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

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CRITERION 5. CURRICULUM• Program CurriculumTable 5-1 describes the plan of study for students in this program including information oncourse offerings in the required curriculum in the form of a recommended schedule by yearand term along with maximum section enrollments for all courses in the program over thetwo years immediately preceding this visit. LUEE operates on a semester basisHow the LUEE curriculum aligns with the program educational objectives:As explained in Section 3-B, our Program Objectives encompass three major themes:professional preparation, life-long learning, and professional conduct. Professionalpreparation is addressed specifically by courses that address application, design andidentification. We have what may best be described as a traditional program. Mathand science make up the bulk of our non-engineering curriculum and we transitionour students from those topics as viewed by the scientist to the view of the engineer.This is done with our foundational coursework that engages the student with circuits,electronics, signals and systems, electromagnetics and computers—fundamentalparadigms of electrical engineering. The program also emphasizes communicationskills, teamwork and an understanding of global issues facing today's electricalengineer. Our curriculum includes eight semesters of electrical engineering laboratorywork, which is very extensive for contemporary EE programs, but the faculty and ourconstituencies consider a strong hands-on component essential for professionalpreparation. Labs exercise teaming and communications skills along with technicalskills and learn-by-example paradigms are exercised in the student when they areworking in the lab. The teaming aspect also evokes aspects of peer learning, a methodthat is recognized by pedagogic theorists and practitioners as a successful strategy forlearning.We identified two components to life-long learning earlier in this document, that ofboth formal and informal continuing education. Graduate programs and professionaldegrees are examples of formal programs of life-long learning that, in general, requirethe degree holder to stay current by virtue of their position—lawyers, physicians,researchers and faculty in higher-education. Since we encourage our students tostudy beyond the bachelor's degree, our curriculum provides them the educationalbackground required to enter graduate programs, specifically the ability to attainacceptable scores on the GRE as well as other entrance qualifiers. Informal life-longlearning cannot be taught explicitly, but it can be emphasized and the requisite mindsetcan be accomplished through example. We encourage informal life-long learningextensively in our ELEN4101/4102 EE Senior Seminar course.26
Professional conduct as an objective is accomplished by required seminars thataddress a need to understand the professional and ethical responsibilities incumbentupon the practicing electrical engineer, the role and impact of electrical engineeringin a broader societal and global context and the development of an understanding ofcontemporary technical and professional issues in the practice of electricalengineering.How the LUEE curriculum and its prerequisite structure support the attainment of thestudent outcomes:As previously discussed in Section 4-B, LUEE Program Outcomes are linked to ourinstructional curriculum by mirroring the ABET a-k outcomes. This linkage is loosefor the non-program coursework that comprise the liberal arts core and our math andscience requirements and it tightens as the student progresses through the curriculumto the senior year and our capstone ELEN4106/4107 Senior Design course. Theprogram outcomes are influenced indirectly by the non-EE coursework due toinherent requirements; e.g., an ability to apply knowledge of the physical sciencesand mathematics. We then tightly couple the program outcomes in the courses thatour faculty teach and the matrix shown in Section 4-B illustrates this. We have acomplimentary matrix for the non-EE coursework that is posted to our website. Thismatrix is predicated on course syllabi as the instructors for those courses are under nocompulsion to be ABET outcomes specific. We do, however, rely on the fact that theuniversity at large is accredited by the Southern Association of Colleges & Schools(SACS) that has adopted an assessment-oriented accreditation process similar toABET although not as rigorous.27
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 and 24: As an example of the linkage, consi
Page 25: D. Additional InformationCopies of
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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