LUEE 2012 Self-Study Report (PDF) - Lamar University Electrical ...

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CRITERION 3. STUDENT OUTCOMESA. Student OutcomesThe educational outcomes that our students can expect to derive from the Lamar UniversityElectrical Engineering Program are the following:(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze andinterpret data(c) an ability to design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental,social, political, ethical, health and safety, manufacturability, andsustainability(d) an ability to function on multidisciplinary 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 engineeringsolutions in a global, economic, environmental, and societal context(i) a recognition of the need for, and an ability to engage in life-longlearning(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice.The outcomes are documented on our website http://ee.lamar.edu and the course-tooutcomesmapping documentation may be found there as well as the syllabi for individualcourses. Faculty also include mapping data on assignments, quizzes and exams.B. Relationship of Student Outcomes to Program Educational ObjectivesOur Program Objectives encompass three major themes: professional preparation, life-longlearning, and professional conduct. Professional preparation is addressed specifically by theoutcomes that address application, design and identification. We have what may best bedescribed as a traditional program. Math and science make up the bulk of our nonengineeringcurriculum and we transition our students from those topics as viewed by the18
scientist to the view of the engineer. This is done with our foundational coursework thatengages the student with circuits, electronics, signals and systems, electromagnetics andcomputers—fundamental paradigms of electrical engineering. The program also emphasizescommunication skills, teamwork and an understanding of global issues facing today'sengineer. Our curriculum includes eight semesters of electrical engineering laboratory work.Labs exercise teaming and communications skills along with technical skills and learn-byexampleparadigms. The teaming aspect also evokes notions of peer learning, a method thatis recognized by pedagogic theorists and practitioners as a successful strategy for learning.We identify two components to life-long learning, that of both formal and informalcontinuing education. Graduate programs and professional degrees are examples of formalprograms of life-long learning that, in general, require the degree holder to stay current byvirtue of their position—lawyers, physicians, researchers and faculty in higher-education.We encourage our students to study beyond the bachelor's degree and we provide theeducational background required to enter graduate programs. Informal life-long learning cannot 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 aneed to understand the professional and ethical responsibilities incumbent upon thepracticing electrical engineer, the role and impact of electrical engineering in a broadersocietal and global context, and the development of an understanding of contemporarytechnical and professional issues in the practice of electrical engineering.19
Page 1 and 2: ABETSelf-Study Reportfor theBachelo
Page 3 and 4: BACKGROUND INFORMATIONA. Contact In
Page 5 and 6: E. Program Delivery ModesThe Bachel
Page 7 and 8: Individual Approval AdmissionFirst-
Page 9 and 10: Any courses completed at other coll
Page 11 and 12: students who meet specific criteria
Page 13 and 14: signed off by the LUEE Undergraduat
Page 15 and 16: …a state of professionalism with
Page 17: discussed and changes implemented b
Page 21 and 22: College and University Planning—w
Page 23 and 24: As an example of the linkage, consi
Page 25 and 26: D. Additional InformationCopies of
Page 27 and 28: Professional conduct as an objectiv
Page 29 and 30: concurrently. In the Senior Design
Page 31 and 32: Third Year, Second Semester - 16 Ho
Page 33 and 34: the college and university. The pro
Page 35 and 36: C. Faculty SizeAs discussed above,
Page 37 and 38: Table 6-1. Faculty QualificationsBa
Page 39 and 40: Sayil, Selahattin FT ENGR 4301/3/Su
Page 41 and 42: CRITERION 7. FACILITIESA. Offices,
Page 43 and 44: Table 7-1 LUEE LaboratoriesLaborato
Page 45 and 46: C. GuidancePrior to the start of an
Page 47 and 48: Table 7-4. Key engineering database
Page 49 and 50: • Academic Search Premier• ProQ
Page 51 and 52: CRITERION 8. INSTITUTIONAL SUPPORTA
Page 53 and 54: D. Faculty Hiring and RetentionNo n
Page 55 and 56: Texas. The expansion will incorpora
Page 57 and 58: APPENDICES57
Page 59 and 60: Appendix A -- Syllabi• Wireless c
Page 61 and 62: Appendix A -- SyllabiInstruments El
Page 63 and 64: Appendix A -- Syllabi• Complex fr
Page 65 and 66: Appendix A -- Syllabi• Ladder net
Page 67 and 68: Appendix A -- Syllabi• Understand
Page 69 and 70:
Appendix A -- Syllabi• Frequency
Page 71 and 72:
Appendix A -- Syllabiform of the co
Page 73 and 74:
Appendix A -- Syllabi• A review o
Page 75 and 76:
Appendix A -- Syllabi18. Able to do
Page 77 and 78:
Appendix A -- Syllabi7. Topics (app
Page 79 and 80:
Appendix A -- Syllabi• The Stabil
Page 81 and 82:
Appendix A -- Syllabi7. Topics (app
Page 83 and 84:
Appendix A -- Syllabi• Microseque
Page 85 and 86:
Appendix A -- SyllabiEntrepreneursh
Page 87 and 88:
Appendix A -- SyllabiLearn the conc
Page 89 and 90:
Appendix B -- Faculty VitaePrincipa
Page 91 and 92:
Appendix B -- Faculty VitaePrincipa
Page 93 and 94:
Appendix B -- Faculty VitaeSayil, S
Page 95 and 96:
Appendix B -- Faculty Vitaeand dela
Page 97 and 98:
Appendix B -- Faculty VitaeAcademic
Page 99 and 100:
Appendix B -- Faculty VitaeHonors a
Page 101 and 102:
Appendix C -- EquipmentRoom Design
Page 103 and 104:
3. Educational UnitAppendix D -- In
Page 105 and 106:
Appendix D -- Institutional Summary
Page 107 and 108:
Page 109 and 110:
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