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

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• knowledge of contemporary issues• preparedness for OJT (On the Job Training)• preparedness training courses or in-house training seminars and workshopsThe questionnaires also provide the department with job data as well as graduate schooladmissions. These are key indicators of immediate program outcomes success.Each spring the capstone course of the program, ELEN4207 Senior Design, is evaluatedby the entire faculty using a specially designed rubric. This rubric was developed in orderto quantitatively assess the results of the EE instructional program for the SouthernAssociation of Colleges and Schools (SACS) university level accreditation. The rubricyields quantitative assessment of the capstone effort of each student just prior tograduation. This data is then compiled and reviewed to allow for corrections to be madeif necessary. The rubric was developed by the LUEE faculty with the assistance of thedirector of assessment for the university. The rubric used is posted online at:http://ee.lamar.edu/EELABS/SeniorProjects/Project_Rubric.pdfThe results of the rubric assessments (since 2006) are available in the department.C. Continuous ImprovementThe LUEE program is robust and stable, however, in the last six years there have been anumber of improvements made predicated on data collected in our assessment processes aswell as direct input from our constituencies.• Independent labs were merged into courses; i.e., courses with associated labs that weretreated as independent courses from the labs were merged with their respective courses toconvert from a three and one credit course set to a single four-credit course.• More options were added to the senior design capstone to allow for greater flexibility instudent project selection.• The Infinity Project curriculum was replaced with the Paradigmatic Labs curriculum inthe Introduction to Electrical Engineering course.• Computer programming was dropped from the required curricula and established as aprogram entry pre-requisite.Future program improvement plans based upon recent evaluations call for movingmicrocomputer programming courses earlier in the curriculum. The rationale for this is toprepare students more thoroughly for the senior design capstone and to give microcomputerbackground to rising seniors and thus facilitate their options for summer internships and coopexperiences.24
D. Additional InformationCopies of all of the assessment materials referenced in this report (since 2006) are availablefor review at any time to authorized visitors to the department. This material includes exitquestionnaires, surveys and minutes of LUEE advisory council meetings.25
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 and 18: discussed and changes implemented b
Page 19 and 20: scientist to the view of the engine
Page 21 and 22: College and University Planning—w
Page 23: As an example of the linkage, consi
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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