Program Educational Objectives, Learning Outcomes, and Course Competencies

Mission of Brigham Young University

The objectives and learning outcomes of the Electrical and Computer Engineering programs are intended to support the mission of Brigham Young University, which is "to assist individuals in their quest for perfection and eternal life" (BYU Mission Statement). "To this end, BYU seeks to develop students of faith, intellect, and character who have the skills and the desire to continue learning and to serve others throughout their lives" (Aims of a BYU Education).

Program Educational Objectives

The Department of Electrical and Computer Engineering, in conjunction with its constituencies (the University Administration, College of Engineering and Technology, department faculty, students, graduate programs, and employers), has set forth the following program educational objectives that the program is preparing graduates to achieve:

1. Apply knowledge in service to community and family and engage in lifelong learning through personal study and continuing education.
2. Develop a fulfilling profession which may include employment in industry or academia, technology-based entrepreneurship, and postgraduate study in engineering or other disciplines.
3. Make innovative contributions to science and technology and serve in responsible positions of leadership.
4. Be examples of faith, character, and high professional ethics.

Regular assessment is conducted by the department in order to measure the degree to which graduates achieve these objectives.

Learning Outcomes

To provide a foundation that allows students to attain the program educational objectives, the department has established the following program learning outcomes, which define the skills, attributes, and knowledge that students should possess upon graduation:

1. Fundamentals: An ability to apply knowledge of mathematics (differential, integral, and multivariate calculus; linear algebra; complex variables; differential equations; discrete math; and probability), science (Newtonian mechanics; electricity and magnetism; and introductory chemistry), computer fundamentals (programming languages; computer organization; and software/hardware interfaces) and engineering science (signals and systems, electromagnetics, and electronic devices).
2. Experiments and data analysis: An ability to design and conduct experiments, as well as to analyze and interpret data.
3. System design: An ability to design a system component or process to meet desired needs within realistic constrains such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
4. Teamwork: An ability to function on multi-disciplinary teams.
5. Engineering problems: An ability to identify, formulate, and solve engineering problems.
6. Ethics: An understanding of professional and ethical responsibility.
7. Communication skills: An ability to communicate effectively.
8. Broad education: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
9. Lifelong learning: A recognition of the need for, and an ability to engage in life-long learning.
10. Contemporary issues: A knowledge of contemporary issues.
11. Techniques, skills, and tools: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
12. Leadership: An understanding of principles of leadership and project management.

Course Competencies. A course competency is a specific, measurable skill, attribute, or area of knowledge associated with a program learning outcome. Competencies are taught and assessed as part of the courses and educational activities which comprise the undergraduate curriculum.

Competencies for each course:

• BS degree in Electrical Engineering
• BS degree in Computer Engineering

Assessment, Evaluation and Continuous Quality Improvement

To measure student progress in achieving program learning outcomes during their undergraduate education, course competencies are assessed using a variety of instruments, including exam questions, assignments, projects, and laboratory exercises. Instructors provide numerical data normalized to a 0-100 scale for each student and Competency associated with a given course. This data is analyzed to provide evidence that the desired outcomes are attained and to identify problem areas in the curriculum. Improvements are made where needed to the program curriculum, classroom instruction, advisement, senior projects, laboratory exercises, and undergraduate research.

Alumni and employer surveys and other tools are used to measure achievement of program educational objectives by graduates. This data is used on broad scale to evaluate the efficacy of the program learning outcomes and overall educational programs in supporting desirable alumni career and life achievements. Periodically, the program educational objectives are reviewed and revised to ensure that the needs of the program constituencies are met, and if needed, the outcomes are modified to ensure that graduates are prepared to achieve the program educational objectives.

Accreditation Board for Engineering and Technology (ABET).

Every few years, the Electrical Engineering and Computer Engineering Programs are reviewed by the accrediting organization (ABET) for engineering and technology education. Curriculum, facilities and support services, faculty, the student body, implementation of continuous quality improvement processes, and achievement of outcomes and objectives are measured against a set of published criteria. If standards are met, the programs receive accreditation, which certifies to students, employers, graduate schools, the college, and university that they can place confidence in the education received by students in the programs. Reaccreditation was received most recently in 2002, and will take place again in 2008.

(February 26, 2008)

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