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

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CRITERION 9 PROGRAM CRITERIAOur program is constrained to that specific for Electrical Engineering, which includes thefollowing topics from Criterion 9:The structure of the curriculum must provide both breadth and depth across therange of engineering topics implied by the title of the program.Our program satisfies the breadth requirement by addressing the foundationalareas of electrical engineering across 48 credit hours taught by department facultythat represents 38.7% of the total (124 hours) curriculum. We also place a strongemphasis on math, which is a foundational requirement of electrical engineeringgiven the extreme levels of abstraction inherent in the discipline, and in thatrespect we devote 21 credits or 17% of the program. Breadth is also demonstratedin the spread observed across our program outcomes as seen in Table 4.1 EECourse Outcomes Matrix.For depth we rely on our senior level electives (six credits) and our culminatingdesign experience (ELEN4206/4207) and seminar course (ELEN4101/4102).The curriculum must include probability and statistics, including applicationsappropriate to the program name; mathematics through differential and integralcalculus; sciences (defined as biological, chemical, or physical science); andengineering topics (including computing science) necessary to analyze and designcomplex electrical and electronic devices, software, and systems containing hardwareand software components.Our graduates have knowledge of probability and statistics from multiple sources:1) MATH3370 Intro to Theory of Statistical Inference, 2) INEN2273 EngineeringEconomics (also permitted is a general studies economics course) and 3)ELEN3381 Electrical Analysis as well as from the sciences.In our Senior Projects course, students design complex electrical and electronicdevices using software tools and incorporating hardware and softwarecomponents.A sampling of recent examples of these include the following:ICARUS † -- The I.C.A.R.U.S. (Integration and Control of AlternativeResources for Utility Systems) Project Team will submit a paper that details ahypothetical expansion for the King Mountain Wind Farm near McCamey,† The ICARUS team won first place ($2K+trophy) in the 2012 IEEE/CCET Student DesignContest.54
Texas. The expansion will incorporate solar arrays and possibly battery storage.Ultimately, this design will serve to increase load factor and facilitate morereliable and consistent power production. The design will include a completeoperations algorithm to simplify and optimize management and control as wellas ensure safety. This algorithm will consider several operational scenarios,including normal and emergency conditions. In addition, the design will takeinto account various economic considerations to determine the overallfeasibility of the project. This data will also assist in various decisionsthroughout the project, including the choice of equipment and the decision onwhether or not to include battery storage.In the spring semester, the team will attempt to simulate its submitted design.iTeach -- Team iTeach will be competing in the Ability1 Design Challenge,2012. This competition calls for a team of students to design a product orsystem that will help someone with a disability in the workplace to overcome anobstacle that the disability presents. The competition also requires a video andreport submission. Team iTeach will be working with Alyssa Courts, a teacherat Vincent Middle School in Beaumont, TX, to develop a teaching aide with auniversal design. Mrs. Courts is confined to a wheelchair and cannot easilymonitor the classroom while writing on the board. It is difficult for her to givefull attention to the special needs children that are in her class. The iTeachdesign will incorporate existing touch-pad and wireless technologies with anewly-developed software program to help her effectively manage classroomroutines while focusing more on the students.Airflow Energy Harvesting Mount -- Team “Airflow Energy HarvestingMount” will design and construct a product that will harvest the wasted energytypically produced by the condenser units of central air conditioning systems.Other applications of the energy harvesting device will also be considered. Theprototype will be mounted atop a typical condenser unit and access the heatedairflow that it exhausts. The design will be such that it will not affect the overallperformance of the central air conditioner. Key components that will beincorporated into the product are: a generator (converts mechanical energy intoelectrical), a battery of capacitor subsystem (energy storage), and an inverter(converts the DC source to AC power). The product will make a substantialamount of renewable energy for a variety of domestic and industrialapplications such as lighting.The curriculum for programs containing the modifier “electrical” in the title mustinclude advanced mathematics, such as differential equations, linear algebra, complexvariables, and discrete mathematics.Table 5-1 listed mathematics and science courses taken by our students thatdevelop knowledge of differential equations, linear algebra, complex variablesand discrete mathematics. Differential Equations are given extensive treatment inMATH3301 and complex variables are also covered there. Linear algebra is55
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 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: D. Faculty Hiring and RetentionNo n
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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