University of Hawaii Electrical Engineering Student Advisory Board 2002

1. University of HawaiiElectrical Engineering Student Advisory Board 2002 Byron Wolfe Chairperson, Senior Michael Hall Senior Seth Kamemoto Senior Eric Lik Chee Kwong Senior Blaine Murakami Sophomore Joshua Neuman Senior Harry Newhart Freshman Kristina Wong Sophomore

2. Overview • Function of the SAB • Effects and Implementations from SAB 2001 • “How We Got Here” (SAB 2002 Process) • Survey Results • Highlights • Concerns • Suggested Solutions • Lessons Learned – Future SAB Suggestions

3. Mission of the SAB • Fairly represent electrical engineering student body in order to promote an enriching learning environment. • Advise the University of Hawai’i Electrical Engineering Department regarding student concerns, taking action where deemed appropriate.

4. Implementations and Effects from SAB 2001 • CE270/ME311 etc. • Building on previous work… • The 2001 SAB survey was composed of 9 questions. • Survey asked for a general rating on a 1-5 scale about Faculty Instructional quality, Research Facility Quality, Student Activities, Ethics etc. • This survey served as the framework for an expanded SAB 2002 survey.

5. SAB 2002 – Our Process“How We Got Here” • SAB Organization • Student Selection • Students volunteered for the SAB. • 8 Students on 2002 SAB. • 7 Required by Charter. • Ways to Get Student Feedback • Holding open forums to discuss student issues were considered. • E-mail requests for feedback via the EE server. • New Survey • Ultimately, the survey was found to be the best viable option.

6. SAB 2002 Survey Statistics • Contained 35 questions 5 pt. scale: • Faculty Instructional Quality • Quality of Laboratory Courses • General Coursework Structure • Quality of Research Facilities • Quality of EE x96 Projects • Quality of Student Activities • Ethics • Registration and Academic Advising • Overall EE Experience at UH • 155 Students surveyed out of just over 300 students in the EE Department.

7. Survey Results:Overall Experience in EE Department

8. Overall Experience in theElectrical Engineering Department • According to our survey, the overall experience in the EE Department was rated 3.6 out of 5. • The following are highlights and concerns which may explain the reason for this rating, and that may be looked at to improve UH’s EE experience in the future.

9. Highlights: Positive Aspects from Survey • Faculty Instructional Quality positive • According to survey scores, Faculty are generally seen as Technically Proficient. • Registration and Faculty Advising feedback Generally Positive. • x96 Design Project Experience feedback Generally Positive.

10. Survey Results: Faculty Instructional Quality

11. Survey Results:Registration and Academic Advising

12. Survey Results:Quality of Research Facilities

13. Survey Results:x96 Design Projects

14. SAB Concerns • Faculty • Student input does not seem to have any effect on Professors. • Officialstudent evaluations given at theend of semesters do not seem to result in change. • Students may rarely see faculty in their “element.” • Faculty may not be teaching a course in their specialty, which may lead to incorrect impressions /assumptions about ability by students.

15. SAB Suggestions for Possible Solutions • Outstanding Inspirational Faculty Award • A PRESTIGIOUS and VISIBLE, award given to Faculty selected by students to reward them for proficiency in teaching and going “above and beyond.” • Public posting of Instructor Evaluations given by students.

16. SAB Suggestions for Possible Solutions (cont.) • Faculty Day • A Department sanctioned “Day” during which faculty present their research and interests to students. • May lead to more x96 projects for students. • Would give students the ability to see a professor in “their element.” • Would expose students to “Real World” EE Applications.

17. Survey Results:Coursework

18. SAB Concerns • Coursework • Lack of Understanding & Motivation for Engineering (Not a survey result – SAB discussion) • Engineering students often seem to lack an understanding of the “Big Picture.” • What does an EE do? • What do I want to do as an EE? • Lack of real world EE tradecraft skills • Soldering • Fundamental Equipment Familiarity • Pre-requisite/Co-requisite Concerns • Also noted in comment on select surveys.

19. SAB Suggestions for Possible Solutions • Revised Introductory EE Course • Presentations on various aspects of Real World Electrical Engineering (496 presentations given to a freshman class, Grad student, Industry presentations?)

20. SAB Suggestions for Possible Solutions (cont.) • EE BasicTradecraft course • Basic Equipment orientation/operation • Should be taught as fundamental to Engineering, rather than an assumption of prior knowledge. • Soldering • Bread-boarding vs. PCB Fabrication? (Lab vs. Real World) • Integration of Simulation software into coursework. • This should not replace hands-on lab work. • It should be supplemental, preparing students to use Engineering tools utilized in industry.

21. Survey Results: Quality of Laboratory Teaching Assistants

22. Survey Results: Quality of Laboratory Coursework

23. Survey Results:Quality of Laboratory Facilities

24. SAB and Student Body Concerns • Teaching Assistants & Labs • T/As often cannot effectively communicate Engineering fundamentals during labs. • Students have difficulty understanding/completing labs, when the intro explanation and subsequent “help” is unclear. • Cited in various survey comments. • Lab Experience Poor • Equipment • Components • Facilities • Student Ratio

25. SAB and Student Suggestions for Possible Solutions • Over 65% of those surveyed believe T/As should be required to have a mandatory course on effective communication/technical teaching in English. • Possibly in conjunction with the Teaching Excellence Program?

26. Survey Results:Quality of Ethics in EE Dept. Curriculum

27. Survey Results on Ethics • Defining Ethics • Although Ethics is a required part of the curriculum, there doesn’t seem to be a clear definition. • Professional Ethics? • Ethics Questions on Survey • Approximately 80% of those surveyed rated Student and/or Faculty ethics between 3-5. • 12% answered Not Applicable

28. Survey Results:Quality of Student Activities in EE Dept.

29. SAB Concerns • Quality of Student Activities • Availability of students for participating in activities rated slightly above average. • The department’s efforts to accommodate extracurricular activities rated above average. • It may be advisable to ask more specific questions regarding student life and activities on future SAB surveys and forums.

30. SAB Suggestions for Possible Solutions • SAB Suggested Improvements • Lounge – meeting area where EE students can study together and “hang out” building a sense of camaraderie, and encouraging team formation. • More participation in club activities. • Additional Tutoring Resources for EE courses.

31. Suggestions for the Next SABLessons Learned • Beginning meetings earlier in the semester • Further refining Survey • Rewording of a few questions to allow for Yes/No. • Very precise directions to Non-EE majors filling out survey. • Student Interviews/Open Forum • Additional ideas included in 2002 SAB written report

32. Thank You for Your Time and Consideration.