Assessment Plan and Program Educational Objectives for the Computer Engineering Program and Electrical Engineering Program of the School of Information Technology and Engineering at George Mason University
Contents Summary of Program Assessment Plan for Computer Engineering and Electrical Engineering Computer Engineering Program Outcomes Assessments Summary Electrical Engineering Program Outcomes Assessments Summary Program Objectives Assessment Summary Changes to CpE Program Changes to EE Program CpE and EE Quality Assurance Process CpE and EE Program Assessment Plan CpE Program Educational Objectives CpE Program Outcomes and Assessment EE Program Educational Objectives EE Program Outcomes and Assessment Minutes of Feb 11, 2000 ECE Advisory Committee Minutes of, and Comments on, May 3, 2000 Student Focus Group
Computer Engineering Program Outcomes Assessments Summary - Fall 2000 - The formal documentation of the assessment process has just been implemented. While there is little direct data available at this time to demonstrate that our three graduates satisfy the Program Outcomes, the process for collecting high quality data is in place for continuous process improvement as the number of graduates increases. Based on data from courses involving computer engineering students, from surveys of ECE classes required by computer engineering students, from surveys of alumni and employers of the electrical engineering program which shares many requirements with computer engineering, the Computer Engineering Program Outcomes were assessed. (a) an ability to apply knowledge of mathematics, science and engineering Based on course Assessments; IT&E Senior and ECE Alumni (only EE responses, but the programs are quite similar) Surveys: All students demonstrate the ability to apply math, science and engineering. Recommendations: 1. Work with the Math and Physics Departments to include more pertinent electrical engineering problems into the basic math and science curriculum. [Action: Math/Science Outcome faculty team.] 2. Consider introducing material into technical elective courses to extend students abilities to apply knowledge of VLSI design and testing, high performance computing, and computer-network design and analysis. [Action: CpE faculty.] (b) an ability to design and conduct experiments, as well as to analyze and interpret data Based on lab reports and IT&E Senior and ECE Alumni and Employer (only EE responses, but the programs are quite similar) Surveys: Students have demonstrated good performance conducting experiments and analyzing and interpreting data, and acceptable performance on designing experiments. Recommendations: 1. Revise additional lab manuals to reduce stet-by-step procedures and to require students to design the experiments and experimental setups. [Action: Lab courses Coordinating Faculty.] 2. Prepare sample Lab Report formats to encourage more data interpretation. [Action: Undergraduate Committee.] (c) an ability to design a system, component, or process to meet desired needs Based on Design Projects; Course Assessments; and IT&E Senior, ECE Alumni and Employer (only EE responses, but the programs are quite similar) Surveys: All graduating students have mastered the use of some of the automated design tools and
have successfully applied them to design a system, component or process to meet desired needs. Recommendations: 1. Watch student performance with VHDL and INTROL C cross-compiler (new to CpE/EE Programs) to ensure the percent of students successfully using them rises as the experience with them increases. [Action: ECE 332, ECE 445 and ECE 447 instructors.] 2. Establish a standing committee to review design project abstracts in order to establish quality control and assess the level of design which is in these projects in order to maintain it at the existing high level. [Action: Design Outcome faculty team.] (d) an ability to function on multi-disciplinary teams Based on Course Assessments: and Fall 2000 Undergrad, IT&E Senior, ECE Alumni (only EE responses, but the programs are quite similar), and Physics faculty Surveys: Students are able to successfully work in team environments. Recommendations: 1. Include formal teaming in ECE 447 or/and ECE 449. [Action: CpE faculty.] 2. Encourage interaction with industry via student organization activities and seminars. [Action: Teaming Outcome faculty team.] 3. Develop new Assessment tool of Entrance/Exit Surveys for courses involving teams and Survey questions related to coop/intern/part-time/full-time work teaming experiences. [Action: Teaming Outcome faculty team.] ( e) an ability to identify, formulate, and solve engineering problems Based on Design Projects; IT&E Senior, ECE Alumni (only EE responses, but the programs are quite similar) and GMU Senior Surveys: By graduation all but a few students can identify, formulate and solve engineering problems. The aspect that more students show lesser ability is in identifying problems. Recommendation: Upper level classes content be examined to ascertain where increased exposure to the need to identify problems can be included or the ability to identify problems can be discussed. [Action: ECE faculty teaching ECE 4xx courses and Engineering Problems Outcome faculty team.] (f) an understanding of professional and ethical responsibility Based on Course Assessments; and IT&E Senior Surveys: All students recognize aspects of professional and ethical responsibility Recommendations: No changes. Continue appropriate emphasis. (g) an ability to communicate effectively
Based on Project Reports; Course Assessments; Student and Faculty Evaluations; and IT&E Senior Surveys: Students are able to communicate technical material adequately in writing and orally when they graduate. Recommendations: 1. Include COMM 100, Public Speaking, in the Computer Engineering Program. [Action: CpE faculty.] 2. Establish a requirement for a written work portfolio. [Action: ECE faculty] 3. Consider how ENGL 302, Advanced Composition, performance can be integrated into, or be prerequisite for, aspects of the program. [Action: Communications Outcome faculty team.] (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context Based on IT&E Senior, ECE Alumni (only EE responses, but the programs are quite similar) and GMU Senior Surveys: Students feel strongly that they do have an understanding of the impact of engineering solutions in a global and societal context. Recommendation: No changes in the program, but do recommend a continued and perhaps broadened use of technical classes to discuss global and societal impacts of both the technology and decisions/solutions involving the technology. [Action: all faculty.] (i) a recognition of the need for, and an ability to engage in life-long learning Based on Course Assessments; IT&E Senior and ECE Alumni (only EE responses, but the programs are quite similar) Surveys; ECE graduate classes demographics: All students respond in a manner that reflects knowledge of both the need for and the ability to pursue line-ling learning. Recommendations: 1. Arrange for more student-alumni interaction. [Action: Life-long Learning Outcome faculty team.] 2. Track student activities in graduate work. [Action: Associate Chair.] 3. Encourage course activities encouraging use of web-based research. [Action: all faculty.] (j) a knowledge of contemporary issues Based on In-class, ECE Alumni (only EE responses, but the programs are quite similar), and IT&E Senior Surveys: Most students indicate that they have a sufficient knowledge of contemporary issues.
Recommendation: No program changes are recommended, but it is recommended that faculty present information showing how contemporary issues are involved in technology. [Action: all faculty.] (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Based on Resumes; Course Assessments; IT&E Senior, GMU Senior, and ECE Alumni (only EE responses, but the programs are quite similar) Surveys: All students have developed good ability with a range of software and hardware techniques, skills and modern engineering tools. Recommendation: No change. Ensure course tools remain at the forefront of technology. (l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry Based on Resumes; Senior Level Design Projects; Fall 2000 Undergrad Survey: Graduating students demonstrate a reasonable knowledge of cutting-edge technologies and advanced systems. Recommendations: 1. Consider ways to better integrate work experience with academic activities. [Action Cutting-edge Outcome faculty team.] 2. Require/encourage cutting-edge technologies or advanced systems to be part of Senior Level Design Projects. [Action: ECE faculty.] It is recommended that the following six Outcomes be reviewed in Spring 2001, initiating the biannual review cycle. (a) an ability to apply knowledge of mathematics, science and engineering (d) an ability to function on multi-disciplinary teams (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 (l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry
Electrical Engineering Program Outcomes Assessments Summary - Fall 2000 - The formal documentation of the assessment process has just been implemented, the process for collecting high quality data is in place for continuous process improvement. Based on data from courses involving electrical engineering students, from surveys of ECE classes required by electrical engineering students, from surveys of alumni and employers of the electrical engineering program, the Electrical Engineering Program Outcomes were assessed. (a) an ability to apply knowledge of mathematics, science and engineering Based on course Assessments; IT&E Senior and ECE Alumni Surveys: All students demonstrate the ability to apply math, science and engineering. Recommendations: 1. Work with the Math and Physics Departments to include more pertinent electrical engineering problems into the basic math and science curriculum. [Action: Math/Science Outcome faculty team.] 2. Consider introducing material into technical elective courses to extend students abilities to apply knowledge of VLSI design and testing, high performance computing, and computer-network design and analysis. [Action: CpE faculty.] (b) an ability to design and conduct experiments, as well as to analyze and interpret data Based on lab reports and IT&E Senior and ECE Alumni and Employer Surveys: Students have demonstrated good performance conducting experiments and analyzing and interpreting data, and acceptable performance on designing experiments. Recommendations: 1. Revise additional lab manuals to reduce stet-by-step procedures and to require students to design the experiments and experimental setups. [Action: Lab courses Coordinating Faculty.] 2. Prepare sample Lab Report formats to encourage more data interpretation. [Action: Undergraduate Committee.] (c) an ability to design a system, component, or process to meet desired needs Based on Design Projects; Course Assessments; and IT&E Senior, ECE Alumni and Employer Surveys: Most graduating students have mastered the of automated design tools and have successfully applied them to design a system, component or process to meet desired needs. Recommendations: 1. Watch student performance with VHDL and INTROL C cross-compiler (new to
CpE/EE Programs) to ensure the percent of students successfully using them rises as thee experience with them increases. [Action: ECE 332, ECE 445 and ECE 447 instructors.] 2. Establish a standing committee to review design project abstracts in order to establish quality control and assess the level of design which is in these projects in order to maintain it at the existing high level. [Action: Design Outcome faculty team.] (d) an ability to function on multi-disciplinary teams Based on Senior Design Projects; Course Assessments: and Fall 2000 Undergrad, IT&E Senior, ECE Alumni, and Physics and ECE 492/493 faculty Surveys: Students are able to successfully work in team environments. Recommendations: 1. Include requirement for project teams in ECE 492/493. [Action: all faculty.] 2. Encourage interaction with industry via student organization activities and seminars. [Action: Teaming Outcome faculty team.] 3. Develop new Assessment tool of Entrance/Exit Surveys for courses involving teams and Survey questions related to coop/intern/part-time/full-time work teaming experiences. [Action: Teaming Outcome faculty team.] ( e) an ability to identify, formulate, and solve engineering problems Based on Design Projects; IT&E Senior, ECE Alumni and GMU Senior Surveys: By graduation all but a few students can identify, formulate and solve engineering problems. The aspect that more students show lesser ability is in identifying problems. Recommendation: Upper level classes content be examined to ascertain where increased exposure to the need to identify problems can be included or the ability to identify problems can be discussed. [Action: ECE faculty teaching ECE 4xx courses and Engineering Problems Outcome faculty team.] (f) an understanding of professional and ethical responsibility Based on Course Assessments; and IT&E Senior and ECE Alumni and Employers Surveys: All students recognize aspects of professional and ethical responsibility Recommendations: No changes. Continue appropriate emphasis. (g) an ability to communicate effectively Based on Project Reports; Course Assessments; Student and Faculty Evaluations; and IT&E Senior and ECE Alumni and Employer Surveys: Students are able to communicate technical material adequately in writing and orally
when they graduate. Recommendations: 1. Establish a requirement for a written work portfolio. [Action: ECE faculty] 2. Consider how ENGL 302, Advanced Composition, performance can be integrated into, or be prerequisite for, aspects of the program. [Action: Communications Outcome faculty team.] (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context Based on IT&E Senior, ECE Alumni and GMU Senior Surveys: Students feel strongly that they do have an understanding of the impact of engineering solutions in a global and societal context. Recommendation: No changes in the program, but do recommend a continued and perhaps broadened use of technical classes to discuss global and societal impacts of both the technology and decisions/solutions involving the technology. [Action: all faculty.] (i) a recognition of the need for, and an ability to engage in life-long learning Based on Course Assessments; IT&E Senior and ECE Alumni Surveys; ECE graduate classes demographics: All students respond in a manner that reflects knowledge of both the need for and the ability to pursue line-ling learning. Recommendations: 1. Arrange for more student-alumni interaction. [Action: Life-long Learning Outcome faculty team.] 2. Track student activities in graduate work. [Action: Associate Chair.] 3. Encourage course activities encouraging use of web-based research. [Action: all faculty.] (j) a knowledge of contemporary issues Based on In-class, ECE Alumni, and IT&E Senior Surveys: Most students indicate that they have a sufficient knowledge of contemporary issues. Recommendation: No program changes are recommended, but it is recommended that faculty present information showing how contemporary issues are involved in technology. [Action: all faculty.] (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Based on Resumes; Course Assessments; IT&E Senior, GMU Senior, and ECE Alumni
and Employers Surveys: All students have developed good ability with a range of software and hardware techniques, skills and modern engineering tools. Recommendation: No change. Ensure course tools remain at the forefront of technology. (l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry Based on Resumes; Senior Level Design Projects; Fall 2000 Undergrad Survey: Graduating students demonstrate a reasonable knowledge of cutting-edge technologies and advanced systems. Recommendations: 1. Consider ways to better integrate work experience with academic activities. [Action Cutting-edge Outcome faculty team.] 2. Require/encourage cutting-edge technologies or advanced systems to be part of Senior Level Design Projects. [Action: ECE faculty.] It is recommended that the following six Outcomes be reviewed in Spring 2001, initiating the biannual review cycle. (a) an ability to apply knowledge of mathematics, science and engineering (d) an ability to function on multi-disciplinary teams (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 (l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry
Computer Engineering Program and Electrical Engineering Program Objectives Assessments Summary - (Scheduled for Spring 2003) - The assessment process has just been implemented. The present Objectives (which are the same for both the Computer Engineering and the Electrical Engineering Programs) were based on the 1994 Electrical Engineering Program Objectives, and, in their present, modified, form, were given final approval in Spring 2000. We are confident that these Objectives are appropriate for our programs now and for the next three years. Consequently, unless assessment of the derived Outcomes indicates serious problems, we will plan on a Spring 2003 (3 years) thorough review of the Objectives.
Computer Engineering Program Change - Fall 1998 - Program Initiation During 1997, the faculty developed the Computer Engineering Program. The ECE Department faculty approved the program on September 3, 1997. This Program was approved December 1, 1997 by the School of Information Technology and Engineering The Program was approved by the GMU Board of Visitors during Spring 1998. On June 12, 1998 the Program was approved by the State Council of Higher Education for Virvinia (SCHEV). The Computer Engineering Program became effective in Fall 1998.
Electrical Engineering Program Change - Fall 1999 - Communications Requirement During Spring 1999, the previous option of taking either public speaking or a technical writer oriented Technical Report Writing course was considered and removed, and the public speaking course was specifically required. Feedback Sources This change resulted from feedback from several directions. Interaction with industry managers and alumni in the field (i.e. via the Off site Conversations trips to companies coordinated by the George Mason Career Services Office) communicated that speaking was really more of a problem than writing. Talking to students during advising showed that they were more concerned or scared to get up in front of others and make presentations than they were about writing. This was primarily either because they had not done this type of speaking or they had not had instruction in doing it. Effective Date This change became effective in Fall 1999.
Electrical Engineering Program Change - Fall 1997 - First Two Years Curriculum Redesign A team of faculty examined the first two years of the electrical engineering curriculum and proposed a broad redesign that was subsequently implemented in Fall 1997. To motivate and excite freshmen about the field of electrical engineering we introduced a new course, ECE 101, Introduction to Information Technology. This course with web documented lectures and with lab experiments, gives an introduction to electrical engineering from the point of view of modern communications. The course has become very successful and it is now also taught (in a simplified form) to non-engineering students in the Information Technology Minor program. Feedback Source In student surveys of challanging courses, ECE 285, Circuit Analysis I, the first ECE course student experienced was often mentioned. Faculty were concerned that retention could be affected. To provide an early introduction to mathematical and computational tools of electrical engineering, we introduced a new course at the sophomore level, ECE 201, Introduction to Electrical Engineering. Feedback Source An early support for creating this new course came from feedback from students who indicated that the lab-only course on MATLAB that we were presenting did not seem to prepare them adequately to perform in the subsequent signals and systems course. To provide students with a solid background in the important area of signals and systems, we created two new courses, ECE 220 and ECE 320, which covered continuous signals and discrete signals respectively. These courses replaced the single Signals and Systems course that had been designed to cover continuous analysis and some discrete analysis. Feedback Source These new courses also reflected the input to faculty from our alumni (often in conversations with faculty teaching the graduate classes that these alumni were now taking) who indicated that more of the discrete signals and systems (z-transform) techniques were needed by industry To provide students with more interesting hands-on lab experience earlier in their electrical engineering program we created a new course, ECE 280, Electric Circuit Analysis, which included a laboratory component as well as covering most of the lecture material previously contained in the two semester electric circuit analysis sequence.
Feedback Source This also reflected feedback from graduating seniors via the Senior Seminar survey questions in which the seniors indicated that they really felt they could benefit from more and earlier lab experience. The redesign of the lecture content reflected the feedback from alumni regarding the material they used (and did not use) when first starting out in their careers after graduation. Additional Valuable Feedback Additionally, we obtained feedback from long term, experienced, industry managers which led us to understand that our earlier decision to eliminate the full 4xx level breadth of the electrical engineering program had disadvantages both for industry and for our graduates long-term careers. This feedback indicated that industry did need engineers with this type of breadth, both to bring a full range of ideas and knowledge to the design team, and for flexibility of job assignments within projects or companies. Consequently this feedback on a change allowed us to make the necessary correction right away by again requiring all four of the upper level foundation courses (ECE 421, ECE 433, ECE 445, ECE 460). Summary Consequently, by using knowledge of the new ABET accreditation criteria, having time to propose and develop new courses, using feedback from industry managers (a constituency that had not been thoroughly surveyed in early Spring), informal feedback from students in the first half of their program, and further feedback from alumni and seniors, we were able to create an exciting redesign of the curriculum. Effective Date This change became effective in Fall 1997. Follow-on Feedback We have already had feedback from seniors via the Senior Seminar survey questions (in 1998-99) that the ECE 201 - ECE 220 sequence is definitely working. They understand more when the MATLAB tool is integrated with theory and application examples and problems.
Electrical Engineering Program Change - Fall 1996 - Reduction to 120 Credit Hours During the early part of Spring semester, 1996 the program was reduced from 129 hours to 120 hours. This was accomplished by reviewing feedback from seniors which had been obtained via the survey questions at the end of the Senior Seminar course and via surveys of alumni regarding their initial job positions and need for specific knowledge at that time. Action: The Digital Circuit Design course was moved from a category of required to technical elective. Feedback supporting action: This decision was based on electrical engineering graduates indicating that it was more device detailed than was needed for entry level positions in Northern Virginia. Action: The requirement to take all four of the 4xx level courses that capped the basic knowledge of the foundation or core areas was reduced to a requirement to take any three. Feedback supporting action: Both seniors and alumni indicated that required breadth at the 4xx level, if it precluded taking some student-preferred technical elective, was not necessary or in the best interests of graduates looking for their first position and who needed to demonstrate a higher level of knowledge in a specific electrical engineering area to get their preferred jobs. Action: The Engineering Economics course was removed, but one of the existing Social Science elective courses which was part of the General Education requirement was changed to a required Economics course in order to maintain a knowledge of the importance of economics on engineering in industry. Effective Date These changes became effective in Fall 1996.
Computer Engineering and Electrical Engineering Programs School of Information Technology and Engineering Quality Assurance Process Initiated or Scheduled Comments Process Steps Done Fall 00 Spring 01 Fall 01 Spring 02 Fall 02 Spring 03 Fall 03 Review mission of GMU and Undergrad IT&E X X Every 3 years or whenever GMU or IT&E specifically announce a change. By ECE Undergrad Committee (EUC). Identify/Review Program Objectives X X Approved by Industrial Advisory and Student Committees in 2000. Every 3 years. By EUC. Determine/Review Program Outcomes Identify/Review learning experiences for Program Outcomes Determine/Review assessment strategies for each Program Outcome X X X X X X X X X X X Every 2 years. By EUC. Each year ½ of the Outcomes will be Assessed and appropriate Reviews conducted by each Outcome Faculty Team and EUC. Each year ½ of the Outcomes will be Assessed and appropriate Reviews conducted by each Outcome Faculty Team and EUC. Develop feedback process to incorporate assessment findings into curriculum revision process X X Feedback process of Course Assessments to subsequent instructors; Outcomes Assessments to ECE Undergrad. Committee to ECE faculty not expected to change. Will be reviewed in 2002 and every 4 years by EUC. Develop/Review assessment instruments for each Program Outcome Conduct Course assessments by collecting, analyzing, and interpreting data Accomplish non-course assessment instruments Conduct Outcomes assessments by collecting, analyzing, and interpreting data Use assessment results in curriculum revision process X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Instruments (surveys, student work, focus groups) will be reviewed for effectiveness along with first overall review of Outcomes Assessments. Then every two or three years. By each Outcome Faculty Team and EUC. Every semester a course is offered. By instructor. Each semester: Graduating Seniors GMU and IT&E (EBI) Survey; Senior Project Self-Evaluations. Each year: ECE Alumni/Supervisor Survey. By Department personnel. Each year ½ of the Outcomes will be Assessed by each Outcome Faculty Team and EUC. Course Assessments will be reviewed by subsequent course instructor. Major recommendations will be passed by instructor to EUC. Outcome Assessments (½ each year) will be reviewed by EUC and recommendations passed on to Chair or faculty as appropriate. Conduct Objectives assessments X X Every two years in light of assessments of all Outcomes. By EUC with report to faculty; Advisory Committees.
Program Assessment Plan for Computer Engineering and Electrical Engineering Assessment of the Computer Engineering Program and Electrical Engineering Program is accomplished by assessment of the Program Educational Objectives established for the Programs. This assessment may lead to changes in how the Program Objectives are accomplished, or in how subsequent assessments are accomplished, or in the Program Objectives themselves, in order to improve the Programs. While assessment of aspects of the Programs in general is a continuous, on-going, informal process by the faculty, this Plan establishes a formal, documented, structure that addresses the assessment of each entire Program on a periodic schedule. The Program Objectives are supported by more detailed Program Outcomes. Assessment of Program Outcomes is accomplished by periodic assessments of evidence supporting the Outcomes. This evidence may include information such as Instructor Course Assessments; student work; surveys of in-process students, graduating students, alumni, supervisors of alumni, industry representatives and faculty; student, alumni and industry committees, focus groups and panels; and informal interaction between faculty and students, alumni and industry representatives. These assessments may lead to changes in how the Program Outcomes are accomplished, or in how subsequent assessments are accomplished, or in the Program Outcomes themselves, in order to improve the Programs. Such changes may be reflected in changes in course content or presentation, changes in Program/Degree requirements, changes in procedures for faculty/student interaction, changes in extra-curricular opportunities for students, or in other aspects of the Programs that could contribute to an improvement in the Programs. Program Educational Objectives Achievement and Assessment The Program Objectives are addressed throughout the courses making up the curriculum and through extra curricular opportunities such as industry trips and presentations and student organizations. Achievement of Program Objectives is determined by analysis of the assessments of the Program Outcomes. Program Outcomes and Program Educational Objectives (presented later) shows how the general Program Objectives are mapped onto the more specific Program Outcomes. The Program Objectives are reviewed every three years in the Spring semester by the Undergraduate Curriculum Committee considering input from the Department Advisory Committee, the ECE Undergraduate Student Advisory Committee and faculty, and data from assessments of the Program Outcomes. Recommended changes are presented to the entire Department faculty for consideration and approval, with final review by the ECE Department Advisory Committee and student groups each Fall. The final Program Objectives are then published in the George Mason University catalog and other appropriate media. Any changes in
curriculum needed as a result of Program Objectives changes are then addressed, starting with the Undergraduate Curriculum Committee. ECE Department Advisory Committee The ECE Department Advisory Committee has the responsibility for reviewing existing and proposed Departmental Mission and Objectives statements and degree and certificate programs, and providing input to the Department on these or other issues of interest. The ECE Department Advisory Committee is composed of: 1. Dr. Harry Dietrich, Head, High Frequency Materials and Devices Section, Naval Research Laboratory 2. Mr. Bruce Gallemore, Vice President, Technologies Division, Digital System Resources, Inc. 3. Mr. Tom Krappweis, Senior System Engineering Manager, Lockheed-Martin Federal Systems Inc. 4. Dr. Sumner Matsunaga, General Manager, Electronic Systems Directorate, The Aerospace Corporation 5. Mr. Hank Orejuela, Vice President, Information and Advanced Systems, Raytheon Systems Company 6. Dr. Donald Reago, Director, Science and Technology Division, Night Vision Laboratory, US Army 7. Mr. Paul Tatum, Regional Systems Engineering Manager, Service Providers, Southern Area, Sun Microsystems 8. Mr. Carroll Wright, Chief Technologist, government Solutions, Lucent Technologies. ECE Undergraduate Student Advisory Committee The ECE Undergraduate Student Advisory Committee has the responsibility for making recommendations regarding the curriculum, standards, and academic policies of the Department. The ECE Undergraduate Student Advisory Committee is composed of: 1. Mr. Varun Aggarwal, Junior, Computer Engineering 2. Ms. Sheila Anwari, Junior, Electrical Engineering 3. Ms. Christine Huynh, Senior, Computer Engineering, Vice Chair 4. Mr. A. Glenn Richardson, Senior, Electrical Engineering 5. Dr. Alok Berry, ECE Department Representative 6. Dr. William Sutton, ECE Department Representative, Chair Program Outcomes Achievement and Assessment
The Program Outcomes are addressed throughout the courses making up the curriculum and through extra curricular opportunities such as industry trips and presentations and student organizations. Achievement of Program Outcomes is determined by analysis of the assessments of appropriate evidence supporting the Outcomes. This evidence may include information such as Instructor Course Assessments; student work; surveys of in-process students, graduating students, alumni, supervisors of alumni, industry representatives and faculty; student, alumni and industry committees, focus groups and panels; and informal interaction between faculty and students, alumni and industry representatives. These assessments may lead to changes in how the Program Outcomes are accomplished, or in how subsequent assessments are accomplished, or in the Program Outcomes themselves, in order to improve the Programs. Such changes may be reflected in changes in course content or presentation, changes in Program/Degree requirements, changes in procedures for faculty/student interaction, changes in extra-curricular opportunities for students, or in other aspects of the Programs that could contribute to an improvement in the Programs. The Computer Engineering Program Outcomes and Curriculum Courses table (presented later) shows the mapping of Program Outcomes onto curricula courses both technical courses and as part of the general education component. The Program Outcomes are reviewed on a bi-annual basis (half the Outcomes are reviewed each year) in the Fall semester, by teams of ECE faculty assigned to each of the Outcomes, considering evidence as mentioned above. Recommended changes are included in the Outcome Assessment Recommendation/Summary for use in the review and assessment of Program Objectives. Any recommendations that are course/instructor specific are immediately addressed to the course instructor. Any changes in curriculum needed as a result of the assessment of Program Outcomes are addressed to the Undergraduate Curriculum Committee. Major changes by the faculty are reviewed by the ECE Department Advisory Committee and student groups. Assessment Measures To provide information from which to draw assessment conclusions the following are used. Course exams and homework Questionnaires/quizzes in follow-on courses Project and laboratory reports Presentation evaluations Surveys a. Senior surveys (administered by: GMU, IT&E and ECE) b. Alumni surveys (administered by: GMU and ECE) c. In-progress student surveys d. Student focus group comments (ECE Undergraduate Student Advisory committee, student organizations) e. Course evaluations by students f. Industry surveys (from Career Services Office and as an adjunct to alumni surveys)
Assessment Process The primary on-going assessment process involves each course instructor, for each offering of each course and section, gathering evidence of student performance (exams, homework, lab and project reports, project and presentation evaluations, faculty evaluations) related to each of the Outcomes identified for that course and making an instructor-assessment of the performance of students in each of the Outcomes. This Course Assessment is prepared at the end of the semester and will consider the prior Course Assessments plus student work and observations from the course offering. The Course Assessment plus the supporting examples of student work will be added, prior to the start of the next semester, to the Course Assessment Notebook maintained in the Department Library. Recommendations for obvious or urgent changes which an instructor could make are immediately provided to the subsequent offering instructor. In early Spring this Outcomes-oriented Course Assessment material is provided to the appropriate ECE faculty Outcome Teams. The results of surveys are added to each Outcome Notebook as the data becomes available. Senior surveys are done at the School of IT&E level in conjunction with the graduation application process. Results are subsequently provided to the Programs. The University administers a Senior Survey at the time of graduation. The results of this survey are made available to the Schools and Departments shortly after the end of the semester. The University also administers Alumni surveys. Results are subsequently provided to the Programs. Alumni surveys and Industry surveys are done by the ECE Department, normally during late Spring/early Summer. Committee/group minutes are added to the Outcome Notebook as appropriate. Student focus groups are organized, as needed, by the Department Associate Chair during the regular academic year, taking advantage of student organizations volunteers. The faculty Outcome Team, during every other Spring, examines the prior Outcome Assessments, and material from the previous two years (two sets of Spring, Summer, Fall) and prepares an updated Outcome Assessment. The new Outcome Assessment plus selected supporting examples of student work are then added to the Outcome Assessment Notebook maintained in the Department Library. Each Summer/Fall the six new Outcome Assessments will be compiled by the Undergraduate Curriculum Committee and an annual report will be prepared and will be provided to the faculty, the Department Advisory Committee and to the ECE Undergraduate Student Advisory Committee. Recommendations for making improvements to the Programs will be included as appripriate. The faculty will take action on the recommendations. The Department Advisory Committee and the ECE Undergraduate Student Advisory Committee will review and comment on the Report back to the Undergraduate Curriculum committee and the faculty.
Computer Engineering Program Educational Objectives The objectives of the Computer Engineering Program are as follows: The program educational objectives of the Computer Engineering program are to: 1. provide students with the fundamental knowledge and methodologies of electrical or computer engineering, including the opportunity to learn appropriate experimental and computational tools, essential for a successful career. 2. provide students with an awareness of, and skills in, life-long learning and self education. 3. cultivate teamwork, technical writing and oral communication skills. 4. provide students with an appreciation of engineering's impact on society and the professional responsibilities of engineers. 5. provide students with an opportunity to acquire an understanding of the engineering profession and to observe the use of cutting-edge technologies and advanced systems in use in industry through direct interaction with industry, including internships and cooperative education experiences. These objectives are consistent with the mission and objectives of the University, the School of Information Technology and Engineering, and the Electrical and Computer Engineering Department. The Mission Of George Mason University George Mason University will be an institution of international academic reputation providing a superior education enabling students to develop critical, analytical, and imaginative thinking and to make well founded ethical decisions. The university will prepare students to address the complex issues facing them in society and to discover meaning in their own lives. The university will be a resource of the Commonwealth of Virginia serving private and public sectors and will be an intellectual and cultural nexus between Northern Virginia, the nation, and the world. Undergraduate Education Mission and Goals of the School of Information Technology and Engineering The Undergraduate Education mission of the School of Information Technology and Engineering (IT&E) is to provide a quality education in support of the needs of Virginia and the nation.
The goal of the School of Information Technology and Engineering undergraduate programs is to graduate students that: 1. Are technically competent; 2. Are prepared for ethical professional practice; 3. Can communicate effectively; 4. Can work as members or leaders of technical teams; 5. Are prepared for a lifetime of learning; and 6. Understand the global nature and impact of information technology and engineering. Undergraduate Education Mission of the Electrical and Computer Engineering Department The undergraduate education mission of the Electrical and Computer Engineering Department is to provide a quality education for electrical engineering and computer engineering students in support of the needs of Virginia and the nation. Constituencies of the Computer Engineering Program The significant constituencies of the computer engineering program are: Undergraduate Computer Engineering Students: The undergraduate computer engineering students are represented by students enrolled in ECE classes, members of student organizations, and the ECE Undergraduate Student Advisory Committee (USAC). Selected from student applications, the members of the USAC are tasked with making recommendations regarding the curriculum, standards, and academic policies of the Department. This organization is one of the primary interfaces with the undergraduate computer engineering student constituents. Computer Engineering Alumni: The computer engineering graduates/ alumni are represented by the ECE Alumni Association and by alumni enrolled in ECE graduate programs classes. The ECE Department Alumni Association has as one of its mission goals to provide advice and ideas to the department related to programs within the department. Many computer engineering graduates remain in the Northern Virginia area. These individuals return to George Mason for their graduate work. When in ECE classes, they chat with the ECE faculty regarding their work experiences. ECE Departmental Faculty: The faculty are involved via committees (Undergraduate Curriculum Committee, Awards Committee, Undergraduate Recruitment Committee) and as the Department-as-a-whole. Industry, Government and Academia: These constituents are involved via the ECE Department Advisory Committee and graduate students enrolled in graduate level courses. The ECE Department Advisory Committee has the responsibility of reviewing existing and proposed Departmental Mission and Objectives statements and degree and certificate programs, and providing input to the Department on these or other issues of interest.
Development of Computer Engineering Program Objectives The present computer engineering Program Objectives were initially proposed during the program s first semester, Fall 1998, (following the official approval of the program by the State Council of Higher Education for Virginia - SCHEV - in Spring 1998) as revisions to the electrical engineering Program Objectives of 1994 which had been used in creating the computer engineering program. These revised objectives were initiated by the Undergraduate Curriculum Committee, a standing committee appointed by the Department Chair each year. The Committee consists of four faculty, representing the four major areas of electrical and computer engineering within the department: electronics, computer engineering, communications/ signal processing and controls/robotics. This committee is responsible for course and curriculum development proposals for presentation to the Department-as-a-whole. The proposed Program Objectives were distributed to and discussed by the Department-as-a-whole and approved via vote in December 1998. Subsequently these Program Objectives were presented to the ECE Department Advisory Committee for review and comment in Spring 2000. The Advisory Committee provided input regarding aspects of the Objectives that should receive emphasis and followed this with an expression of approval of the Program Objectives as presented to the Committee. This cycle resulted in the addition of a specific mention of direct observation and interaction with industry. These objectives are published in the University catalog, in the advising handbook and on the computer engineering program web page. While the original Program Objectives had been developed by faculty having informal interaction with the undergraduate computer engineering students, formal discussions were held with members of student organizations such as Eta Kappa Nu and the student chapter of IEEE. In each case the student reaction was of approval of the range and content of the Program Objectives.
Computer Engineering Program Outcomes and Assessment In order to facilitate Program Assessment, more detailed Program Outcomes were established supporting the Program Educational Objectives. The twelve Program Outcomes (a-l) are: (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. (l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry The Program Outcomes a-k listed above relate directly to the outcome requirements of Accreditation Board for Engineering and Technology (ABET) EC 2000 Criterion 3a-k. Program Outcome l is unique to the George Mason program. The relation of the a-l Program Outcomes, above, to the five Program Educational Objectives is shown in the Computer Engineering Program Outcomes and Program Educational Objectives table.
Program Outcomes and Program Educational Objectives Outcomes Apply knowledge of math, science and engineering Design and conduct experiments, as well as to analyze and interpret data Design a system, component, or process to meet desired needs Function on a multi-disciplinary team Identify, formulate, and solve engineering problems Understand professional and ethical responsibility Communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and societal context Recognize the need for, and ability to engage in life-long learning Knowledge of contemporary issues Use the techniques, skills, and modern engineering tools necessary for engineering practice Have knowledge of the use of cutting-edge technologies and advanced systems in use in industry Objectives provide students with the fundamental knowledge and methodologies of electrical or computer engineering, including the opportunity to learn appropriate experimental and computational tools, essential for a successful career. % % % % % % provide students with awareness of, and skills in, life-long learning and self education % % % % % cultivate teamwork, technical writing and oral communication skills. % % provide students with an appreciation of engineering's impact on society and the professional responsibilities of engineers provide students with an opportunity to acquire an understanding of the engineering profession and to observe the use of cutting-edge technologies and advanced systems in use in industry through direct interaction with industry, including internships and cooperative education experiences % % % % % %
Assessment of Computer Engineering Program Outcomes Outcome a: an ability to apply knowledge of mathematics, science, and engineering This outcome is addressed by mathematics, basic sciences, and all the engineering and computer science courses. This is the core of an engineering education. Assessed by performance on exams and assignments in courses. Assessed by questionnaires or quizzes in follow-on courses. Documented through supporting material collected from course instructor. Assessed directly in surveys of students and alumni. Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data This outcome is addressed by the basic sciences labs, the core courses with accompanying labs (ECE 201, 220, 280, 333, 334, 331, 332, CS 112) and upper level/advanced labs ECE 434, 435, 429, 447, 449) Assessed by performance as shown in lab reports and assignments in courses. Documented through supporting material collected from course instructor. Assessed directly in surveys of students and alumni. Outcome c: an ability to design a system, component, or process to meet desired needs This outcome is addressed by a mixture of core courses (ECE 280, 220, 333, CS 112, 211, 310) and upper level (ECE 442, 445, 447) courses. Assessed by performance as shown in project reports and assignments in courses. Documented through supporting material collected from course instructor. Assessed directly in surveys of students and alumni. Outcome d: an ability to function on multi-disciplinary teams This outcome is addressed by a number of courses from the freshman level to the Senior Capstone course. 1. The freshman ENGR 107, Engineering Fundamentals, course involves students in group projects while being mentored by juniors and seniors. This results in a wide range of types of students (40% of ENGR 107 students are not declared engineering students) as well as capabilities. 2. The physics labs are team-lab courses. These teams can consist of engineers, physicists, computer science students as well as other non-engineering disciplines. 3. CS 310 has students working on large software programs in a team environment, composed of hardware and software oriented students. 4. The Senior Capstone course project involves teams of students, some with hardware strengths and some with