Engineering programs must demonstrate that their students attain:

a

An ability to apply knowledge of mathematics, science, and engineering

Spring 2009

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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

Fall 2007

d

An ability to function on multidisciplinary teams

e

An ability to identify, formulate, and solve engineering problems

f

An understanding of professional and ethical responsibility

Spring 2008

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 lifelong learning

j

Knowledge of contemporary issues

k

An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

5

The student is able to apply mathematics and science fundamentals, and probability and statistical principles to solve or to analyze an engineering problem or principle within the course material.  The student shows proper use of equations to represent signals or systems and is able to find the desired output.  Probability and statistics are applied to handle uncertainties related to the engineering problem.  Economics calculations are displayed in the analysis of applications, where it applies.

4

The student is able to apply mathematics and science fundamentals, and probability and statistical principles to solve or to analyze an engineering problem or principle within the course material.  The student shows proper use of equations to represent signals or systems and is able to find the desired output.  Probability and statistics are applied to handle uncertainties related to the engineering problem. 

3

The student is able to apply mathematics and science fundamentals to solve or to analyze an engineering problem or principle within the course material.  The student shows proper use of equations to represent signals and systems and is able to find the desired output.

2

The student is able to apply mathematics and science fundamentals to solve or to analyze an engineering problem or principle within the course material.  The student may show difficulties handling equations to represent signals and systems, or make mistakes when calculating the desired output.

1

The student has some difficulties applying mathematics and science fundamentals to solve or to analyze an engineering problem or principle within the course material. 

5

Students develop and conduct the laboratory work, and use troubleshooting where applicable to implement a prototype of their design.  Results and data are correctly interpreted to prove correspondence between theory and practice of their engineering design.

4

Students develop and conduct the laboratory work, and use troubleshooting where applicable, but are unable to complete an implementation of their design.  Data are correctly interpreted to prove correspondence between theory and practice of their engineering design.

3

Students are able to calibrate, configure, and test the instruments while conducting laboratory work to collect data.  Student may obtain data using simulation tools, instead of laboratory work.  Data are analyzed and interpreted to draw conclusions aligned to the theoretical part of the field.  

2

When conducting laboratory work, students may need help calibrating, configuring, or testing the instruments.  When using simulation tools, the student needs help to complete the practice. Data are analyzed and interpreted to draw conclusions aligned to the theoretical part of the field. 

1

Students do not carry out laboratory work or simulation when required, but are able to analyze and interpret presented data to draw conclusions.  They show an ability to approximate and generalize from data sampling, and express their conclusions into equations or diagrams.

Given a design problem related to the student area of study: 

5

The students are able to follow logical and orderly design procedures, and complete a design to meet the given set of specification.  The students clearly document his alternatives and decisions along the design process, and include considerations of codes, protocols, and engineering standards related to the design area.

4

The students are able to follow logical and orderly design procedures, and complete a design to meet the given set of specification.  The students clearly document his alternatives and decisions along the design process.

3

The students are able to follow logical and orderly design procedures, and complete a design to meet the given set of specification.

2

The students are able to follow logical and orderly design procedures to choose the best solution, but the final design or implementation is incomplete.

1

The students are unable to follow logical and orderly procedures to do the design.

Given an engineering problem to be made by a group of students: 

5

Students show an ability to subdivide a complex problem in parts, combining peer work into the final solution.  Team members demonstrate an ability to organize the team assigning responsibilities, balancing the work load, and participating in regular meetings.  The objective of the design or assignment is completed.

4

Students show an ability to subdivide a complex problem in parts, combining peer work into the final solution.  Team members are able to assign responsibilities, but in the implementation have an unbalanced workload.  The objective of the design or assignment is completed.

3

Students complete the design or assignment successfully, but lack the ability to subdivide a complex problem in parts.  The members of the team seem to participate in all aspects of the design or assignment without a clear division of responsibility.

2

Students are unable to complete the design or assignment successfully, because they lack the ability to subdivide a complex problem in parts.  The students, however, seem to meet and try to delegate responsibilities of parts of the assignment.  Some aspect of the design or assignment is functional.

1

Students lack the ability to work in a team.  They are unable to break a complex problem in parts, and they lack team coordination.

Given the opportunity to identify an engineering problem to be solved: 

5

Students are capable of identifying and describing a problem that can be solved with the skills related to the field of study.  Students are able to compare different alternatives to present a suitable solution.  Their solution shows their ability of physical thinking, approximation and simplification.

4

Students are capable of identifying and describing a problem that can be solved with the skills related to the field of study.  Their solution shows their ability of physical thinking, approximation and simplification.  Alternatives solutions to the problem are not presented.

3

Students are capable of identifying and describing a problem that can be solved with the skills related to the field of study.  Alternatives solutions to the problem are not presented.  Their solution, although plausible, could be improved if the approach changes.

2

Students are able to identify and describe a problem after the design problem is given.  Their solution shows their ability of physical thinking, approximation and simplification.  Alternatives solutions to the problem are not presented. 

1

Students are unable to identify and describe a problem.  If the design problem is given, however, their solution does not show their ability for approximation and simplification, and could be improved if the approach to solve the problem changes.  Alternatives solutions to the problem are not presented. 

5

Students are able to apply ethical analysis in the evaluation of the proposed design.  The ethical analysis includes the perspectives of the designer and the user or affected parties, and knowledge of any applicable code of ethics, such as, the CIAPR, the IEEE or ACM Codes of Ethics.  The work complies with safety standards, and their final design solution avoids ethical compromises.

4

Students any applicable code of ethics, such as, the CIAPR, the IEEE or ACM Codes of Ethics and are able to identify and relate this knowledge to their designs and applications.

3

Students are aware of any applicable code of ethics, such as, the CIAPR, the IEEE or ACM Codes of Ethics and understand their professional and ethical responsibility.

2

Students have a general understanding of their professional and ethical responsibility by including safety compliance, but are unaware of any applicable code of ethics, such as, the CIAPR, the IEEE or ACM Codes of Ethics.

1

Students are aware of any applicable code of ethics, such as, the CIAPR, the IEEE or ACM Codes of Ethics, but are unable to use them.

5

Students are able to write a project report or paper.  Students also prepare a well organized presentation or poster.  Their work reflects proper use of the language (Spanish or English) and their ability to communicate graphically using schematics, tables, graphics, mathematical equations, and any necessary technical documentation.

4

Students are able to write a project report or paper.  Students also prepare a well organized presentation or poster.  Their work reflects their ability to communicate graphically using schematics, tables, graphs, mathematical equations, or any necessary technical documentation.  Students, however, may show difficulties with grammar.

3

Students either write a project report or make a presentation, but not both.  Their work reflects their ability to communicate graphically using schematics, tables, graphics, mathematical equations, or any necessary technical documentation.  Students, however, may show difficulties with grammar or putting ideas together in organized sentences.

2

Students write a project report or make a presentation.  Although proper use of the language (Spanish or English) is shown, the report may be incomplete, or the presentation is not well organized.  The works show some communications skills.

1

Students are unable to write a coherent project report, paper, or presentation.  Students also present problems with grammar or putting ideas together in organized sentences.

5

Students are able to analyze the impact of their design on the environment, as well as the social implications such as acceptance, and adaptation of the people.  Students also understand the economic implications of their design, such as entrepreneurship potential, sustainability, or employment substitutions.

4

Students are able to analyze the impact of their design on the environment, as well as the social implications such as acceptance, and adaptation of the people.

3

Students have an awareness of the social and environmental impact of engineering situations.  Students are aware of safety considerations, social acceptance and adaptation to the situation.

2

Students have an awareness of the social and environmental impact of engineering situations presented to them, but need guidance to assess safety considerations, social acceptance and adaptation to the situation.

1

Students are not fully aware of the social and environmental impact of engineering situations presented to them, and need guidance to assess safety considerations, social acceptance and adaptation to the situation.

5

Students prove their ability to find information related to their discipline by including a reference list of articles related to their course work.  The references are included and discussed in their report.  The list includes journals, proceedings, books, or professional magazines related to the engineering field discussed in the classroom.  The students also are able to find specialized tools, software or supplies, for example, sensors, microcontroller boards, PLC, or CAD software.

4

Students prove their ability to find information related to their discipline by including a reference list of articles related to their course work.  The references are included and discussed in their report.  The list includes journals, proceedings, books, or professional magazines related to the engineering field discussed in the classroom. 

3

Students prove their ability to find information related to their discipline by including a reference list of articles related to their course work.  The list includes journals, proceedings, books, or professional magazines related to the engineering field discussed in the classroom.

2

Students prove their ability to find information related to their discipline by including a reference list of articles related to their course work.  The list is limited to a web search, and their reference in the report is similar in content to what is presented in the web site.

1

Students are unable to provide a reference list, although some reference material is included in the report of their work.

When given an engineering design problem:

5

Students discuss different alternatives to solve their problem.  These alternatives should include emerging technologies and their associated cost, and comment on their importance and how they cope with the needs of their design.  They also show knowledge of the role and scope of regulating agencies such as the Occupational Safety and Health Administration (OSHA), the National Fire Protection Association (NFPA), and the Food and Drug Administration (FDA), Federal Communications Commission (FCC), etc.

4

Students discuss different alternatives to solve their problem.  These alternatives should include emerging technologies and their associated cost, and should be commented on their importance and how they cope with the necessities of their design. 

3

Students discuss different alternatives to solve their problem.  These alternatives should include emerging technologies and their associated cost.

2

Students comment on different alternatives to solve their problem.  These alternatives should be commented on their importance and how they cope with the necessities of their design.  Students, however, are unaware of emerging technologies.

1

Students only present one alternative to solve their problem and the reasons that drive their solution, because they are unaware of other alternatives.

5

Students are able to make an appropriate choice and use of specialized tools, software, or hardware to complete a design or to collect and analyze data.  Implementation of the design is completed within the allotted time specified by deadline for the deliverable.

4

Students are able to use specialized tools, software, or hardware provided by the professor to complete a design or to collect and analyze data.  Implementation of the design is completed within the allotted time specified by deadline for the deliverable.

3

Students are able to use specialized tools, software, or hardware to complete assignments.  Their work reflects the skills related to the hardware or software presented in the course material, but there is no implementation requirement.

2

Students are able to use specialized tools, software, or hardware to complete assignments.  Their work is almost completed within the allotted time, or completed given extra time.

1

Students are able to use specialized tools, software, or hardware to do assignments.  Their work reflects some lack of skills related to the hardware or software presented in the course material.