| Engineering programs must demonstrate that their students attain: | |
| 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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability |
| 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 |
| g | An ability to communicate effectively |
| h | The broad education necessary to understand the impact of engineering solutions in a global, economic, enviromental 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. |
| Semester | Outcomes | |
|---|---|---|
| August 2017 - December 2017 | a,f,g | |
| January 2018 - May 2018 | b,h,i,j,k | |
 | August 2018 - December 2018 | c,d,e |
Course outcome assessment in the Department of Electrical and Computer Engineering is based on sampling of the course materials elaborated by the students.Sampling is based on representativeness of course evaluation strategy.
Representativeness refers to how to choose a given course sample of class material elaborated by the students or student teams. The sampled material should be submitted graded and evaluated by the course instructor. This sample material should be chosen so that, according to the instructor criteria, it represents the most direct assessment of the course outcomes sampled in the particular semester. Professors should refer to courses syllabi on “https://ece.uprm.edu/syllabus/” to determine if their assigned courses needed to be sampled. The schedule for sampling is resumed in Table 1 at the beginning of this document.
One final but extremely important issue is related to confidentiality. Please enclose all the sampled material in a sealed envelope and submit it in person to the accreditation staff in the Department.
| Rubric for Student Outcome a: "An ability to apply knowledge of mathematics, science, and engineering" |
|
| 25% | The student solves the problem given the mathematical model. |
| 25% | The student formulates a mathematical model appropriate for the problem. |
| 25% | The student is able to develop an algorithmic solution. |
| 25% | The student is able to develop an algorithm to model an engineering problem. |
Approved in an extraordinary departmental meeting on May, 15, 2013.
| Rubric for Student Outcome b: "An ability to design and conduct experiments, as well as to analyze and interpret data" |
|
| 20% | The student can calibrate, configure, and test the instruments. |
| 20% | The student analyzes data. |
| 20% | The student interprets data. |
| 20% | The student conducts experiments. |
| 20% | The student designs the experiment. |
Approved in a departmental meeting on April, 8, 2014.
| Rubric for Student Outcome 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" |
| 20% | The student analyzes alternative solutions. |
| 20% | The student follows and documents a logical and orderly design procedure to meet specifications. |
| 20% | Besides meeting technical specification, the student considered environmental, socio-economical, or political constraints to choose the solution. |
| 20% | Besides meeting technical specification, the student considered cost, safety, and manufacturability to choose the solution. |
| 20% | The student carries out economic analysis of the system, component or process designed. |
Approved in a departmental meeting on April, 8, 2014.
| Rubric for Student Outcome d: "An ability to function on multidisciplinary teams" |
| 25% | The students subdivide a complex problem in parts. |
| 25% | The students assign responsibilities to each team member. |
| 25% | The students combine peer work into the solution. |
| 25% | The students applies knowledge from at least two different expertise areas to reach a solution to the problem. |
Approved in a departmental meeting on April, 8, 2014.
| Rubric for Student Outcome e: "An ability to identify, formulate, and solve engineering problems" |
| 25% | The student can proposes a plausible solution of a problem. |
| 25% | The student solves the engineering problem. |
| 25% | The student formulates the problem by specifying the performance requirements. |
| 25% | The student identifies a problem that requires an engineering solution. |
Approved in a departmental meeting on April, 8, 2014.
| Rubric for Student Outcome f: "An understanding of professional and ethical responsibility" |
|
| 33.33% | The student recognizes an ethical issue. |
| 33.33% | The student evaluates the ethical problem through the harm, publicity and reversibility tests.The student evaluates the ethical problem through the harm, publicity and reversibility tests. |
| 33.33% | The students anticipates possible ethical conflicts and includes counter-measures to reduce the possible ethical dilemma. |
Approved in a departmental meeting on November, 25, 2014.
| Rubric for Student Outcome g: "An ability to communicate effectively" |
|
| 25% | Students are able to communicate graphically using schematics, tables, graphics or mathematical equations. |
| 25% | The student's work reflects proper use of the language (Spanish or English). |
| 25% | The student delivers a well organized public presentation, shows ability to handle the public, and answers questions related to his/her work. |
| 25% | The student delivers a well organized report. |
Approved in a departmental meeting on April, 29, 2014.
| Rubric for Student Outcome h: "The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context" |
|
| 20% | The student discusses the environmental impact of his/her work. |
| 20% | The student discusses the social impact of his/her work. |
| 20% | The student discusses the economic impact of his/her work. |
| 20% | The student discusses manfucturability of his/her work. |
| 20% | The student discusses the entrepreneurial potential or intellectual property of his/her work. |
Approved in a departmental meeting on April, 29, 2014.
| Rubric for Student Outcome i: "A recognition of the need for, and an ability to engage in lifelong learning" |
|
| 33% | The student searches library resources, and professional databases for references. |
| 33% | The student cites references in the report content. |
| 33% | The student learns to use a software or tool by reading its manual or following its tutorials. |
Approved in a departmental meeting on April, 29, 2014.
| Rubric for Student Outcome j: "Knowledge of contemporary issues" |
|
| Contemporary issues may refer to political, economical issues, regulation changes, or emerging technologies that impact the engineering practice. | |
| 10% | The student is made aware of a contemporary issue during class. |
| 20% | The student describes a contemporary issue. |
| 70% | The student identifies and discusses a contemporary issue. |
Approved in a departmental meeting on November 29, 2016.
| Rubric for Student Outcome k: "An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice" |
|
| 50% | The student uses modern tools. |
| 50% | The student selects the tools. |
Approved in a departmental meeting on April 29, 2014.