T. S. Sudarshan Chairman, University of South Carolina Electrical Engineering Department

1. T. S. SudarshanChairman, University of South Carolina Electrical Engineering Department Overview of the Department’s ABET Criterion 3 Assessment Process

2. Overview of ABET Assessment Criterion 3 : Program Outcomes Criterion 3. Program Outcomes Engineering programs must demonstrate that their students attain the following outcomes: • (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, environmental, and societal context • (i) a recognition of the need for, and an ability to engage in life-long learning • (j) a knowledge of contemporary issues • (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives. There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained.

3. USC EE’s Approach to Criterion 3 Assessment For each of the Outcomes, one or two courses were chosen that would best allow assessing the Outcome. Criteria were established for each Outcome assessment. Rubrics were then written to allow “grading” each student’s work in relation to each Criterion. Grading levels are defined as: Unsatisfactory, Poor, Competent, Proficient or Exemplary.

4. Sample Description of Assignment • Ability to apply knowledge of mathematics, science, and engineering • Description of Assignment • Professor assigns question(s) in the homework, quizzes and exams from which the performance criteria described below are assessed. This outcome is assessed in the ELCT 102 (Electrical Science) and ELCT 321 (Digital Signal Processing). This rubric is used to assess ELCT321. A separate rubric is used for ELCT 102. • Performance Criteria • (1) Student can apply scientific concepts to circuit, signal and systems. • (2) Student can apply mathematical principles in order to analyze • circuits, signal and systems both in time and frequency domain. • (3) Student can write the necessary mathematical equations to • formulate the problem. • (4) Student can solve problems of circuit, signal and systems correctly • and follow the correct procedure.

5. Example of a Quantitative Rubric

6. Example of a Qualitative Rubric

7. Assessment Cycle • A baseline was established by assessing all courses during the Spring 2007 semester. • A two year assessment schedule was then established, to ensure reassessment of each Outcome every two years: • Fall 2007: Outcome B, Outcome F, Outcome I • Spring 2008: Outcome A, Outcome E, Outcome K • Fall 2008: Outcome C, Outcome G, Outcome H • Spring 2009: Outcome D, Outcome J

8. Assessment Data Collection After a course is assessed, data is submitted via a web page. As data is submitted for each Criterion, it is evaluated for “met vs. not met” status. For not met Criteria, Instructor must enter recommendations to address deficiencies. A report is generated. It is stored on the Department Intranet and linked from a summary page. Samples of Assessment work are collected at each level of work for evaluation by ABET reviewers.

9. Data Collection Program Instructor is guided through data submission process

10. Assessment Summary Page Detailed report is linked to this summary page

11. Assessment Process “Closing the Loop” When an Outcome is assessed in a class, all Criteria must be met for the Outcome to be met. If the Outcome is met, no changes need to be made. If the Outcome is not met, Instructor must submit recommendations for changes to address the deficiencies. Results are discussed in special ABET Faculty meeting at the beginning of each semester. Action items are discussed for dealing with all deficiencies. In the next course offering, the deficiencies must be addressed. A memo from the Instructor detailing changes made is required. Outcome is reassessed for all Criteria which were not met to ensure that the suggested changes corrected the deficiencies.

12. ABET Intranet Website • Established a protected website to hold all ABET data • Available to all staff and faculty • Maintains an organized history of Outcome assessment results • The deficiencies page allows Instructors to see an historical view of course deficiencies to better prepare their course plans.

13. Secure Intranet Website Faculty & Staff access ABET data through EE’s secure intranet website

14. Criterion 3 Intranet PagePage for storage and viewing of Criterion 3 Data rubrics and reports

15. Sample Rubrics Version Page All modifications are tracked by version numbers

16. Future Assessment Schedule

17. Table Showing Mapping of Outcomes to Courses A

18. Table Showing Mapping of Outcomes to Courses (Cont)