ABET Outcomes - Definition

1. ABET Outcomes - Definition Skills students have graduation

2. BSEE Outcomes EE1 - knowledge of probability and statistics, including applications EE2 - knowledge of mathematics, basic and engineering sciences necessary to analyze and design complex systems EE3 - knowledge of advanced mathematics including linear algebra, complex variables and discrete mathematics a - an ability to apply knowledge of mathematics, science, and engineering b - an ability to design and conduct experiments, as well as to analyze and interpret data c - an ability to design a system, component, or process to meet desired needs d - an ability to function on multi-disciplinary 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 engineering solutions in a global and societal context i - a recognition of the need for, and an ability to engage in life-long learning j - a knowledge of contemporary issues k - an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

3. ABET Processes - Objectives Course Committees are key Faculty Review Data, Set Standards, Control Content

4. Issues Math Skills Retention / Recruitment Senior Design Overload

5. Math Preparation - Outcome a Assessment has indicated problems in 3111 / 3135 Fall 2005 Spring 2006 Average % achieve Average % achieve 3111C 3.12 85% 3.06 93% 3135 3.31 92% 3.2 91% 3472 3.27 92% 3.47 92% Lowest evaluation in the curriculum Reorganize curriculum Drop EGM 4351 Restructure 3135 and 3112

6. 3105 - Analytic Methods in EE 3 credits Application of calculus to develop the analytical tools used in electrical engineering. Real and complex functions and polynomials; linear spaces, linear transformations, matrices, eigenvalue problem; linear differential operators; approximation, including least squares, interpolation, and approximation by polynomials. Coreq - Differential Equations, 3135 Offered first in Fall 2006

7. 3135 Intro to Signals and Systems 3 credits Continuous-time and discrete-time signal analysis including Fourier series and transforms; sampling; continuous-time and discrete-time linear system analysis with emphasis on FIR and IIR systems: impulse response, frequency response, and system function. Coreq - Differential Equations, 3105

8. 3112 Circuits, Systems, and Signals 4 credits Continuous-time signals and linear systems: Fourier series and transforms, frequency response, Laplace transform and system function, analog filters; emphasis on electrical circuits. Sampling. Discrete-time signals and systems; time- and frequency-domain analysis; sampled-data systems and design of digital filters. Prereq - 3105, 3135

9. Number of Students Undergrad enrollment in decline (more later)

10. Retention - Seminar Course Freshmen/Sophomore Seminar course 2 credits Professional Issues Career Building Sub-areas of ECE / Curriculum Options What is Engineering / Design Ethics IEEE Code Case Study Discussion Practical Training Soldering / Kit Building / Debuggin Software Introduction - Cluster / Matlab / Spice Taught Fall 2005

11. Results from Seminar Course Likelihood of majoring in ECE 1 - unlikely, 5 - very likely 77% very likely More or less likely to major in ECE after the course?

12. ECE Adventures Course Description ECE Adventures is intended for freshmen and sophomores unsure of their major or those who would like to learn about potential experiences of an Electrical and Computer Engineering student. Students learn about robots and experiment with sensors and actuators. This process will help them discover many basic ECE concepts. Fall 2006 (first semester): 23 students Spring 2007: 45 students (max space available) CLICK Welcome to the first Multimedia Class in UF’s Electrical & Computer Engineering Department EEL-3701C Digital Logic and Computer Systems I’m Omnibot 2000 (aka Robo-Schwartz) By the end of this semester, you will understand most of my digital anatomy (but will not yet be capable of creating your own mini-you) By the way, don’t believe all the things you may have heard about Robo-Schwartz … only SOME of them are true CLICK Welcome to the first Multimedia Class in UF’s Electrical & Computer Engineering Department EEL-3701C Digital Logic and Computer Systems I’m Omnibot 2000 (aka Robo-Schwartz) By the end of this semester, you will understand most of my digital anatomy (but will not yet be capable of creating your own mini-you) By the way, don’t believe all the things you may have heard about Robo-Schwartz … only SOME of them are true

13. Student Exposure Student used the following equipment in lab Power Supply, Multimeter, Oscilloscope, Soldering Iron Students used the following components in lab Protoboards, Batteries, Resistors, LEDs, switches IR sensors, CdS cells (photo-resistors), sonar (ultrasound), LCD display panel Servos, motors We had demonstration using the following additional equipment LSA, Function Generator

14. Student Accomplishments Students constructed circuits Programmed microcontrollers Used electronic test equipment Learned a little about most of the ECE disciplines Worked in teams (including an end-of-semester competition) and gave a final presentation in class Team pictures below from final presentation

15. Results from ECE Adventures Likelihood of majoring in ECE 1 - unlikely, 5 - very likely 55% very likely More or less likely to major in ECE after the course?

16. Senior Design Critical for ABET - monitor nearly all outcomes in senior design Lot to cover and include All Peer Schools use two-semester sequence Similar size schools break sequence

17. Junior Design New course for spring 2007 Cover much of the background Scheduling / Documentation / Patent Sample Designs / Teamwork