91¶ÌÊÓƵ

• Mission Statement

  The mission of the Electrical Engineering Program, by adherence to the core themes of the mission of 91¶ÌÊÓƵ, is to provide students a high quality undergraduate education in Electrical Engineering. This education, which emphasizes engineering fundamentals bolstered by industrial applications, prepares students for professional engineering practice, advanced education and life-long learning. The program emphasizes basic electrical engineering theory and practice, testing and experimentation, the use of modern engineering tools for solving problems, effective communication of technical information and participation in a team environment. The program enables students to deepen their awareness and understanding of the impact of engineering solutions in a global context and to make significant contributions to society as professional and ethical individuals.

• Student Learning Outcomes
  • Certificate (Not Applicable)

     

  • Associate Degree (Not Applicable)

     

  • Bachelor Degree

    Program Educational Objectives

    The Objectives of the ECE undergraduate programs in Electrical and Computer Engineering are to educate graduates to become productive, accountable, and responsible professionals in engineering who will:

    • 1. Apply their engineering skills, through theory and application, in industry, government, society, or in graduate school;
    • 2. Practice high technical and ethical standards and communicate their work to colleagues, industry, and professional organizations;
    • 3. Work effectively and contribute in interdisciplinary fields while encouraging expression and valuing diversity;
    • 4. Understand the importance of lifelong learning and continuous professional growth in a changing world as shown through self-directed learning, specialized trainings, certifications, licensing, and graduate programs.

     
    Student Outcomes

    Student outcomes describe what students are expected to know and be able to do by the time of graduation. Graduates of the 91¶ÌÊÓƵ Electrical and Computer Engineering Programs will have:

    • 1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
    • 2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
    • 3. An ability to communicate effectively with a range of audiences
    • 4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
    • 5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
    • 6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
    • 7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
       

• Curriculum Grid

   

• Program and Contact Information

  Electrical Engineering

  The 91¶ÌÊÓƵ Electrical Engineering (EE) program is completing its twelfth year (2021-2022) of operation. As of November 20, the program currently has 194 declared majors and has produced 184 graduates. The program received its initial accreditation August 2013 and was reaccredited in August 2019 by the Engineering Accreditation Commission (EAC) of ABET. ABET accredits engineering programs on a six-year cycle, so the 91¶ÌÊÓƵ Electrical Engineering program is accredited to August 2025.   A self- study report will be submitted to ABET by the July 1, 2024 deadline followed by an on-site accreditation visit sometime fall semester 2024. 

  
  Per the agreement between EAST and the Office of Institutional Effectiveness, the ABET self-study report and the ABET on-site evaluation will constitute the Electrical Engineering program review.
   
  

  Contact Information
  Dr. Fon Brown
  fonbrown@weber.edu
  91¶ÌÊÓƵ
  Noorda Engineering Building
  Ogden, UT 84408
  (801) 626-7781
   

• Assessment Plan

  Course Rubrics

  When the EE program was first established in 2010, the faculty spent as great deal of effort defining a matrix of courses and student outcomes. For each course in the curriculum, a level of applicability was assigned. The levels are low, medium, and high, designated by a blank, M and H, respectively, in the matrix (or curriculum grid). Only the student outcomes that ranked high in the matrix were assigned a performance indicator (PI) in the course rubric. Levels of applicability were assigned to the courses outside the CE program as well, but none of them ranked higher than medium, so they were not connected to a PI and are therefore not shown in the table.

  At the conclusion of each semester, faculty prepare a rubric for each ECE course they taught by assigning a level of achievement to each PI for the student outcomes in the rubric. The levels of achievement are (1) unsatidfactory, (2) developing, (3) satisfactory, (4) exemplary. An example of a rubic can be seen in the full report. 

  The continuous improvement process for courses occurs on two levels -- the course level and the program level. At the course level, the instructor makes independent improvements to the course. When the score, S, for a given PI is 3 or greater, no action is taken by the instructor to improve the course. When S falls below 3, the instructor identifies corrective actions to implement the next time that he/she teaches the course.

  At the program level, if the mean score for a given course is 2.85 or greater, no action is taken, but a mean score of less than 2.85 suggests deficiencies in the course or program that require discussion and correction by the program faculty.

• Assessment Report Submissions
• Program Review

  2018-2019 

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.