or through industrial
  training programs or informally through
  activities such as continuing education,
  attendance in short courses, professional
  workshops and conferences.
•  

19
Program Objectives (CPE)

• 3)     exercise and further develop their skills
  in professional communication through activities
  such as project briefings, conference
  presentations, technical reports and manuals, and
  journal publications.
• 4)     participate in activities for the
  betterment of society, and carry on the
  traditions of the University of Dayton, by
  maintaining high ethical standards in their
  professional activities, and by serving their
  country and community through service, leadership
  and mentoring.

20
Program Objectives (ELE)

• Our Electrical Engineering alumni will
• 1) find rewarding careers as engineering
  professionals. As electrical engineers, they
  will design and develop new products,
  technologies and processes that incorporate one
  or more of the following elements analog and
  digital circuits, signals and systems,
  propagation and processing of signals, and
  control systems.
• 2)     continue their professional education
  either formally, in graduate school,
  professional schools, or through industrial
  training programs or informally through
  activities such as continuing education,
  attendance in short courses, professional
  workshops and conferences.
•  

21
Program Objectives (ELE)

• 3)     3) exercise and further develop their
  skills in professional communication through
  activities such as project briefings, conference
  presentations, technical reports and manuals, and
  journal publications.
•  
• 4)     4) participate in activities for the
  betterment of society, and carry on the
  traditions of the University of Dayton, by
  maintaining high ethical standards in their
  professional activities, and by serving their
  country and community through service, leadership
  and mentoring.

22
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn

23
Feedback Questions

• Are objectives consistent with the mission
  statements?
• Are these objectives measurable?
• Are these objectives the right ones?
• As an employer, will alumni achieving these
  objectives benefit your organization?
• Are these objectives consistent with current
  industry thought/practice?

24
Survey

• See handout

25
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn

26
BDD 11/02 JGW 3/17/04
BACHELOR OF SCIENCE IN COMPUTER ENGINEERING
SEM 1
SEM 4
SEM 2
SEM 8
SEM 3
SEM 7
SEM 5
SEM 6
ENG 1XX (3)
CMM 110 (1)
ENG 1XX (3)
PHY 206 (3)
PHL 103 (3)
PHY 232 (3)
REL 103 (3)
PHY 210L (1)
HST 1XX (3)
ECE 215 (3)
ECE 340 (3)
ECE 314 (3)
ECE 215L (1)
CHM 123 (3)
MTH 168 (4)
ECE 334 (3)
MTH 343 (3)
MTH 169 (4)
MTH 218 (4)
MTH 219 (3)
ECE 101 (0)
TECH EL (3)
ECE 301 (3)
ECE 302 (3)
ECE 201 (4)
ECE 202 (4)
TECH EL (3)
EGR 100 (0)
ECE 301L (1)
ECE 302L (1)
EGR 100 (0)
ECE 201L (1)
ECE 202L (1)
EGR 101 (2)
ECE 203L (1)
CHM-123L can be taken instead. If so, switch
PHY-206 and CHM-123.
Computer Science
Humanities base
Co-requisite
ECE courses
General Science
General education electives (4 areas, 3 in your
cluster)
Prerequisites (left to right)
Technical electives
Math
Branch Point
27
BACHELOR OF ELECTRICAL ENGINEERING
RCH 2/01 BDD 11/02
SEM 1
SEM 4
SEM 2
SEM 8
SEM 3
SEM 7
SEM 5
SEM 6
ENG 1XX (3)
ENG 1XX (3)
CMM 111/2 (1)
CMM 110 (1)
CMM 113 (1)
PHL 103 (3)
PHY 232 (3)
ECE 332 (3)
EGM 213 (4)
REL 103 (3)
ECE 333 (3)
HST 1XX (3)
ECE 215 (3)
GEN ED (3)
PHY 206 (3)
GEN ED (3)
GEN ED (3)
GEN ED (3)
PHL 316 (3)
PHY 210L (1)
ECE 340 (3)
ECE 314 (3)
ECE 215L (1)
CHM 123 (3)
TECH EL (3)
TECH EL (3)
ECE 334 (3)
MTH 168 (4)
TECH EL (3)
MTH 343 (3)
MTH 169 (4)
MTH 218 (4)
MTH 219 (3)
TECH EL (3)
ECE 101 (0)
ECE 401 (3)
ECE 301 (3)
ECE 302 (3)
ECE 201 (4)
ECE 202 (4)
TECH EL (3)
ECE 301L (1)
ECE 302L (2)
ECE 201L (1)
ECE 202L (1)
ECE 401L (2)
EGR 100 (0)
EGR 100 (0)
THERM EL (3)
ECE 415 (3)
ISE 401 (1)
CPS 132 (3)
ECE 203L (1)
EGR 101 (2)
CHM-123L can be taken instead. If so, switch
PHY-206 and CHM-123.
Computer Science
Humanities base
Co-requisite
ECE courses
General Science
General education electives (4 areas, 3 in your
cluster)
Prerequisites (left to right)
Technical elective (2 design, 2 free)
Branch Point
Math
PHL-319 may be taken instead
28
Additions

• ECE 203 MATLAB
• ECE 215L Digital Systems Laboratory
• PHY 232 Wave Phenomena for Engineers
• ECE 334 Discrete Signals
• MTH 343 Engineering Mathematics
• ECE 340 Engineering Probability and Statistics
• ECE 450 L/ECE 431L and ECE 432L

29
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn

30
Agenda

• 830 Coffee/Rolls
• 845 Welcome and Introductions
• 900 ABET Overview
• 930 Program Objectives
• 1000 Objective Discussions and Feedback
• 1030 Revised CPE and ELE Programs
• 1100 Multidisciplinary Design
• 1130 General Discussions
• 1200 Lunch and Adjourn