program self-study report - Lamar University Electrical Engineering

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Students also get the opportunity during their senior year to take electives both in and out of our programto further enhance their knowledge and skills. Table 3-1 shows the 4-year EE curriculum offered by ourdepartment, 130 total hours, displayed in terms of spring and fall semesters.Each course is evaluated each semester both by the instructor and the students (course evaluations) andthis feedback is used to improve it. Also, university core courses contribute to meeting our educationaloutcomes. More specifically, these courses are: Mathematics, English, Technical Writing, Physics,Social/Behavioral Science Elective, Language Elective, Chemistry, Fine Arts Elective and the CoreHumanities Elective. We follow the requirements placed on us by the Texas Higher EducationCoordinating Board in terms of liberal arts core requirements.Our Program Objectives encompass three major themes: professional preparation, life-long learning, andprofessional conduct. Professional preparation is addressed specifically by the outcomes that addressapplication, design and identification. We have what may best be described as a traditional program.Math and science make up the bulk of our non-engineering curriculum and we transition our studentsfrom those topics as viewed by the scientist to the view of the engineer. This is done with ourfoundational coursework that engages the student with circuits, electronics, signals and systems,electromagnetics and computers—fundamental paradigms of electrical engineering. The program alsoemphasizes communication skills, teamwork and an understanding of global issues facing today'sengineer.We identify two components to life-long learning, that of both formal and informal continuing education.Graduate programs and professional degrees are examples of formal programs of life-long learning that,in general, require the degree holder to stay current by virtue of their position—lawyers, physicians,researchers and faculty in higher-education. We encourage our students to study beyond the bachelor'sdegree and we provide the educational background required to enter graduate programs. Informal lifelonglearning can not be taught explicitly, but it can be emphasized and the requisite mind-set can beaccomplished through example.Professional conduct as an objective is accomplished by the program outcomes that address a need tounderstand the professional and ethical responsibilities incumbent upon the practicing electrical engineer,the role and impact of electrical engineering in a broader societal and global context and the developmentof an understanding of contemporary technical and professional issues in the practice of electricalengineering.EE Program Self-Study Report-2006 18
3.3 Production and Assessment of Program OutcomesThe Program Outcomes are linked to our instructional curriculum and they mirror the ABET a-koutcomes. This linkage is loose for the non-program coursework that comprise the liberal arts core andour math and science requirements. The program outcomes are influenced indirectly by these courses dueto inherent requirements; e.g., an ability to apply knowledge of the physical sciences and mathematics.EE Program Self-Study Report-2006 19
Page 7: as they have met the above high sch
Page 10: *Crum--named for Regents Professor
Page 13 and 14: Faculty Meetings—we assess progra
Page 15 and 16: Finally, we counsel our students wi
Page 17: Design is the heart of engineering
Page 21: Objectives (with corresponding ABET
Page 24: 4. Professional ComponentThe progra
Page 27 and 28: course is offered three times per y
Page 29 and 30: In our initial implementation of th
Page 31 and 32: The typical teaching load in the EE
Page 33 and 34: 20 ELVIS/DSP WorkstationsSome senio
Page 35 and 36: Graduate Teaching Assistants:The de
Page 37 and 38: 7.3 Support Personnel and Instituti
Page 39 and 40: The figure shows instruction on the
Page 41 and 42: Year;Semester orQuarterTable I-1. B
Page 43 and 44: Course No. TitleTable I-2. Course a
Page 45 and 46: NameRankFT or PTHighest DegreeTable
Page 47 and 48: B. Course SyllabiEE Program Self-St
Page 49 and 50: Lab Topics (approximate number of l
Page 51 and 52: • Program debug: Identification o
Page 53 and 54: • Parallel RLC circuits. (4 hours
Page 55 and 56: • Transient response of RC circui
Page 57 and 58: • Parallel resonance, quality fac
Page 59 and 60: Structure: Two 75-minute lectures p
Page 61 and 62: Topics (One lab each week):• Diod
Page 63 and 64: • Be able to write Maxwell's Equa
Page 65 and 66: • Memories. (3)• Computer devic
Page 67 and 68: • Ideal operational amplifier cha
Page 69 and 70:
Topics (approximate number of lectu
Page 71 and 72:
• Transformers. (4)• DC machine
Page 73 and 74:
Structure: 180-minute lab per week
Page 75 and 76:
• Approximation by cubic splines.
Page 77 and 78:
• Transfer function, block diagra
Page 79 and 80:
Topics (approximate number of 75-mi
Page 81 and 82:
• Microsequencer control unit des
Page 83 and 84:
Structure: One 50-minute lecture pe
Page 85 and 86:
Objectives (with corresponding ABET
Page 87 and 88:
A formal written close out report a
Page 89 and 90:
OUTCOME 8: A broad education necess
Page 91 and 92:
OUTCOME 1: An ability to apply know
Page 93 and 94:
Contribution to professional compon
Page 95 and 96:
7. Vectors in 2 and 3 Space8. Eucli
Page 97 and 98:
27. Newton’s method29. Antideriva
Page 99 and 100:
30. The cross product31. Equations
Page 101 and 102:
28. Surface integrals29. Stoke's Th
Page 103 and 104:
26. Basic Theory of Systems27. Homo
Page 105 and 106:
29. Evaluating the Goodness of a Po
Page 107 and 108:
PHYS 2426 - Calculus Based Physics
Page 109 and 110:
PHYS 3350 - Waves and Modern Physic
Page 111 and 112:
Name and Academic Rank: Harley Ross
Page 113 and 114:
Name and Academic Rank: Wendell C.
Page 115 and 116:
Name and Academic Rank: Bernard J.
Page 117 and 118:
Name and Academic Rank: G. N. Reddy
Page 119 and 120:
Name and Academic Rank: Selahattin
Page 121 and 122:
Name and Academic Rank: Ruhai Wang,
Page 123 and 124:
Name and Academic Rank:Cristian Bah
Page 125 and 126:
D. Employer SurveyEE Program Self-S
Page 127 and 128:
Discussion Pertaining to Program Ob
Page 129 and 130:
Alumni QuestionnaireThis questionna
Page 131 and 132:
APPENDIX IIINSTITUTIONAL PROFILEEng
Page 133 and 134:
Appendix II - Institutional Profile
Page 135 and 136:
The Information Technologies Divisi
Page 137 and 138:
The library expenditures for the pa
Page 139 and 140:
Hours when library facilities are a
Page 141 and 142:
Directors of the service functions
Page 143 and 144:
JACK RUDD HOPPEREducationPh.D. (Ch.
Page 145 and 146:
Associate Professor in Industrial E
Page 147 and 148:
Associate Professor in MathematicsD
Page 149 and 150:
The equity adjustment is based on a
Page 151 and 152:
Only engineering courses offered by
Page 153 and 154:
least a 2.5 overall GPA and perform
Page 155 and 156:
Table II-1. Faculty and Student Cou
Page 157 and 158:
Table II-2a-2II - 158
Page 159 and 160:
Texas Centers for Technology Incuba
Page 161 and 162:
Program Title 1DayModes Offered 2Co
Page 163 and 164:
Table II-5. Support ExpendituresCol
Page 165 and 166:
Table II-6. Personnel and StudentsC
Page 167 and 168:
Table II-6. Personnel and StudentsM
Page 169 and 170:
4. Each Program Submitted for Evalu
Page 171 and 172:
Program: Electrical EngineeringEnro
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