continuous improvement report electrical engineering 2012 ...€¦ · continuous improvement report...

1

Continuous Improvement Report

Electrical Engineering

2012-2013 Academic Year

Contents A. Data ............................................................................................................................. 2

A.1. Focus Group Summary ........................................................................................ 2

A.2. Exit survey Summary ........................................................................................... 2

A.3. Performance Indicators Evaluation Data ............................................................. 4

Outcome (a) ................................................................................................................ 4

Outcome (b) ................................................................................................................ 9

Outcome (c) .............................................................................................................. 16

Outcome (d) .............................................................................................................. 20

Outcome (e) .............................................................................................................. 25

Outcome (f) ............................................................................................................... 30

Outcome (g) .............................................................................................................. 33

Outcome (h) .............................................................................................................. 38

Outcome (i) ............................................................................................................... 42

Outcome (j) ............................................................................................................... 46

Outcome (k) .............................................................................................................. 49

B. Analysis of Data ........................................................................................................ 53 C. Summary of Faculty Discussion ............................................................................... 54

D. Recommended Changes ............................................................................................ 55

Appendix A: Minutes of Yearly Meeting ......................................................................... 59 Appendix B: Minutes of Focus Group .............................................................................. 62

I. Cheney ............................................................................................................... 62

II. NSCC ................................................................................................................. 64

Appendix C: Results of Exit Survey ................................................................................. 65

2

A. Data

A.1. Focus Group Summary (For complete minutes see Appendix B)

Students requested the following:

Extend Senior Capstone to two quarters

More hands-on work

Have the same person teach courses that come in sequence

More flexibility with electives

Tutoring lab

3D printer and PCB etching machine

A.2. Exit survey Summary (For complete results see Appendix C)

The table below shows the results of surveying 27 of the graduates in the EE program

some time during their Capstone course in the Spring 2013 quarter. Note that students

respond to how well they think EWU honed various skills. Each question relates to

one of the (a)-(k) criteria.

Electrical Engineering Student Exit Survey E

xem

pla

ry

Satisfa

cto

ry

Belo

w A

vera

ge

Unsatisfa

cto

ry

Not A

pp

lica

ble

Rate how well you think EWU prepared you to apply mathematics, science, engineering concepts, techniques and modern tools in the field of Electrical Engineering

Overall

6 19 2

Rate your ability to apply knowledge of mathematics, science and engineering

10 17

Rate your ability to design and conduct experiments, as well as to analyze and interpret data

7 19 1

3

Rate your ability to design a system, component, or process to meet desired needs within realistic constraints

9 15 3

Rate your ability to identify, formulate, and solve engineering problems

11 15 1

Rate your ability to keep up with contemporary issues in the field

4 18 5

Rate your ability to use the techniques, skills, and modern engineering tools in Electrical Engineering

9 18

Rate how well you think EWU prepared you to develop social and leadership skills such as effective communication skills, team work skills and independent learning ability

Overall

9 15 1

2

Rate your ability to function effectively in teams

16 10 1

Rate your ability to maintain an ethically rigorous record

16 10 1

Rate your ability to communicate effectively

13 13 1

Rate your ability to learn independently

14 13

Rate how well you think you understand the impact of professionalism, ethical responsibility, and social, economic, technical and global implications of their engineering contributions

11 14 2

Rate your recognition of the need to engage in lifelong learning

14 12 1

Rate how well you think EWU prepared you to enter the workforce

5 17 4 1

Other than EE, what degrees have you obtained?

CS Math Phys.

CET Other

What year will you graduate?

Do you have a job lined up after graduation? No 6 Yes 9

Maybe

11 1

4

A.3. Performance Indicators Evaluation Data

Outcome (a): An ability to apply knowledge of mathematics, science and engineering

Performance

Indicator

Unsatisfactory-

1

Below

Average-2

Satisfactory-3 Exemplary-4

Student must be

able to apply math

to solve problems in

Electromagnetics.

The student had no

idea where to start

The student

knew where to

start but could

not finish the

problem

The student was able

to setup the problem

and solve it correctly.

The student was

able to setup the

problem and

solve it correctly

showing

thorough

understanding of

the concept..

Student must be

able to apply math

to solve problems in

signals and systems.

Student did not

know the

difference between

time domain and

frequency domain.

The student

knew where to

start but could

not finish the

problem

The student was able

to setup the problem

and solve it correctly.

The student was

able to setup the

problem and

solve it correctly

showing

thorough

understanding of

the concept..

Student must be

able to solve simple

circuits using

KVL’s and KCLS

Student did not

know what a

KVL and/or

KCL is.

Student was

able to apply a

KVL/KCL but

could not solve

for the function

of interest.

Student was able to

solve a simple circuit

using KVL/KCL.

Student was able

tom use both

KVL and KCL to

solve for the

function of

interest for a

complicated

circuit.

Student must be

able to simplify a

Boolean algebraic

expression to its

simplest form

Student was not

able to simplify a

Boolean expression

to its simplest

form.

Student was

able to perform

some Boolean

operations but

did not get it in

the simplest

form.

Student was able to

reduce the expression

into its simplest

form.

Student was able

to simplify the

expression using

both graphical

techniques and

Boolean algebra.

PI #1: Student must be able to apply math to solve problems in Electromagnetics.

i. Solve an engineering problem using Gauss’ Law. (EENG 401)

ii. Solve an engineering problem Maxwell’s Equations. (EENG 401)

Data #i: Final Exam, Question #2. Find the total electric flux through the closed

surface for an E field of E=y^y. Assume the surface of the cube at the origin with

sides equal to 2 units each parallel to the Cartesian axes. (EENG 401)

Data #ii: Final Exam, Questions #10. Prove that the z-component of the E-field is

zero for a plane wave propagating in the z-direction. (EENG 401)

5

PI#1

Data Un

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i No of Students 6 44 6 0 56

Percentage 11% 79% 11% 0% 100%

ii No of Students 9 40 7 0 56

Percentage 16% 71% 13% 0% 100%

Achievement Metric 13% 75% 12% 100%

PI #2: Student must be able to apply math to solve problems in Signals and Systems.

i. Compute the Fourier Transform of a signal. (EENG 320)

ii. Compute the z-Transform of a signal. (EENG 321)

Data #i: Midterm-3, Problem # 3. Find the Fourier Transform of the signal x(t) =

0.5 for 0.5 < |t| < 1 and x(t) = 1 for |t| < 0.5. (EENG 320)

Data #ii: Final, Problem # 3. Find the z-Transform of the signal x[n] = (0.25)n +

u[-(n+1)]. (EENG 321)

PI#2

Data Un

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Percentage 14% 10% 24% 52% 100%


Percentage 10% 10% 30% 50% 100%

Achievement Metric 12% 10% 27% 51% 100%

6

PI #3: Student must be able to solve simple circuits using KVL and KCL.

i. Find the voltage drop across several elements in a series circuit. (EENG

209)

ii. Find the current through multiple branches in a parallel circuit (EENG

209)

iii. Find the Thevenin equivalent voltage for a given circuit. (EENG 209)

Data #i: EENG 209 Laboratory experiment -2 Kirchoff’s Laws. EENG 209.

Data #ii: EENG 209 Laboratory experiment -2 Kirchoff’s Laws. (EENG 209)

Data #iii: EENG 209 Laboratory Experiment-5 Superposition and Thevenin’s

Theorem. (EENG 209)

PI#3

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Percentage 0% 27% 55% 18% 100%


Percentage 0% 36% 45% 18% 100%

iii No of Students 2 2 5 2 11

Percentage 18% 18% 45% 18% 100%


7

PI #4: Student must be able to simplify a Boolean algebraic expression to its

simplest form.

i. Solve for the minimum form of a Product-of-Sum (POS) expression.

(EENG 160)

ii. Solve for the minimum form of a Sum-of-Products (SOP) expression.

(EENG 160)

Data #i: Final exam, Question 5, section a: Question 5: Given this K-Map answer

each of the following questions : a. Deduce a minimized SOP expression.

(EENG 160)

Data #ii: Final exam, Question 5, section c: Question 5: Given this K-Map

answer each of the following questions : c. Deduce a minimized POS expression.

(EENG 160)

PI#4

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No of Students 0 9 37 0 46

Percentage 0% 20% 80% 0% 100%


Percentage 0% 22% 78% 0% 100%


8

Summary Graph for Outcome (a)

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90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3 PI#4

Outcome (a)

Exemplary

Satisfactory

Below Average

Unsatisfactory

9

Outcome (b): An ability to design and conduct experiments, as well as, to analyze and

interpret data.

Performance

Indicator

Unsatisfactor

y-1

BelowAverage-

2

Satisfactory-

3

Exemplary-4

Student must be

able to design an

experiment to

prove a specific

concept.

Student did not

understand the

concept and thus

did now know

where to start.

Student had a basic

understanding of

the concept at

hand, but did not

know how to

design an

experiment for it,

Student

understood the

concept and

designed a

simple

experiment to

measure it.

Student understood the

concept at hand,

designed an

experiment to measure

it and varied additional

parameters to further

his/her understanding.

Student must be

able to set up an

experiment.

Student was

unable to set up

the experiment.

Student tried

unsuccessfully to

set up the

experiment,

although was

closer to have a

working

experiment.

Student was able

to set up the

experiment, but

some required

some help from

the instructor.

Student setup the

experiment

successfully without

any help from the

instructor.

Student must be

able to collect

data from an

experiment.

Student did not

collect the

required data.

Student collected

some data, but

failed to notice that

much of it was

erroneous.

Student collected

data

successfully,

although was not

always sure

whether it was

correct or not.

Student had an exact

understanding of what

the collected data

should look like

coming into the lab

and was able to collect

it successfully in a

timely manner.

Student must be

able to interpret

and analyze

data.

Student neither

interpreted nor

analyzed any

data.

Student attempted

to make sense of

available data, but

drew mostly

erroneous

conclusions.

Student correctly

interpreted

available data,

analyzed it, and

drew largely

correct

conclusions.

Student correctly

interpreted available

data, analyzed it, drew

conclusions, and

raised potential

improvements for the

experiment at hand.

10

PI #1: Student must be able to design an experiment to prove a specific concept.

i. Design an experiment that measures the resistance of the windings of a

DC motor (EENG 350).

ii. Design an adapter/power supply that has current and voltage specifications

required to charge batteries for or to power hand held devices. (EENG

331)

Data #i: Lab #2. The Direct Current Motor. This lab examines the

construction of a DC motor/generator, measures the resistance of its windings

and studies the nominal current capabilities of the various windings. (EENG

350)

Data #ii: Term Project: Students were given six design problems and each

team needed to select only one. The Majority of the teams designed adapters.

Design a power supply/adapter for a hand held device (mp3 player, cellular

phone, discman etc) that demonstrates how to get specific power, current and

voltage. Include circuitry to protect the hand held device from potential power

supply voltage fluctuations. (EENG 331)

PI#1

Data Un

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Percentage 0% 20% 80% 0% 100%


Percentage 0% 0% 70% 30% 100%


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PI #2: Student must be able to setup an experiment.

i. Set up a series/parallel circuit to understand current/voltage division

principles (EENG 209)

ii. Set up a differential amplifier circuit using discrete transistors (EENG

331)

iii. Set up an experiment to study the torque versus speed characteristics for a

shunt, series and compound DC Motor. (EENG 350)

Data #i: Wire the following circuit on the given breadboard. Measure the

voltage drop caused by each resistor. In your lab report, use the measured

voltage drops across the resistors and the measured resistor values to explain

how current is being divided among the three resistors which are in parallel.

(EENG 209)

Data #ii: Lab #5: Using SPICE build a differential amplifier with the given

MOS transistor parameters (nCox=100 A/V2, W/L=1738, VDD=1.8 V,

ISS=0.5 mA, VTH=0.5 V =0) and test the circuit’s behavior for resistors (RD)

in the range of 1 K to 5 K, verify the currents and output voltages as the

circuit responds to differential inputs. (EENG 331)

Data #iii: Lab #3: The DC Shunt Motor. This lab examines the torque vs.

speed characteristics of a shunt wound DC motor. It also calculates the

efficiency of the shunt wound DC motor. (EENG 350)

12

PI#2

Data Un

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Percentage 0% 6% 12% 82% 100%


Percentage 17% 0% 57% 26% 100%


Percentage 0% 20% 80% 0% 100%


13

PI #3: Student must be able to collect data from an experiment.

i. Obtain basic measurements using a multimeter, oscilloscope, etc. (EENG

209)

ii. Collect data from a transistor circuit using computer aided design tools

(EENG 330)

iii. Collect data that will graphically show the torque versus speed

characteristics of a shunt, series, and compound DC motor. (EENG 350)

Data #i: “Data” section in Laboratory Experiment 6 - Operational Amplifiers.

(EENG 209)

Data #ii: Lab #5:Simulate a MOSFET in SPICE or Multisim and produce its

Current-Voltage (I-V) characteristics. The transistor parameters are VTH=2V,

0.5nCoxW/L=1 A/V2 and =0.01 V

-1. Provide a family of curves for various

VGS values for example 2V, 2.5V, 3 V, 3.5 V and comment on your

observations. (EENG 330)




PI#3

Data Un

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Percentage 18% 27% 36% 18% 100%


Percentage 0% 0% 57% 43% 100%


Percentage 0% 20% 80% 0% 100%


14

PI #4: Student must be able to interpret and analyze data.

i. Student must be able to correctly interpret the data collected from an

experiment measuring the torque versus speed characteristics of a shunt,

series and compound DC motor. (EENG 350).

ii. Obtain the percent regulation in a power supply by interpret and analyzing

collected data (EENG 330).

Data #i: Lab #3: The DC Shunt Motor. This lab examines the torque vs. speed

characteristics of a shunt wound DC motor. It also calculates the efficiency of

the shunt wound DC motor. (EENG 350)

Data #ii: Lab #4: Design a regulated power supply using the circuit shown

below (ckt not shown). The power supply must provide a nominal voltage of 5

V and be able to supply a load current as large as 25 mA. (EENG 330)

PI#4

Data Un

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Percentage 0% 20% 80% 0% 100%


Percentage 12% 50% 38% 0% 100%


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Summary Graph for Outcome (b)

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60

70

80

90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3 PI#4

Outcome (b)

Exemplary

Satisfactory

Below Average

Unsatisfactory

16

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

Performance

Indicator

Unsatisfactory-

1

Below

Average-2

Satisfactory-3 Exemplary-

4

Student must be

able to do a design

to meet technical

specifications.

Student had no

idea on how to use

the specifications

to start the design.

Student met some

specifications, but

failed to meet all of

them.

Student was able

to meet all

minimum

specifications.

Student met all

minimum

requirements

and optimized

the design so

that some

specifications

were exceeded.

Student must be

able to address

non-technical

realistic constraints

in a design.

Student was unable

to identify any

realistic

constraints.

Student identified

less than two

realistic.

Student identified

multiple realistic

constraints related

to their project.

Student

identified

multiple

realistic

constraints in

their design, and

changed it

accordingly to

address as many

as possible.

Student must be

able to alter a

design based on

availability of

parts.

Student was

completely unable

to alter original

design to use parts

available in lab.

Student was able to

modify some parts

of their design to

accommodate

available parts, but

was unable to

modify others

without help of

instructor.

Student was able

to alter design

based on available

parts.

Student used

only available

parts from the

beginning, and

thus there was

no need for any

design

modifications.

17

PI #1: Student must be able to do a design to meet technical specifications.

i. Amplifier design lab. (EENG 331)

ii. Design a PI, PD or PID controller subject to a set of design constraints.

(EENG 470)

Data #i: Lab #6: In this lab, students used CMOS transistors to design an

amplifier to exact specifications (gain and frequency). Then they modified

capacitances to visualize the effect on the 3dB frequency. (EENG 331)

Data #ii: Final Exam, Question #10: For a control system with a forward path

“plant” transfer function , unity feedback and a PD controller,

, what is the value of when for a system that is critically

damped, ? (EENG 470)

PI#1

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Percentage 0% 0% 70% 30% 100%


Percentage 8% 18% 64% 10% 100%


2

100)(

ssGp

sKK dp dK 1pK

0.1

18

PI #2: Student must be able to address non-technical realistic constraints in a design.

i. “Constraints” section in final project report (EENG 490)

Data #i: Constraints” section in final project report. (EENG 490)

PI#2

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Percentage 0% 0% 82% 18% 100%

Achievement Metric 82% 18% 100%

PI #3: Student must be able to alter a design based on availability of parts.

i. Design portion on microcontrollers’ final project. (EENG 260)

Data #i: Final Project Report, instructor observation on “design” section.

Project varies based on student’s interests, but it must use at least one of the

subsystems of the HC11 microcontroller and interface with external circuitry.

(EENG 260)

PI#3

Data Un

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Percentage 17% 11% 61% 11% 100%


Summary Graph for Outcome (c)

19

0

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60

70

80

90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3

Outcome (c)

Exemplary

Satisfactory

Below Average

Unsatisfactory

20

Outcome (d): An ability to function on multidisciplinary teams.

Performance

Indicator

Unsatisfactory-

1

Below

Average-2


4

Student must be able

to fulfill duties of

team roles.

Does not perform

any duties of

assigned team

roles.

Inconsistently

performs duties

that are assigned.

Performs duties

that are assigned.

Performs all

duties assigned

and actively

assists others.


to share in work of

team.

Always relies on

others to do the

work.

Rarely does the

assigned work –

often needs

reminding.

Usually does the

assigned work –

rarely needs

reminding.

Always does

the assigned

work without

having to be

reminded.


to listen to other

teammates

Is always talking –

never allows

anyone else to

speak.

Usually doing

most of the

talking - rarely

allows others to

speak.

Listens most of the

time.

Consistently

listens and

responds to

others

appropriately.

21

PI #1: Student must be able to fulfill duties of team and roles.

i. Instructor observation and peer evaluation of capstone project (EENG

490)

ii. Instructor observation and peer evaluation of microcontroller systems’

project (EENG 260).

iii. Instructor observation of how well students work in a team using Lab Volt

training stations (EENG 350)

Data #i: Instructor observes how students fulfill various roles using weekly

progress report as well as the peer evaluation submitted at the end of the

capstone project. (EENG 490)

Data #ii: Instructor keeps track of observation of students fulfilling various

roles in group final project. Students turn in a self and peer evaluation.

(EENG 260)




PI#1

Data Un

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Percentage 0% 4% 75% 21% 100%


Percentage 17% 11% 44% 28% 100%


Percentage 20% 20% 60% 0% 100%


22

PI #2: Student must share in the work load of the team.

i. Instructor observation and peer evaluation of capstone project. (EENG

490)


project. (EENG 260)


training stations. (EENG 350)



capstone project. (EENG 490)

Data #ii: Instructor keeps track of observation of students sharing the load for

final project. Students turn in a self and peer evaluation. (EENG 260)




PI#2

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Percentage 0% 4% 75% 21% 100%


Percentage 11% 17% 33% 39% 100%


Percentage 20% 40% 40% 0% 100%


23

PI #3: Student must be able to listen to other teammates.

i. Instructor observation and peer evaluation of capstone project (EENG

490)


project (EENG 260).


training stations (EENG 350)



capstone project . (EENG 490)

Data #ii: Instructor keeps track of observation of students listening to

teammates during 3-week final project. Students turn in a self and peer

evaluation. (EENG 260)




PI#3

Data Un

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Percentage 0% 4% 75% 21% 100%


Percentage 0% 22% 39% 39% 100%


Percentage 20% 40% 40% 0% 100%


24

Summary Graph for Outcome (d)

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100%

PI#1 PI#2 PI#3 PI#4

Outcome (d)

Exemplary

Satisfactory

Below Average

Unsatisfactory

25

Outcome (e): An ability to identify, formulate, and solve engineering problems.

Performance

Indicator

Unsatisfactory-

1

Below

Average-2


4

Student must be

able to find the

closed-loop gain of

a system with

several functional

elements.

Student had no

idea on how to

even begin the

problem.

Student was able to

derive a transfer

function that was

close to the closed-

loop gain.

Student was able

to derive an

expression for the

closed-loop

transfer function of

the system.

Student was

able to derive an

expression for

both the open-

loop and closed-

loop transfer

functions of a

system.

Student must be

able to determine

whether a control

system is stable or

not

Student did not

know the criterion

for determining if

the control system

was stable or not.

Student was able to

determine if the

control system was

stable for a fixed

gain.

Student was able

to determine if the

control system was

stable as the gain

varied.

Student was

able to use

several

techniques to

characterize the

stability of a

control system.

Student must be

able to analyze a 3-

phase power system

Student had no

idea what 3-phase

means.

Student was able to

compute either the

3-phase Voltage or

Current.

Student was able

to compute

Voltage, Current

and power in the

3-phase system.

Student was

able to compute

power, Voltage

and Current in

the 3-phase

systems and

understand the

implications of

modifying any

of the

parameters.

26

PI #1: Student must be able to find the closed-loop gain of a system with several

functional elements.

i. Using block diagram manipulation, find the Closed-Loop Gain of the

following block diagram (block diagram not shown) (EENG 470).

ii. Find the closed-loop gain of a circuit with a capacitor in the feedback loop

and determine ways to improve this closed loop gain (EENG 331).

Data #i: Lab #5: More Simulink, Question 6. Construct a Simulink Model of a

tradition control system with G(s) =… and H(s) = … and r(t) is a unit step

function. The output of the system is y(t). What is the closed loop transfer

function? (EENG 470)

Data #ii: Exam1: Problem 3: The voltage of interest in the circuit above (ckt not

shown) is Vin while Vos results from device defects and causes the integrator/low pass

filter’s gain to saturate

a) Provide an expression for the low pass filter’s transfer function.

b) Identify the location of the pole of your transfer function i.e. solve for s by

equating the denominator expression to zero while neglecting the numerator

expression

c) Using your expression explain why the gain saturates i.e. identify the terms in

your expression that cause saturation of the gain.

d) Adding a resistor (R2) in parallel with C1 improves the gain of the low pass filter

i.e. it minimizes the effect of Vos on the gain of the filter. Design this circuit and

provide its transfer function.

e) Is the pole of the new transfer function the same as that of the original transfer

function?

f) From the transfer function obtained in (d) identify the terms that indicate that the

gain of the circuit has been improved by adding this damping resistor. (EENG

331)

PI#1

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Percentage 7% 12% 73% 7% 100%


Percentage 13% 22% 43% 22% 100%


27

PI #2: Student must be able to determine whether a system is stable or not.

i. Determine the stability of a closed-loop system given the closed loop

transfer function. (EENG 470)

ii. Determine the stability of a transistor circuit. (EENG 331)

Data #i: Exam #2, Question 7: Is the following closed-loop transfer function

stable, marginally stable or unstable, why? (function not shown) (EENG 470)

Data #ii: Exam 1, Problem 4: Part (b)

a) Determine the output resistance of the circuit shown below.

b) Bias voltage Vb1, Vb2 and Vb3 along with W/L ratios for the transistors

determine the stability of the amplifier. (i) State the region(s) of operation

needed for M1 through M4 in order to attain a stable gain. (ii) To attain

proper biasing for the transistors leading to a stable amplifier operation

what analysis (AC, DC or transient) need to be performed on the circuit?

c) Determine the voltage gain for the circuit. (EENG 331)

PI#2

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Percentage 7% 12% 73% 7% 100%


Percentage 9% 26% 57% 9% 100%


28

PI #3: Student must be able to analyze a three-phase power system.

i. Find the power deliver to a Y-connected three-phase load. (EENG 350)

ii. Determine the power deliver to a Delta-connected three-phase load.

(EENG 350)

Data #i: Final Exam, question #19. A 3-phase Y-connected generator induces

1200V in each of its windings. Calculate the approximate line-to-line

voltages. (EENG 350)

Data #ii: Final exam, question #23. For the following 3-phase system, find the

phase currents (magnitude+phase). Given Eab=100∠0, Ebc=100∠-120,

Eca=100∠120, XL=1, R=1. Assume an a-c-b phase sequence. (EENG 350)

PI#3

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Percentage 3% 9% 79% 9% 100%


Percentage 0% 15% 74% 12% 100%


29

Summary Graph for Outcome (e)

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60

70

80

90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3

Outcome (e)

Exemplary

Satisfactory

Below Average

Unsatisfactory

30

Outcome (f): An understanding of professional and ethical responsibility.

Performance

Indicator

Unsatisfactory-

1

Below

Average-2


Students must

demonstrate

practical

knowledge of

engineering ethics.

Student scored

lower than 60% on

the NSSPE ethics

quiz.

Student scored at

least 60% but less

than 80% on the

NSSPE ethics quiz.

Student scored at

least 80% but less

than 97% on the

NSSPE ethics

quiz.

Student scored

greater than

97% on the

ethics quiz.

Students must be

able to list the

requirements for

obtaining the FE.

Student did not

know anything

about the FE.

Student knew what

the FE is but was

uncertain about the

exact requirements

and procedures for

obtaining the FE.

Student knew what

the FE is and what

the exact

requirements and

procedures for

obtaining the FE.

Student was in

the process of

completing or

had actually

completed the

FE.

Students must be

able to list the

requirements for

obtaining the PE

license.

Student did not

know anything

about the PE.

Student knew what

the PE is but was

uncertain about the

exact requirements

and procedures for

obtaining the PE.

Student knew what

the PE is and what

the exact

requirements and

procedures for

obtaining the PE.

Student had

made a plan for

obtaining

his/her PE for

after they

graduate.

PI #1: Students must demonstrate practical knowledge of engineering ethics.

i. Ethics test in capstone course (EENG 490).

Data #i: The following is a series of questions pertaining to the NSPE code of

ethics. Please indicate whether the statements are true or false on the separate

answer sheet. (questions not shown here) (EENG 490)

PI#1

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Percentage 4% 18% 46% 32% 100%


31

PI #2: Students must be able to list the requirements for obtaining the FE.

i. Assignment in capstone (EENG 490).

Data #i: Write an essay on how you can obtain an FE license. (EENG 490)

PI#2

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PI #3: Students must be able to list the requirements for obtaining the PE license.

i. Assignment in capstone (EENG 490).

Data #i: Write an essay on how you can obtain a PE license. (EENG 490)

PI#3

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32

Summary Graph for Outcome (f)

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100

0%

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20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3

Outcome (f)

Exemplary

Satisfactory

Below Average

Unsatisfactory

33

Outcome (g): An ability to communicate effectively.

Performance

Indicator

Unsatisfactory

-1

Below Average-

2


Student must

be able to

report findings

through a

written lab

report.

Student failed to

summarize

findings, had an

incomplete report,

had an excessive

number of spelling

and/or grammatical

mistakes, and used

language that was

many times

incomprehensible.

Student summarized

findings and had a

complete report, but

had several spelling

and/or grammatical

mistakes, and used

language that was

many times

incomprehensible

Student summarized

findings and had a

complete report, but

had a few spelling

and/or grammatical

mistakes.

Student

summarized

findings and had a

complete report,

used clear and

concise language.

Student must

be able to

describe a

circuit/code/

algorithm

design through

a project

report.

Student was unable

to describe the

circuit/code /

algorithm design.

Student was able to

list and identify the

various circuit/code/

algorithm elements,

but unable to

explain its workings.

Student was able to

correctly identify

the various

circuit/code /

algorithm elements,

and to describe most

of the circuit/code/

algorithm design

techniques used.

Student was able

to describe the

circuit/code /

algorithm design

process, as well as

explain why the

circuit/code/

algorithm

behaves the way it

does.

Student must

be able to

prepare

presentation

slides and

employ them to

do an oral

presentation.

Student presented

cluttered slides,

with no visual aids,

and did not present

the material

clearly.

Student presented

uncluttered slides,

but with no visual

aids, and did not

present the material

clearly.

Student presented

professional,

uncluttered slides,

with adequate visual

and written content,

but did not present

the material clearly.

Student presented

professional,

uncluttered slides,

with adequate

visual and written

content, as well as

presented the

material in a clear

and composed

manner.

34

PI #1: Student must be able to report findings through a written lab report.

i. Lab report from Microelectronics 1 (EENG 330).

ii. Lab report from Signals & Systems (EENG 321).

Data #i: Lab #2: Lab on I/V characteristics of a diode. Students must

investigate the effect of temperature variations on the I/V curve. (EENG 330)

Data #ii: Lab report from Lab Experiment 7: Discrete-Time Signals. (EENG

321)

PI#1

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Percentage 0% 9% 83% 9% 100%


Percentage 28% 6% 59% 6% 100%


35

PI #2: Student must be able to describe a circuit/code/algorithm design through a

project report.

i. Circuit description of final project from Digital Circuits (EENG 160).

ii. Circuit/code/algorithm description of final project from Microcontroller

Systems (EENG 260).

Data #i: Final Project Report, Design a 2 Bit Calculator which is able to

add/Sub, multiply and compare. (EENG 160)

Data #ii: Final Project Report, section on circuit/code description. Project

varies based on student’s interests, but it must use at least one of the

subsystems of the HC11 microcontroller and interface with external circuitry.

(EENG 260)

PI#2

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Percentage 9% 26% 51% 15% 100%


Percentage 11% 17% 61% 11% 100%


36

PI #3: Student must be able to prepare presentation slides and employ them to do an

oral presentation.

i. Final project presentation in signals & systems (EENG 321).

ii. Final project presentation in capstone course (EENG 490).

Data #i: Students worked on term projects of their own choosing. Sample

projects include image denoising using a progressive switching median filter,

invisible digital watermarking of images, whistle controlled light dimmer, etc.

(EENG 321)

Data #ii: Week 4 preliminary design presentations. (EENG 490)

PI#3

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37

Summary Graph for Outcome (g)

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60

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100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3

Outcome (g)

Exemplary

Satisfactory

Below Average

Unsatisfactory

38

Outcome (h): The broad education necessary to understand the impact of engineering

solutions in a global, economic, environmental, and societal context.

Performance

Indicator

Unsatisfactor

y-1

Below

Average-2


Student must

be able to

analyze the

effects a given

technology has

in society.

Student has no

awareness of how

the given

technology affects

society.

Student is aware

that the given

technology has

effects in

society.

Student can list the

positive and

negative effects of

the technology in

society.

Student can explain

the different effects

the technology has in

society, as well its

evaluate the pros and

cons.

Students must

outline the

environmental

effects

associated with

their capstone

project.

Student is unable

to outline the

environmental

effects of his/her

capstone project.

Student is able to

identify some of

the

environmental

effects of his/her

capstone project.

Student is able to

outline the

environmental

effects of his/her

capstone project, but

cannot provide

alternatives for

improvement.

Student is able to

outline the

environmental effects

of his/her capstone

project, as well as

providing alternatives

for improvement.

Students must

outline the

economic

effects

associated with

their capstone

project.

Student is unable

to outline the

economic effects

of his/her

capstone project.

Student is able to

identify some of

the economic

effects of his/her

capstone project.

Student is able to

outline the

economic effects of

his/her capstone

project, but cannot

provide alternatives

for improvement.

Student is able to

outline the economic

effects of his/her

capstone project, as

well as providing

alternatives for

improvement.

Students must

outline the

global effects

associated with

their capstone

project.

Student is unable

to outline the

global effects of

his/her capstone

project.

Student is able to

identify some of

the global effects

of his/her

capstone project.

Student is able to

outline the global

effects of his/her

capstone project, but

cannot provide

alternatives for

improvement.

Student is able to

outline the global

effects of his/her

capstone project, as

well as providing

alternatives for

improvement.

39

PI #1: Student must be able to analyze the effects a given technology has in society.

i. Essay from Technology in World Civilizations (TECH 393).

Data #i: Students are asked to select any technology that interests them and

write an essay analyzing the effects on society of that technology. (TECH

393)

PI#1

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Percentage 8% 13% 75% 5% 100%


PI #2: Students must outline the environmental effects associated with their capstone

project.

i. “Environmental Effects” section in week 8 deliverable in capstone course

(EENG 490).

Data #i: Write a paper describing the global, economical, environmental and

societal effects of your project. (EENG 490)

PI#2

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40

PI #3: Students must outline the economic effects associated with their capstone

project.

i. “Economic impact” section in week 8 deliverable in capstone course

(EENG 490).



PI#3

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PI #4: Students must outline the global effects associated with their capstone project.

i. “Global Effects” section in week 8 deliverable in capstone course (EENG

490).



PI#4

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41

Summary Graph for Outcome (h)

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100

0%

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20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3 PI#4

Outcome (h)

Exemplary

Satisfactory

Below Average

Unsatisfactory

42

Outcome (i): A recognition of the need for, and an ability to engage in life-long learning.

Performance

Indicator

Unsatisfactor

y-1

Below

Average-2


Student must

be able to

identify,

retrieve and

organize

information

related to a

project.

Student did not

know where to

begin gathering

data.

Student identified

and retrieved some

relevant

information for the

project, but did not

organize it in a

manner that is

useful.

Student identified,

retrieved and

organized

information, but

left some gaps in

the report.

Student identified

useful information,

retrieved it in a timely

manner, and organized

efficiently.

Students must

describe how

they will

implement life-

long learning

after college.

Student had no

awareness of the

importance of

life-long

learning.

Student is aware

technology changes

constantly, but

does not recognize

the need for

engineers to adapt

to an ever-

changing world.

Student has some

awareness of the

changing nature

of technology and

society in general,

and recognizes the

need for engineers

to adapt to an

ever-changing

world.

Student has complete

awareness of the

changing nature of

technology and society

in general, and

recognizes the need

for engineers to adapt

to an ever-changing

world and to never

cease to learn.

Students must

be able to do a

literature

review.

Student failed to

use a single

source in the

review.

Student used

unreliable sources

and review was

incomplete.

Student used

reliable and

sufficient sources

to complete the

review.

Student used reliable

sources, literature was

exhaustive and

insightful.

Students will

be able to

identify

engineering

standards

applicable to

their design.

Student was not

aware of any

industrial

standards.

Student

acknowledges the

existence of

engineering

standards but does

not know how they

apply to their

design.

Student identified

standards that

apply to their

design.

Students designed

their project basing

them on industrial

standards.

43

PI #1: Student must be able to identify, retrieve and organize information related to a

project.

i. Project proposal for capstone course (EENG 490).

ii. Final project report for microcontroller systems (EENG 260).

Data #i: Based on the project you decide to embark on, write a proposal that

describes the project, explains how you are planning to accomplish your

mission, describes the motivation behind the project, includes a literature

review, and identifies the different constraints that may affect the design

cycle. (EENG 490)

Data #ii: Students were given the chance of coming up with an open ended

project, i.e. they choose what they will build. In the final project they must

organize all information they gathered while designing and implementing the

project and present it in a coherent form. (EENG 260)

PI#1

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Percentage 0% 29% 71% 0% 100%


Percentage 11% 22% 39% 28% 100%


44

PI #2: Students must describe how they will implement life-long learning after

college.

i. Life-long learning portfolio in capstone course (EENG 490).

Data #i: Write a paper on how you plan to implement life-long learning in the

following 10 years after your graduation. (EENG 490)

PI#2

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PI #3: Students must be able to do a literature review.

i. Literature review in capstone course (EENG 490).

Data #i: Write a detailed literature review paper discussing the most important

resources related to your project. (EENG 490)

PI#3

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Percentage 0% 14% 86% 0% 100%


45

PI #4: Students will be able to identify engineering standards applicable to their

design.

i. “Standards” section in the final report (EENG 490).

Data #i: Industrial standards section in the final report. (EENG 490)

PI#4

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Summary Graph for Outcome (i)

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0%

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20%

30%

40%

50%

60%

70%

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90%

100%

PI#1 PI#2 PI#3 PI#4

Outcome (i)

Exemplary

Satisfactory

Below Average

Unsatisfactory

46

Outcome (j): A knowledge of contemporary issues.

Performance

Indicator

Unsatisfact

ory-1

Below

Average-2


Student must

be able to

analyze the

effects a given

technology has

in society.

Student did

not describe

the effect of

the given

technology.

Student correctly

described the

effect of the

technology in

society, but

failed to clearly

break down the

pros and cons.

Student described the

effect of the

technology in society

by listing down the

pros and cons.

Student correctly

described the effect of

the technology in

society by breaking

down and evaluating

the pros and cons as

well as contrasting

them to alternatives to

the technology.

Student must

be able to

evaluate the

advantages and

disadvantages

of using

renewable

energy to

generate

electricity

Student was

not able to

identify

pros/cons of

using

renewable

energy and/or

its need for

society.

Student

identified pros

and cons of

using renewable

energy to

generate

electricity, but

cannot assess

them within the

context of energy

conservation.

Student discussed the

advantages and

disadvantages of

using renewable

energy and evaluated

its overall impact on

usage of fossil fuels.

Student discussed the

advantages and

disadvantages of using

renewable energy and

evaluated its overall

impact on usage of

fossil fuels, as well as

outlining various

methodologies to

integrating it with the

grid.

Student must

be able to

describe

advancements

in transistor

technology.

Student was

unable to

describe

advancements

in transistor

technology.

Student was able

to list some

advancements in

transistor

technology.

Student was able to

describe various

advancements in

transistor technology.

Student was able to

describe various

advancements in

transistor technology,

as well as compare

them against to

outgoing technology.

47

PI #1: Student must be able to analyze the effects a given technology has in society.

i. Essay assignment in Technology in World Civilizations (TECH 393).

Data #i: Write an essay thoroughly analyzing the effects on society of the

technology of your choice. (TECH 393)

PI#1

Data Un

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Percentage 8% 13% 75% 5% 100%


PI #2: Student must be able to discuss the advantages and disadvantages of using

renewable energy to generate electricity.

i. Essay assignment in Energy Systems (EENG 350).

Data #i: This data was not collected this year. Instead the students researched

the “War of Electric Currents” and wrote a paper on this topic. This data

described above will be collected next year. (EENG 350)

PI#2

Data Un

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48

PI #3: Student must be able to describe the advancements of transistor technology.

i. Essay assignment in Microelectronics I (EENG 330).

Data #i: Homework #1: Using the internet as your main source of information,

write a one page essay on FinFETs. Address the role this transistor plays in

continuing the miniaturization of chip technology. Note that you do not need

to get very technical in your essay, simply try to explain in your own words

what your gathered from your research on the web. (EENG 330)

PI#3

Data Un

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Percentage 0% 14% 76% 11% 100%


Summary Graph for Outcome (j)

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10

20

30

40

50

60

70

80

90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#3

Outcome (j)

Exemplary

Satisfactory

Below Average

Unsatisfactory

49

Outcome (k): An ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.

Performance

Indicator

Unsatisfactor

y-1

Below Average-

2


Student must

be able to

design a digital

system using

an HDL.

Student did not

know how to

design the digital

system in paper.

Student designed the

system, but was

unable to write the

HDL code for it.

Student designed the

system successfully

and implemented the

HDL code.

Student designed

the system

successfully and

implemented and

optimized the

HDL code.

Student must

be able to

compute the

Fourier

transform of a

discrete signal.

Student did not

know how to

begin doing the

transform.

Student set up the

problem correctly,

but did not manage

to compute the

transform.

Student set up the

problem correctly,

computed the

transform, but had

some errors in the

final answer.

Student computed

the transform

flawlessly.

Student must

be able to

layout a circuit

using CAD.

Student was

unable to get

started doing the

layout.

Student managed to

get some transistors

in the layout, but

systems did not pass

verification.

Student’s circuit

passed verification

and simulated

correctly.

Student’s circuit

was optimized

and worked

perfectly.

Student must

be able use

MATLAB to

model the step

response of a

linear system.

Student did not

know how to start

using MATLAB.

Student wrote a few

lines of MATLAB

code, but made

significant

conceptual errors.

Student modeled the

system correctly.

System was

modeled the

system, optimized

it, and simulated it

correctly.

Student must

be able use

MATLAB to

model Electric

and Magnetic

fields.

Student did not

know how to use

the spectrum

analyzer.

Student connected

leads in the analyzer

correctly, but was

unable to get the

spectrum.

Student obtained the

spectrum correctly,

but failed to interpret

the data.

Student obtained

the correct

spectrum and

interpreted the

data adequately.

50

PI #1: Student must be able to design a digital system using an HDL.

i. Design a simple counter using VHDL. (EENG 360).

Data #i: Lab #6: Universal Counter in VHDL. (EENG 360)

PI#1

Data Un

sati

sfac

tory

Bel

ow

Ave

rage

Sati

sfac

tory

Exem

pla

ry

Tota

l


Percentage 0% 18% 78% 4% 100%


PI #2: Student must be able to compute the Fourier transform of a signal.

i. Lab on Fourier transforms in Signals & Systems I (EENG 321).

Data #i: Plot the magnitude and phase spectra of normalized H(w)

corresponding to the M-point moving average system (assume M=10) y[n] =

(1/M) \sum_{k=0}^{M} x[n-k]. (EENG 321)

PI#2

Data Un

sati

sfac

tory

Bel

ow

Ave

rage

Sati

sfac

tory

Exem

pla

ry

Tota

l


Percentage 0% 20% 80% 0% 100%


51

PI #3: Student must be able to layout a circuit using CAD.

i. Lab on layout in CMOS Design (EENG 430).

Data #i: Lab #6: Layout portion on the lab, which consisted on a six-transistor

memory cell. (EENG 430)

PI#3

Data Un

sati

sfac

tory

Bel

ow

Ave

rage

Sati

sfac

tory

Exem

pla

ry

Tota

l


Percentage 0% 11% 56% 33% 100%


PI #4: Student must be able use MATLAB to model Electric and Magnetic fields.

i. Lab in Electromagnetics (EENG 401).

Data #i: Not used this year. Will be assessed in AY2013-14 (EENG 401)

52

PI #5: Student must be able to obtain the spectral content of a signal using a

spectrum analyzer.

i. Lab in Digital Communications (EENG 440).

Data #i: Lab #6 Frequency Demodulation – Students should observe the

spectrum of the signal. (EENG 440)

PI#5

Data Un

sati

sfac

tory

Be

low

Ave

rage

Sati

sfac

tory

Exem

pla

ry

Tota

l


Percentage 22% 9% 43% 26% 100%


Summary Graph for Outcome (k)

0

10

20

30

40

50

60

70

80

90

100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PI#1 PI#2 PI#3 PI#5

Outcome (k)

Exemplary

Satisfactory

Below Average

Unsatisfactory

53

B. Analysis of Data

The exit survey resulted in no red flags. Students seem to be overwhelmingly happy

about the instruction they receive at EWU, and a good percentage of them either already

have a job or have good prospects of landing one.

The focus group yielded a few interesting observations. Students like hands-on

experience and seem to downplay simulation. There is a fair amount of ‘hardware’ in the

laboratory, but there also is a healthy complement of software simulation. Students

would like to see more of the former and less on the latter. Students would also like more

flexibility in course offerings, as sometimes they have to wait a year to retake a class.

Students seem to lean towards having Senior Capstone become a two-quarter sequence.

A variety of suggestions were made that merit further investigation: a tutoring lab, access

to a 3D printer, etc.

The PI data analysis will be split up by outcome:

Outcome (a). In general, outcome has been met, as two of the four performance

indicators meet the required threshold, and one is very close to it (off by one

percentage point). However, PI#1, which relates to students being able to apply

math to solve problems in Electromagnetics had dismal results. The problem

identified is that many students do not take multivariable calculus before taking

Electromagnetism. Outcome (a) needs to be reassessed next year.

Outcome (b). Outcome was also met, in general. PIs 1, 2, and 3 showed satisfactory

results. PI#4, however, missed the threshold by about 10%. PI#4 relates to

student’s ability to interpret and analyze data, and was assessed in two junior level

courses. Continuous monitoring of this issue is recommended.

Outcome (c). Outcome was met.

Outcome (d). Outcome was met.

Outcome (e). Outcome was met.

Outcome (f). Outcome was met.

Outcome (g). Outcome was met.

Outcome (h). Outcome was not met. Only one of the PIs was met successfully, and

three others simply did not meet expectations (86% of students were below the

accepted threshold). According to the data, students are not able to see the global

effects of engineering solutions. Possibly since students are only systematically

exposed to this outcome in their last year, they fail to see its importance.

Outcome (h) must be reassessed next year.

Outcome (i). Outcome was met, although not entirely to satisfaction. Three out of

the four PIs met the desired threshold. However, an important documentation

portion was not met to satisfaction, as seen in PI#4. This PI relates to

documenting engineering standards used in the capstone design. Although

several standards were identified by students, documentation was done in a very

poor manner. Outcome (i) must be reassessed next year, especially in relation to

engineering standards.

54

Outcome (j). Outcome was met. However, since data for PI#2 was not collected,

thereby leaving only two pieces of data for assessment, it is recommended that it

is reassessed in the following academic year.

Outcome (k). Outcome was met.

C. Summary of Faculty Discussion At the quarterly/annual faculty meeting, the following issues were discussed.

Issue #1: Students prefer indulging in a few more hands-on experience. (focus group &

exit survey)

Faculty discussed thoroughly the pros and cons of adding more breadboarding

and reducing simulation (i.e. Matlab, SPICE, etc.)

Depending on the class, instructors will investigate the possibility of

incorporating more physical experiments.

Recommendation: Continue monitoring issue.

Issue #2: Students are weak in the necessary mathematical skills for EENG 401. (Data

from PI assessment)

Advisors must to a better job in ensuring Calc IV is taken early.

Currently Calc IV is not mandatory for EENG 401 (Calc IV covers

surface/volume integrals), so faculty must cover mathematics during the first

portion of the class.

Recommendation: implement change.

Issue #3: Some students arrive to EENG 440 without having taken EENG 383 (faculty

observation)

The only prerequisite for 440 currently is EENG 321, faculty advisors try to tell

students to take 383 before 440, but they not always follow instruction.


Issue #4: There should be more flexibility in course offerings (focus group)

On AY2013-14, 209, 210, 260, 320, 330, 321, 331, 350 will be offered twice.

(Change done)

Issue #5: Students want more areas of concentration and flexibility in electives (focus

group)

When the program grows both in terms of students and faculty, we will attempt to

offer more electives, preferably in three areas of concentration

(DSP+Communication; Power Systems; Computer Engineering).


Issue #6: Capstone should be two quarters (focus group & exit survey)

Spring quarter is highly overloaded for students.

More interesting projects can result from 20 weeks (rather than 10)

55


Issue #7: Students must improve their ability to interpret and analyze data gathered in

laboratory experiments. (Data from PI assessment)

By the time students arrive to their Junior year, students should be able to

interpret and analyze data gathered in lab.

It is recommended that faculty teaching 209 and 210 (Circuits I and II) ensure that

they go over how to word lab reports in a way that analysis is emphasized.


Issue #8: Students must improve their understanding of the impact of engineering

solutions in a global, economic, environmental and societal context. (Data from PI

assessment)

Systematic assessment of this issue is only done in the last year of the student’s

career.

Students are exposed to these issues from Frosh-Junior year, but apparently its

importance is not being made clear.

PIs and data collection for outcome (h) should be added to earlier courses in the

student’s career to ensure that students understand the importance of thinking

globally.

Senior capstone students should be reminded that the global effect of their

projects is important earlier during the capstone course, so that they can better

address them in their reports.


Issue #9: Students must be made aware of the need for documentation of applicable

standards in their capstone project.


For complete discussion see minutes in Appendix A.

D. Recommended Changes

The faculty has agreed to implement the following programmatic changes in the

upcoming academic year, 2013-2014.

Change #1: Submit CPAC forms to make Calc IV (MATH 241) a prerequisite for EENG

401.

Change #2: Submit CPAC forms to make EENG 383 also a prerequisite for EENG 440.

Change #3: Submit CPAC form to make EENG 490 (4 credits) into EENG 490A (2 cr) +

EENG 490B (2 cr) for the Winter+Spring quarters.

Change #4: Reword PIs for outcome (h) to be less specific (i.e. not only assessed in the

Capstone Course) and add assessment data to be collected in earlier courses.

56

Both program-wide changes and assessment-process changes are summarized in the

tables below.

Summary Table of Program Changes

Topic of

Discussion

Recommendation Assessment

mechanism

Year To

Implement

Follow up

Mechanism

Course

Prerequisites

Change the

prerequisite of

EENG 401 from

EENG 210 alone to

“EENG 210 and

MATH 241”

Performance

indicator data

AY 2013-

2014

PI must be

reevaluated in

AY2014-15

(change in

course catalog

will not make it

in time for

AY2013-14)

Course

Prerequisites

Change the

prerequisite of

EENG 440 from

EENG 321 to

“EENG 321 and

EENG 383”

Instructor

observation

AY 2013-

2014

Should be

reevaluated in

AY2014-15

(change in

course catalog

will not make it

in time for

AY2013-14)

Course Change Make ENGR 490 a

two-course sequence

of 2-cr courses each

instead of one

quarter at 4-cr

Focus group AY 2013-

2014

Monitor new

course and

ensure next

year’s focus

group addresses

this change

57

Summary Table of Process Changes

Topic of

Discussion

Recommendation Justification Year To

Implement

Follow up

Mechanism

Performance

Indicators

Change PI #1

Outcome (h) to

read “Student

must be able to

analyze the global

effects a given

technology has in

society.”

Performance

indicator data

AY 2013-

2014

Reevaluation

of outcome

(h)

Data to be

collected

Change PI #2 of

Outcome (h) to

read “Student

must outline the

environmental

impact of a

technology.”

Performance

indicator data

AY 2013-

2014

Reevaluation

of outcome

(h)

Performance

Indicators

Change PI #3 of

Outcome (h) to

read “Student

must outline the

economic impact

of a technology.”

Performance

indicator data

AY 2013-

2014

Reevaluation

of outcome

(h)

Performance

Indicators

Eliminate PI#4 of

Outcome (h) (it is

now combined

with PI #1).

Performance

indicator data

AY 2013-

2014

Reevaluation

of outcome

(h)

Rubrics Change rubric for

Outcome (h) to

that shown in

table below.

Performance

indicator data

AY 2013-

2014

Reevaluation

of outcome

(h)

Data

Collected

For Student

Outcome (h), PI

#2, it was decided

to add the

following data:

“Environmental

effects section on

essay in EENG

350.”

Performance

indicator data was

only collected from

EENG 490

(Capstone). We

want to collect data

from lower level

courses as well.

AY 2013-

2014

Reevaluation

of outcome

(h)

Data

Collected

For Student

Outcome (h), PI

#3, it was decided

Performance

indicator data was

only collected from

AY 2013-

2014

Reevaluation

of outcome

(h)

58

to add the

following data:

“Economic effects

section on essay

in EENG 330.”

EENG 490

(Capstone). We

want to collect data

from lower level

courses as well.

New Recommended Rubric for Outcome (h)

Performance

Indicator

Unsatisfactor

y-1

Below

Average-2


Student must

be able to

analyze the

global effects a

given

technology has

in society.

Student has no

awareness of how

the given

technology affects

society.

Student is aware

that the given

technology has

effects in

society.

Student can list the

positive and

negative effects of

the technology in

society.

Student can explain

the different effects

the technology has in

society, as well its

evaluate the pros and

cons.

Student must

outline the

environmental

impact of a

technology.

Student is unable

to outline the

environmental

impact of a

technology.

Student is able to

identify some of

the

environmental

impact of a

technology.

Student is able to

outline the

environmental

impact of a

technology, but

cannot provide

alternatives for

improvement.

Student is able to

outline the

environmental impact

of a technology and

can provide

alternatives to

alleviate it.

Student must

outline the

economic

impact of a

technology.

Student is unable

to outline the

economic impact

of a technology.

Student is able to

identify some of

the economic

impact of a

technology.

Student is able to

outline the

economic impact of

a technology, but

cannot provide

alternatives for

improvement.

Student is able to

outline the economic

impact of a technology

and can provide

alternatives to

alleviate it.

59

Appendix A: Minutes of Yearly Meeting

Meeting started at 9:30 AM:

Explanation of the PIs:

The first item of discussion involved an explanation of the PIs. An example was shown

and thoroughly explained to help faculty understand what they will need to do to provide

accurate data for the specific courses that are highlighted to address specific PIs. The

example shown required documentation of how many students performed 1)

Unsatisfactorily, 2) Below Average, 3) Satisfactorily and 4) Exemplary, from this data a

bar graph is generated showing the percentage of each of the performance levels for all

the PIs associated with an outcome. Data on this bar graph led to a discussion about what

data the faculty needed to collect or not to collect.

There is no need to complete class assessment spreadsheets from previous process

Overview of ABET Requirements:

A detailed overview of ABET requirements based on what was learned at ABET

conferences was presented and it was indicated that in the near future there is a likelihood

to collect only data for a year before ABET visits instead of collecting data spanning the

last visit to the current visit. It was stressed however, that the current visit requires faculty

to provide all the collected work over time.

Student Samples:

Faculty must continue to collect samples of students’ work gathering for each homework,

lab and test the worst, average and best results.

Further Discussion on PIs:

Faculty must use labs, homework assignments and exams to evaluate student

performance and must collect samples of the worst, average and exceptional

performances for each homework assignment, laboratory assignment and Test.

EENG 350 was used as an example and it was stated that data from different instructors

teaching different sections of the same course must be coordinated to enable for a

presentation of unified outcomes i.e. faculty would compare notes and know what

outcomes need to be measured. They might not use the same homework questions or test

questions but must measure the same outcomes. This would give the instructor the

flexibility to place emphasis on topics of interest in a course and still address the same

outcomes as the instructor teaching a different section of the course. An example was

provided to illustrate this point. In EENG 420 the signal processing course one faculty

member can emphasize Image Processing, while the other emphasizes Audio Processing,

but they must both measure the same outcomes.

Informal Discussion on Lab Reports:

60

Faculty discussed the need to have students write sound technical reports with some

expressing a desire to reduce the number of formal lab reports and requiring them to be

completed only in a few selected courses while others felt that the current format that

requires that reports be produced for each course with a laboratory component was the

correct format. It was agreed to maintain the current format.

Integrating Data from Focus Groups and Exit Interviews with Data from Student

Evaluations:

A summary of student suggestions from the focus group was presented and faculty

discussed what was relevant to ABET outcomes and how such data would be integrated

with data gathered from the various courses. There was also a discussion on how to use

the data from the focus groups and exit interviews to make improvements to the program.

Specific items in this area included:

Providing more electives

Possibility of introducing a graduate program

Acquiring specialized equipment such as a 3-D printer, CNC machine etc

During the discussions data from student outcomes, focus groups and exit interviews was

integrated and recommendations for improvements and/or changes based on this data

would be made.

One of the suggestions from students was that they felt that their laboratory assignments

required them to perform just simulations without building physical circuits on

breadboards. Faculty discussed this issue and concluded that it should be left to the

discretion of the instructor teaching a course to decide how to create a good balance of

simulations and built circuits.

Students suggested that courses must be offered more frequently instead of once a year

and the faculty has addressed this issue by offering EENG 209, 210, 260, 320, 330, 321,

331 and 350 twice a year beginning with academic year 2013-14.

Outcomes:

Each faculty member was assigned a task to provide data on specific criterion associated

with the courses the faculty teaches.

Discussion on Prerequisites:

Calculus IV need to become a prerequisite for EENG 401

Linear Algebra and Differential Equations must be made prerequisites for EENG 209

The challenge is in working with the Math Department which offers these courses in an

inconsistent manner (a course can be offered in spring one year, in winter the following

year and in Fall the next year making it difficult to schedule for most students).

Make EENG 383 a prerequisite for EENG 440

From the focus groups, exit interviews and class/program outcomes, we had six issues

and made three changes.

61

Meeting was adjourned at 3:30 PM

Chairman would mail to faculty the CIP document and requires each faculty member to

complete the tasks assigned to him/her and return the document to him (Chairman) by

June 16, 2013.

62

Appendix B: Minutes of Focus Group

I. Cheney

ELECTRICAL ENGINEERING FOCUS GROUP

Cheney

Spring 2013

May 8, 2013 4:00-5:00pm

In attendance: 15 students – 6 Seniors, 5 Juniors, 1 Sophomore, 3 unknown

1. Can Senior Capstone be given in 2 quarters? - hopefully we will be offering it this

way next year. We will use the ME / MET Capstone till the EE’s passes.

2. Can there be a class to build a variable power supply? – less lecture, more

building. Maybe build one part the 1st week and add something else each week in

the following weeks.

3. Would like more applied math – Instead of being explained as many times, just

explain it and allow for practical use. The same person that teaches EENG 210

should teach EENG 320. It should be ok to review at the beginning of the class,

but not too much repetition.

4. There should be a tutoring lab – someone available to give help, not just physics,

but ever help with equipment. Maybe Fridays someone to facilitate a group

working together informally to ask questions, etc.

5. Can ‘RF’? – This is offered in Lab Volt, smaller motors, but it involves the same

physics.

Some of the difficulty is; would you teach 440 or RF first – unfortunately 440 is in

the Senior year - to avoid repetition it’s a struggle to find a place for RF in the

curriculum . Perhaps it could be offered in a list of electives in the senior year

that might be more specialized to certain tracks and/or concentrations.

We would need enough faculty to over 3 tracks – Power Systems, DSP and

Computer Engineering.

6. Would like to see other programs / software used besides Matlab. In industry it is

not the only language used.

63

7. What about SCADA, is it too specific? – It may be, but we can research it. We

will check with our advisory board.

8. How many would like to take Robotics? There was a response of 10. Possibly it

could replace an Electrical Engineering elective.

9. Could electives be offered more than once a year? Not if enrollment in the classes

drops below minimum requirements as a result of the increase in offerings.

10. Has there been any consideration to a graduate program? - It is a legislative issue.

It involves other state schools, among other things. The HECB board has been

disbanded & replaced by another board. Appointments are made by the

Governor and the new people ended up being many of the same people as the

former HECB board. Funding is another consideration that is slowing this down

at this time. There is still discussion about it, but currently it is not our main

focus.

11. A grad program could help with tutoring. – Esteban has been working with the

Commons. We could get a table there. There is also the IEEE classroom / office.

We can continue to think of different options. There is a help learning center in

the library right now for math.

12. Graduate issues - a grad program would make grad students more available to

teach classes instead of faculty. That arrangement is not as desirable as having

actual faculty teaching the classes.

13. PSpice & Xilinx are not on open lab computers, only in the classroom lab. – This

is a licensing issue, how many seats we have and how many computers can be

using it. Esteban will check and move as many as he can to increase availability.

14. Would it be possible to solicit Senior Projects from businesses? It would offer

more opportunity to work with other disciplines and provide better project

possibilities. – That may work better when Capstone goes to two quarters. We

can revisit the issue at that time.

64

II. NSCC

ELECTRICAL ENGINEERING FOCUS GROUP

NSCC

Spring 2013

June 3, 2013 12:00-1:00pm

In attendance: 20 students – all juniors

1. Labs are great, but can we have access to a 3D printer? (needed for projects).

Esteban will see about using 3D printer in Cheney site, or maybe buy a printer for

Cheney site)

2. Can we have access to PCB etching machine? (needed for projects). May use the

one in Cheney site. If cannot travel, you may send the file and Esteban will have

it etched and sent back.

3. Can Senior Capstone be given in 2 quarters? - hopefully we will be offering it this

way next year.

4. More flexibility with electives. As we grow, it may be possible to offer more

electives. As we stand, I would like to have many more electives for both sites,

but that is proving to be difficult due to budget constraints. We are trying to add

one more elective this year.

65

Appendix C: Results of Exit Survey

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