CSU Chico ECE Department - Program Assessment

To have engineering programs that meet the needs of their constituents, it is necessary to continuously evaluate and improve the programs. To that end, the ECE Department has developed a Program Improvement Process that is repeatable, manageable, and sustainable.

The process aims at achieving the department program objectives that are based on the mission statements for the University, College, and Department. Several distinct constituents were involved in setting those objectives. The constituents included undergraduate faculty, graduate faculty, employers and students. Each group contributed in some aspect to this process. To define the department�s mission the faculty first reviewed the University�s and the College�s mission statements to determine how the programs offered by the department could best help the University and College achieve their missions.

The mission and objectives of the electrical/electronic Engineering and computer engineering program are reviewed at least once every six years by all the constituents. Three years after the ABET accreditation visit the department chair solicits inputs from the abovementioned groups. The faculty, as a whole, evaluates the inputs to decide if any changes in the objectives are warranted. If changes are made, the assessment plans are revised to evaluate the effectiveness of the changes.

The department is responsible for verifying that its graduates satisfy the education objectives of its programs. ABET has stated that achievement of education objectives should be measured three to five years after graduation, and to for that purpose, the ECE department has developed an assessment process as outlined below. The process is executed once each year, but there is a different set of inputs each year.

1. Setting Program Educational Objectives

Several distinct constituents were involved in setting the objectives for the Electrical and Computer Engineering programs. The constituents included undergraduate faculty, graduate faculty, employers and students. Each group contributed in some aspect to this process. Prior to setting the objective for the Computer Engineering Program it was necessary to define the mission of the department. To define the department�s mission the faculty first reviewed the University�s and the College�s mission statements to determine how the programs offered by the department could best help the University and College achieve their missions.

The University mission statement:

�California State University, Chico is a comprehensive university serving Northern California and other regions of the state, as well as the nation and the world, through instruction, research, and public service.

Our first priority is the education of our students by creating and maintaining selected quality undergraduate and graduate programs. We will be known for the purposeful integration of liberal and applied learning that provides our students with the knowledge, skills, and moral and intellectual virtues that form the basis for life-long learning and contribution.

We affirm the importance of scholarship and public service. We support the exploration of the frontiers of knowledge, the integration of ideas, the connecting of thought to action, and the inspiring of students.

We make the results of these academic efforts available for public scrutiny by all our constituents. We will maintain extensive continuing education and public service programs that serve the needs of our varied constituencies.�

The College mission statement:

�The Mission of the College is to provide engineering, computer science, and technology students with a strong, broad based education that will provide them with the knowledge and skills to be successful practitioners, and empower them to continue their education at the graduate level and cultivate a lifetime of learning. The College mission is also to support the success of its various programs, as articulated through their respective missions and objectives.�

Based on these mission statements and what the faculty thought was the best direction for the department to take, the following was established:

The Electrical and Computer Engineering Department educates each student to be a responsible and productive electrical or computer engineer who can effectively respond to future challenges.

This mission statement was developed by the faculty and reviewed by the department�s IAB and the College administration. They agreed that the statement was appropriate and consistent with the goals of the university and compatible with the University�s mission statement. The faculty then defined what they thought the objectives of the Electrical/Electronic Engineering and Computer Engineering Programs should be. The subject was discussed at several meetings of the entire faculty and a draft objective was defined. That draft was then sent to the subset of faculty who teach the majority of the department�s graduate courses for their review and approval. They were asked to review the objective from the point of view of those who would be evaluating our applicants for admission to graduate programs. After the graduate faculty revised and approved the objective, it was presented to the department�s IAB for review and approval. The IAB was asked if students who met the program objective would satisfy the needs of industry. The IAB felt that graduates who met the program�s objective would be employable in a variety of computer engineering jobs.

This process leads to the Program Objectives described in the �Program Mission, Objectives and Outcomes� link on the ABET menu to the left. Because objectives are defined at a relatively high level, measurable outcomes have also been defined for each program. The ECE faculty has chosen to adopt the ABET suggested program outcomes commonly referred to as outcomes a through k. These outcomes specify the minimum capabilities that every graduate from each program must have at the time of graduation from the Chico ECE programs. Those outcomes are also described in the abovementioned link.

The mission, objectives and outcomes of both Electrical/Electronic Engineering and Computer Engineering programs are reviewed at least once every six years by all the constituents. The department chair solicits inputs from the following groups:

� undergraduate faculty- faculty who teach at least 3 undergraduate courses per year

� graduate faculty- faculty who teach at least one graduate course per year

� employers- represented by Industrial Advisory Board

� students- represented by Eta Kappa Nu honor society

The faculty, as a whole, evaluates the inputs to decide if any changes in the objectives are warranted. If changes are made, the assessment plans are revised to evaluate the effectiveness of the changes.

2. Measuring Achievement of Program Educational Objectives

The department is responsible for verifying that its graduates satisfy the education objectives of its programs. ABET has stated that achievement of education objectives should be measured three to five years after graduation. The ECE Department�s Program Improvement Process is described in �Improvement Process� link on the ABET Accreditation menu. The process is executed once each year, but there is a different set of inputs each year. Because objectives are defined at a relatively high level, measurable outcomes are used to assess contributions to the program objectives. Table I below maps the Program Educational Outcomes to the Program Educational Objective. As can be seen in the table, every objective is supported by at least two outcomes. This increases the probability that graduates with 3 to 7 years� experience will meet the objective.

Relation between Program Outcomes and Program Objectives
		Program Educational Objectives
		1	2	3	4	5	6	7
Program Education Outcomes	a)	�		�	�
	b)	�		�	�
	c)		�	�	�
	d)					�	�
	e)	�		�	�
	f)							�
	g)					�	�
	h)							�
	i)				�
	j)							�
	k)	�	�

3. Assessment of Program Outcomes

The ECE faculty has chosen to adopt the ABET suggested program outcomes commonly referred to as outcomes a through k. These outcomes specify the minimum capabilities that every graduate from each program must have at the time of graduation from the Chico ECE programs.

Mapping Required Courses to Program Educational Outcomes:

The figure below illustrates several important facts about the Program Outcomes and the courses required in the major. First, every required course in the program, including those taken outside the engineering disciplines, supports at least one of the Program Outcomes. A course may support an outcome by introducing material related to the outcome (Introduced), giving students the opportunity to practice applying methods and techniques necessary to develop proficiency in the outcome (Practiced), or by measuring how well the student has mastered the outcome (Assessed).

Second, the table shows that every Program Outcome the material is Introduced, Practiced, and Assessed in multiple courses. This ensures that students have multiple chances to learn how to master each Program Outcome.

Third, each Program Outcome is assessed at least once during a student�s course of studies. By requiring each student to pass at least one assignment that directly assessed the mastery of an outcome, we can guarantee that no student will graduate from the program without having demonstrated mastery of every one of the outcomes.

Required Courses In Computer Engineering

Program Educational Outcomes

MATH120-260

CHEM 111

PHYS 204A-C

CSCI 112

EECE 101

EECE 144

EECE 221

EECE 135

EECE 211

EECE 211L

EECE 311

CSCI 311

EECE 365

EECE 315

EECE 320

EECE 335

EECE 344

EECE 343

EECE 431

EECE 437

EECE 444

ECE 490A

ECE 490B

CIVL 495

CIVL 302

General Ed.

Key:

Introduced

Practiced

Assessed

Required Courses In Electrical Engineering

Program Educational Outcomes

MATH120-260

CHEM 111

PHYS 204A-C

EECE 101

EECE 144

EECE 221

EECE 135

EECE 211

EECE 211L

EECE 311

EECE 365

EECE 315

EECE 316

EECE 335

EECE 344

EECE 343

EECE 375

EECE 453

EECE 465

EECE 482

ECE 490A

ECE 490B

CIVL 495

CIVL 302

General Ed.

Key:

Introduced

Practiced

Assessed

Embedded Assessment Measures:

The table below shows the different outcome Pass/Fail criteria. The percentage needed to pass the assessed assignment in the following table varies from class to class depending on the type of assignment.

Outcome	Course	Outcome Pass/Fail Criteria Students who do not meet the assessment criteria for a course receive a grade of �F� or �No Credit,� as appropriate for the course.
a)	EECE 311	Homework and examinations must demonstrate each student's ability to analyze circuits by: � applying Kirchhoff's Laws and the concepts of energy and power � solving for currents, voltages, and powers in circuit elements, mainly by hand calculations, using complex frequency concepts, linear algebra and calculus, including differential equations, as needed. A student will demonstrate successful completion of this outcome by achieving a score of 4 out of 8 (based on the assessment rubric shown in the attached table) on three class assignments and one examination problem.
b)	EECE 490B	Students must demonstrate their ability to design and conduct experiments, and analyze experimental data by: Writing a Product Test Plan that defines what parameters will be tested Describing the procedures that will be used to take the needed measurements Listing all equipment and software that will be required to perform the tests Describing how test data will be analyzed. To pass, a student must receive a grade of at least 71% on the Test Plan, Test Results, and Test Analysis assignments.
c)	EECE 344	Students must demonstrate their ability to design and verify assigned specifications by designing, constructing, testing and demonstrating a single board microcomputer that can perform audio frequency data acquisition as well as serial communication with another device. The instructor will assess each student�s ability to achieve this outcome by evaluating the student�s semester-long individual design and implementation project. To pass, a student must receive a grade of at least 68% on all design assignments in the course.
c)	EECE 315	Students were given design problems that had to be simulated with Orcad Pspice and constructed in Lab then comparing results between theoretical-simulation-laboratory findings. The students were also required to use Excel spreadsheets for analysis and design. A student will demonstrate successful completion of this outcome by achieving a score of 7 of 10 (based on the assessment rubric shown in the following table) on one or more design projects
d)	EECE 335	Each student must actively participate in a series of team-based writing and presentation assignments. The evaluation of these team-based assignments includes the following aspects: Research � Collaborative research and formulation of project concepts and plans Presentation � A team-based presentation, that describes the project concept and plan. Students are graded both on the overall presentation, and on their individual contributions. Documents � Three collaboratively generated documents: concept, requirements, and design Participation � The instructor�s evaluation of each individual student�s successful and constructive participation in the group activities. To pass, a student must receive a grade of at least 75% on the team participation and team contribution evaluations.
e)	EECE 490A EECE 490B		Students must demonstrate their ability to: � Identify a problem by successfully completing a concept document for a project � Formulate a solution by successfully completing the technical requirements document for a project � Solve a problem by successfully completing all design documents needed to build a project. To pass, a student must receive a grade of at least 71% on the Test Plan, Test Results, and Test Analysis assignments. To pass, a student must receive a grade of at least 72% on the Project Concept, Technical Requirements, and Design documents.
f)	CIVL 495		Students are required to submit a written memo on a reading assignment concerning professional ethics. To pass, a student must receive a grade of at least 70% on the professional and ethical responsibilities memo.
g)	EECE 490A		Students must demonstrate their ability to communicate effectively by: � Giving one or more oral status reports � Submitting documents that are a part of the normal product development cycle. To assure that students in teams demonstrate satisfactory completion of this outcome: � Each student must give at least one oral status report during the semester. � Each student must be responsible for one or more of the following documents: project concept, technical requirements, preliminary design, and project plan. To pass, a student must receive a grade of at least 71% on each of the following: Oral Status Report, Project Concept document, and Technical Requirements document.
h)	CIVL 495		Students are required to submit a written memo on a reading assignment concerning the effects of engineering on society in a global context. The article may focus on such issues as war and weapons of mass destruction, environmental pollution, international bribery, and energy. To pass, a student must receive a grade of at least 70% on the global and societal issues memo.
i)	CIVL 495		Students are required to submit a written memo on a reading assignment concerning the effects of engineering on society in a global context. The article may focus on such issues as war and weapons of mass destruction, environmental pollution, international bribery, and energy. To pass, a student must receive a grade of at least 70% on the lifelong learning memo.
j)	CIVL 495		Students are required to submit a written memo on a reading assignment concerning contemporary issues such as overseas outsourcing for engineering designs, the Columbia accident, or engineering contract awards in Iraq. To pass, a student must receive a grade of at least 70% on the contemporary issues memo.
k)	EECE 343		Students must demonstrate their ability to use modern engineering tools by: Applying PSpice to design, analyze and simulate electronic circuits. VHDL Programming on computer interface circuit designs. To pass, a student must receive a grade of at least 75% on the VHDL assignments, and 75% on the PSpice assignments.
k)	EECE 365		Assessment will be based on an evaluation of class assignments and that requires demonstration of proficiency in programming with MATLAB and writing codes to evaluate and test systems A student will demonstrate successful completion of this outcome by achieving a score of 5 of 10 (based on the assessment rubric shown in the attached table) on MATLAB programming assignments

Embedded Assessment Components:

Identified elements of selected courses are used to measure, on average, student proficiency at attaining learning outcomes. Although the assessment is embedded in those selected courses, it is not solely the responsibility of such courses to provide the corresponding outcomes. Rather, it is a collective responsibility of the program, including all prior courses for which each outcome is a component. The measure of outcome assessment varies as appropriate to the course and to the outcome. The program faculty review assessment summaries on a yearly basis. Programmatic changes are considered as applicable, and the effectiveness of the assessment is also evaluated and modified as warranted. The assessment components include:

Metric: The measure of student proficiency (e.g., a quantitative or qualitative measure of achievement on an assignment or test question which emphasizes the target outcome)

Rubric: Evaluative conclusions versus corresponding descriptions of achievement level (e.g., highest score represents mastery)

Standard: Evaluative result that represents minimally acceptable achievement of proficiency

The following table describes the course embedded assessment components for each outcome. The same assessment Metric used for programmatic assessment is also used to assess achievement by individual students. Each student must achieve the score represented by the Standard. Students failing to demonstrate proficiency will be required to undertake remedial tasks, until the proficiency is attained. This additional course requirement is clearly identified in the syllabus of each course used for direct assessment of ABET outcomes.

Outcome a: An ability to apply knowledge of math, science and engineering

Course

Description

Metric

Rubric

Standard

EECE 311

Circuit analysis techniques for networks with both independent and dependent sources. Network topology. Natural and forced response for RLC circuits. Complex frequency, poles and zeros. Magnetically coupled circuits and two-port networks.

Assessment will be based on an evaluation of selected assignments for each student in EECE 311. A minimum of 4 assignments or exam problems will be evaluated throughout the semester.

A student will demonstrate successful completion of this outcome by achieving a score of 4 out of 8 (based on the assessment rubric shown in the attached table) on three class assignments and one examination problem.

Students must meet the standard of 4 on the selected four assignments evaluated throughout the semester.

Outcome b An ability to design and conduct experiments as well as to analyze and interpret data

Course

Description

Metric

Rubric

Standard

EECE 490B

In a continuation of EECE 490A, the student constructs, tests, and demonstrates his or her senior design project. Formal oral and written reports documenting the project are required.

Assessment will be based on an evaluation of the test plan document and the final project report for EECE 490B, Senior Project.

A student will demonstrate successful completion of this outcome by achieving a score of 10 of 14 (based on the assessment rubric shown in the attached table).

The standard is 10.

The test plan and project report are evaluated to determine whether or not the student has met outcome b).

*Outcome c An ability to design a system, component, or process to meet desired needs*
Course	Description			Metric		Rubric		Standard
EECE 344	Design of hardware and software modules for interfacing microprocessors to memory and input/output systems. Monitoring and control of external processes by microprocessor via parallel and serial Input/Output ports, analog to digital converters, and digital to analog converters will be stressed through laboratory exercises. The Motorola 68000 sixteen-bit microprocessor will be used as the vehicle to illustrate all concepts. There will be three research reports dealing with extensions on topics discussed in class, eight laboratory reports, and a final project report.			Assessment will be based on an evaluation of the semester-long single-board computer design project in EECE344.		A student will demonstrate successful completion of this outcome by achieving a score of 8 of 12 (based on the assessment rubric shown in the attached table).		8 out of 10
*Outcome c An ability to design a system, component, or process to meet desired needs*
Course		Description	Metric		Rubric		Standard
EECE 315		Photodiodes and solar cells. Biasing and DC behavior of junction transistors. Junction FETS, MOSFETS, and FET amplifiers. Discrete feedback amplifiers. Semiconductor materials and mechanisms, continuity equation, junction and Zener diodes.	Assessment will be based on an evaluation of specific design assignments in EECE 315.		A student will demonstrate successful completion of this outcome by achieving a score of 5 of 8 (based on the assessment rubric shown in the following table) on one or more design projects		5

Outcome d: An ability to function on multi-disciplinary teams

Course

Description

Metric

Rubric

Standard

EECE 335

Students will be introduced to methodologies used to specify system descriptions. Hardware and software documentation standards will be discussed, and students will be required to make both written and oral presentations.

Assessment will be based on each student�s performance in group activities in EECE 335.

Each student will demonstrate achievement of this outcome by earning a score of 9 out of 12, with no �Inadequate� rankings (based on the attached rubric). This evaluation will be based on a series of team based writing and research projects.

Team research and writing assignments are assessed to determine how well outcome d has been met.

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

Course

Description

Metric

Rubric

Standard

EECE 490A

EECE 490 B

In a continuation of EECE 490A, the student constructs, tests, and demonstrates his or her senior design project. Formal oral and written reports documenting the project are required.

Assessment will be based on the documentation produced for the two-semester senior project classes, EECE 490A and 490B.

A student will demonstrate successful completion of this outcome by achieving a score of 16 of 22 (based on the assessment rubric shown in the attached table) on the project concept, requirements, and design documents.

The project concept, technical requirements, and design documents are evaluated to determine whether or not the student has met outcome e).

*Outcome f: An understanding of professional and ethical responsibility*
Course	Description	Metric	Rubric	Standard
CIVL 495 Lifelong Development for Engineers	Students are required to submit weekly memos on class readings. Each week a particular reading assignment focuses on a selected outcome (f-j).	The measure of proficiency is the student's score on a memo assignment. Each assignment is based on the particular outcome to be assessed.	Memos are evaluated on a 10 point basis. Generally, 9 to 10 points would represent mastery, 8 points above adequate proficiency, 7 points adequate proficiency, and below 7 points would be indicative that the student lacks proficiency.	A score of 7 on a particular memo assignment would be the minimally acceptable achievement of proficiency.

Outcome g: An ability to communicate effectively

Course

Description

Metric

Rubric

Standard

EECE 490A

Under faculty supervision, each student prepares a plan for his or her senior engineering project. This plan includes project definition, project requirements, preliminary design, and work schedule. Requirements and design shall address human factors, safety, reliability, maintainability, and customer cost. Oral and written reports are required. This is a writing proficiency (WP) course; a grade of C- or better certifies writing proficiency for majors.

Assessment will be based on an evaluation of oral status report assignments and written requirements and design documents for each student in EECE 490A.

A student will demonstrate successful completion of this outcome by achieving a score of 10 of 14 (based on the assessment rubric shown in the attached table) on the oral presentation and a scores of 13 of 18 (based on the assessment rubric shown in the attached table) on the concept and requirements documents.

1, 13, 13

*Outcome h: The broad education necessary to understand the impact of engineering solutions in the global and societal context*
Course	Description	Metric	Rubric	Standard
CIVL 495 Lifelong Development for Engineers	Students are required to submit weekly memos on class readings. Each week a particular reading assignment focuses on a selected outcome (f-j).	The measure of proficiency is the student's score on a memo assignment. Each assignment is based on the particular outcome to be assessed.	Memos are evaluated on a 10 point basis. Generally, 9 to 10 points would represent mastery, 8 points above adequate proficiency, 7 points adequate proficiency, and below 7 points would be indicative that the student lacks proficiency.	A score of 7 on a particular memo assignment would be the minimally acceptable achievement of proficiency.

*Outcome i: A recognition of the need for, and the ability to engage in, life-long learning*
Course	Description	Metric	Rubric	Standard
CIVL 495 Lifelong Development for Engineers	Students are required to submit weekly memos on class readings. Each week a particular reading assignment focuses on a selected outcome (f-j).	The measure of proficiency is the student's score on a memo assignment. Each assignment is based on the particular outcome to be assessed.	Memos are evaluated on a 10 point basis. Generally, 9 to 10 points would represent mastery, 8 points above adequate proficiency, 7 points adequate proficiency, and below 7 points would be indicative that the student lacks proficiency.	A score of 7 on a particular memo assignment would be the minimally acceptable achievement of proficiency.

*Outcome j: A knowledge of contemporary issues*
Course	Description	Metric	Rubric	Standard
CIVL 495 Lifelong Development for Engineers	Students are required to submit weekly memos on class readings. Each week a particular reading assignment focuses on a selected outcome (f-j).	The measure of proficiency is the student's score on a memo assignment. Each assignment is based on the particular outcome to be assessed.	Memos are evaluated on a 10 point basis. Generally, 9 to 10 points would represent mastery, 8 points above adequate proficiency, 7 points adequate proficiency, and below 7 points would be indicative that the student lacks proficiency.	A score of 7 on a particular memo assignment would be the minimally acceptable achievement of proficiency.

Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Course

Description

Metric

Rubric

Standard

EECE 343

Principally, VHDL programming and simulations as well as other CAD tools such as Logic Works, Pspice and other software simulations on computer interface circuit designs.

Assessment will be based on an evaluation of class assignments and a major independent end of semester project that required demonstration of proficiency in use of VHDL and a variety of CAD tools, such as Logic Works, PSpice and pseudocode simulation of hardware systems . The most recent version of Altera's QUARTUS II tools were used.

A student will demonstrate successful completion of this outcome by achieving a score of 4 of 8 (based on the assessment rubric shown in the attached table) on computer interface circuits design assignments.

Students must meet the standard on the four assignments evaluated throughout the semester.

Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Course

Description

Metric

Rubric

Standard

EECE 365

Matlab programming and simulations relating to the topics studied in the course EECE 365 Continuous Time Signals and Transforms namely signals, convolution of signals, spectrum of signals, Transform of signals and system response to signals.

Assessment will be based on an evaluation of 6 designated class assignments that require demonstration of proficiency in programming with MATLAB by writing codes to plot signals, evaluate convolution of signals and plot it, evaluate spectrum of signals and plot it, evaluate transforms of signals, plot time domain and frequency domain response of system. Each assignment is evaluated on a scale of 2 points.

A student will demonstrate successful completion of this outcome by adequately completing all 6 assignments with a total score of 8 out of the 12.