Database Decision Making
Examples of the Continuous Change Cycle:
Over the past decade the ECE Department has substantially reviewed and adjusted its programs based upon the department's data collection process. Once a change is implemented, the impact is monitored and reviewed. The actions taken to improve the program consist largely of curricular changes. Many of these have been implemented, and others are planned for implementation.
- Change to more of a core/elective type curriculum. Growth in electrical and
computer engineering as disciplines leads to greater specialization. In response to
this, we as a faculty, with discussion from the undergraduate curriculum assessment
committee (see http://www.ece.usu.edu/assessment/assessreport20012002.pdf) have
been moving since 2002 towards a more focused “core” curriculum accompanied
with a rich set of electives. Several courses have been moved from our core to
become technical electives. This framework allows students more flexibility in
choosing an area of specialization. It also allows these 5000-level courses to be taken
by international students who have inadequate preparation in these areas.
This is a step that has been made with some questioning. In the IAC meeting of
November 2007, this question was raised again: “Should we return some courses
back to the core?” Discussion among the IAC approves the current curricular format.
In response to this direction of motion, the following changes have been made.
- Changing 4660/5660 to 5660/6660. (Communication Systems I/II) This has
served to strengthen our offering in digital communication, since students in the
second class have considerably stronger preparation (stochastic processes, math
methods) than in the past.
- Moving Electronics II (3420) to the graduate level (5420). This has led to better
preparation and focus, since students taking this class perceive it as core to a
desired specialization.
- Moving controls (4310) to elective status (5310) and teaming with mechanical
engineering. The teaming with mechanical engineering provides our students
with more of the modeling, and introduces them to the multidisciplinary aspects
of controls. From the mechanical engineering point of view, it teams them with
students who are more comfortable with the systems/transform perspective of
modeling.
- In related curricular work, we have introduced a second semester electromagnetic
course (5800). Controls, Electromagnetics, Electronics, Communications, and
Signal Processing now all have 5000-level technical elective components,
providing a solid structure for students.
- Based on input from the assessment committee, we have improved the collection of
the faculty assessments in 2003 (see
http://www.ece.usu.edu/assessment/assess2002-2003.pdf.)
Results: While still not
getting 100%, we are getting a very good representation, especially across core
classes.
- With input from the curriculum committee, we have straightened out some of the
prerequisite issues for the catalog (see
http://www.ece.usu.edu/assessment/assess2002-2003.pdf).
Results: More clear
sequencing of courses.
- We have introduced a stronger English component into the Senior Design sequence in
2003. In this new program, drafts of students’ senior project reports are vetted by
students in the Technical Writing program of the English department, under the
direction of a faculty member there. (See
http://www.ece.usu.edu/assessment/assess2003-2004.pdf. See also the discussion
under Criterion 5 regarding the senior project.)
Results: This is an improvement
(see http://www.ece.usu.edu/assessment/assess2004--2005.pdf), but still not adequate,
based on feedback from graduating seniors and alumni survey. See discussion below.
- With input from the curriculum committee, the sequencing in electronics I has been
modified (2003) to place an earlier and stronger emphasis on FET designs. (See
http://www.ece.usu.edu/assessment/assess2003-2004.pdf.)
Results: IAC reports
favorably that this was a good step.
- With input from the IAC, the curriculum committee, and the faculty at large, we now
require Physics 2710 (2003), Modern Physics of all EE majors. (See
http://www.ece.usu.edu/assessment/assess2003-2004.pdf.)
Results: Still inadequate. We made another change later (see below).
- In the area of electronics, we have voted to move the second semester to make it a
technical elective. This strengthens the course by ensuring that students that are in it
have chosen it and are adequately prepared. (See
http://www.ece.usu.edu/assessment/assess2003-2004.pdf.)
- With input from the faculty at large and the curriculum committee, we have
established ECE 5800, a second-semester fields and waves class.
Results: Students
appear to be better prepared for follow-on studies in microwaves and antennas.
- The curriculum committee observed that outcomes for 3620/3640 were not matched
to semesters they are taught and that these courses need to synchronize better with
ECE 3410 (Electronics) so that Bode plots are covered earlier. We have now moved
ECE 3410 to Spring semester so that students will all have had 3620 first. (See http://www.ece.usu.edu/assessment/assess2003-2004.pdf and
http://www.ece.usu.edu/assessment/assess2005-2006.pdf.)
Result: These outcomes have been modified. Current order of topics is effective.
- We used to teach a 1-hour transmission line course for the computer engineers. After
examination of ACM curricular guidelines and in conjunction with the curriculum
committee, we have eliminated this course from the Computer Engineering requirements.
- Based on input from senior exit surveys and from the IAC, the Modern Physics
course was not doing a good job of preparing students for the semiconductor industry.
We therefore instituted (see http://www.ece.usu.edu/assessment/assess2006-2007.pdf) a Semiconductor Devices class (first as an ECE 5930 course, with the
number to be regularized Spring 2008) in Fall 2007.
Results: Input from the IAC
regarding the syllabus/book has been very positive.
- With input from the industry advisory committee (IAC) in the IAC meeting of
October 2005, followed by review by the faculty, then again by the IAC in the
meeting of February 2006, the objectives were changed to the form currently on the
website, where all constituents can see and comment. This exercise clarified the
distinction between our objectives and outcomes.
- The 3710 Computer Architecture class has been the topic of discussion for many
years. The current method of instruction presents many useful skills, but uses
hardware that is antiquated. At the faculty retreat in 2007, a task was assigned to
determine an appropriate course for modernization. This will be reviewed at the next
faculty retreat.
- As outlined in this document, the assessment process itself has been modified. In
addition to the faculty course assessments, a system of specific and direct measures of
each outcome has been formulated. Input driving this has been the fact of the old
assessment (causing us to be aware of the need for improved assessment), and
training from ABET.
- The current 4-hour math course of Linear Algebra / Differential Equations is deemed
inadequate by the faculty as a whole. The IAC and the faculty unanimously support
stronger fundamentals in this area, and input from alumni surveys supports this. We
are currently working with advising to see how this will coordinate with the state
curriculum, and with the math department regarding teaching loads. The plan is to
require separate 3-hour linear algebra and 3-hour differential equations courses, and
this requirement takes effect starting Fall 2008.
- We will be introducing hardware components into two of our classes, to continue to
support the lab-oriented, hands-on flavor of our program. In ECE 5530, Digital
Systems Design, we will introduce FPGA hardware boards, allowing the students’
designs to be tested on real hardware. And in 3640, Signals and Systems, DSP
hardware will be introduced so students appreciate that the algorithms discussed can
be implemented in real time.
- Several changes have been made to our physical facilities. The Micron Digital Lab
and the Micron Imaging Laboratory have been established with support from Micron.
The classroom in EL 109 (under department assignment) has been completely
refurbished and updated with equipment which provides for remote delivery of
instruction. Room EL 107 has been equipped with a 30-seat computer lab for use
with the circuits laboratories. The student break room and the IEEE room have been
upgraded. Graduate student study space has been refurbished. The ECE Department
office has been modernized and upgraded. A mobile robots lab has been established.
These changes have been prompted by the off-campus expansion of our program, by
a desire to provide effective places for our students to study, and by the availability of
funds.
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