Program: Electrical Engineering (BS)
Degree: Bachelor's
Date: Sat Oct 15, 2011  11:29:54 am
1) Below are your program student learning outcomes (SLOs). Please update as needed.
All graduates of the Electrical Engineering Program are expected to have:
 Knowledge of probability and statistics, including examples relevant to Electrical Engineering (program criteria). Knowledge of mathematics through differential and integral calculus, basic sciences, and engineering sciences necessary to analyze and design complex devices and systems containing hardware and software. Knowledge of advanced mathematics, including differential equations, linear algebra, complex variables, and discrete mathematics (program criteria).
 Demonstrated an ability to design and conduct experiments, as well as to interpret data.

Demonstrated an ability to design a system or component that meets desired
needs within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and sustainability.
 Demonstrated an ability to function in a multidisciplinary team.
 Demonstrated an ability to identify, formulate and solve electrical engineering problems.
 Understanding of professional and ethical responsibility.
 Demonstrated an ability to communicate effectively (written and oral).
 Demonstrated an understanding of the impact of engineering solutions in a global, economic, environmental, and societal context.
 Recognition of the need for lifelong learning.
 Demonstrated a knowledge of contemporary issues.
 Demonstrated an ability to use the techniques, skills, and modern tools necessary for engineering practice.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/engineer/ee.htm
Course Syllabi. URL, if available online:
Other:
Other:
3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
 File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
150%
5180%
8199%
100%
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
All SLOs were targeted. This was done through having our Industrial Advisory Board and Student Advisory Board filling out surveys rating achievement on SLOs. Direct measurements were made by evaluating specific SLOs in classes. Capstone design projects (EE496) are also being evaluated for all SLOs.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
For the Industrial Advisory Board (IAB) and Student Advisory Board (SAB) surveys were filled to rate student performance on all SLOs.
For specific classes performance rubrics were used to evaluate specific SLOs. Students were rated as unsatisfactory, marginal, satisfactory, or exemplary. Below we list the performance rubric table for SLO 1.
Performance 
(0) Unsatisfactory 
(1) Marginal 
(2) Satisfactory 
(3) Exemplary 
Assessment Methods 
a) Knowledge of probability and statistics, including examples relevant to Electrical Engineering 
insufficient understanding of probabilistic foundations 
understanding of the axioms of probability and their consequences and single random variables 
good understanding of conditional probability, multiple random variables, correlation, properties of expectation and limit theorems 
thorough understanding of probabilistic methods and its application 
EE342 
b) Knowledge of mathematics through differential and integral calculus. 
insufficient knowledge of calculus 
being able to evaluate derivatives and integrals 
being able to determine the convergence of series and compute convolution of two functions 
being able to develop mathematical models for electrical engineering problems and solve them 
EE315 
c) Knowledge of advanced mathematics  linear algebra 
unable to formulate a simple circuit problem using linear algebra 
being able to correctly formulate and solve simple circuit problems using linear algebra 
being able to correctly formulate and solve circuit problems using linear algebra 
in addition to (2), being able to interpret and analyze the characteristics of the solutions using linear algebra 
EE213 
d) Knowledge of advanced mathematics  differential equations 
unable to formulate and solve differential equations for systems problems 
being able to solve firstorder differential equations with sinusoidal and exponential inputs 
being able to formulate systems problems as differential equations and solving them by at least one technique 
being able to formulate systems problems as differential equations and the mastery of multiple techniques for solving them 
EE315 
e) Knowledge of advanced mathematics – complex variables 
unable to do complex number arithmetic 
being able to do complex arithmetic, but unable to effectively apply complex variables to obtain sinusoidal responses of circuits 
Being able to formulate and solve sinusoidal responses of circuits using complex variables 
in addition to (2), being able to interpret and analyze the characteristics of the solutions using complex variables 
EE213 
f) Knowledge of advanced mathematics – discrete mathematics for probability 
insufficient understanding of counting principles and simple set theory operations 
basic understanding of fundamental set theory operations 
being able to solve combinatorial problems using simple set theory operations and counting principles, (e.g. permutations and combinations) 
thorough understanding of combinatorial techniques and set theory operations and their applications 
EE342 
g) Knowledge of advanced mathematics – discrete mathematics for computer science 
insufficient understanding of logic and Boolean algebra 
know basic logic and can apply simple Boolean algebra identities 
proficient at level (1), and able to minimize sum of product expressions of up to 4 variables (solve Kmaps), apply De Morgan’s theorem and Duality, convert a state diagram to a state transition table 
proficient in level (2), and can apply them to designing circuits. 
EE260 
h 
For EE496 capstone design projects we are in the process of collecting data.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Evidence was submitted by students, faculty, and members of the Industry Advisory Board (IAB).
The IAB had eight people on the board chosen from alumni and members of industry that have interest in our students.
About half the faculty submitted evidence This included members of the ABET committee, department chair, and some other faculty.
Most of the students submitted evidence. This was through the Student Advisory Board and direct evaluation of SLOs through performance rubrics in specific classes.
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other: Industry Advisory Board
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, openended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
We are currently compiling results from the assessment.
11) State how the program used the results or plans to use the results. Please be specific.
We responded directly to Industry Advisory Board (IAB) and Student Advisory Board (SAB) survey comments. As an example the IAB recommended that we start a program in the power and energy area. This was addressed by hiring a faculty member in power systems and smart grids and also starting a multidisciplinary education and research group in renewable energy and island sustainability (REIS).
For classes evaluated using performance rubrics we will carefully look at all comments and survey results. If a large percentage of students are rated in the unsatisfactory and marginal areas for a specific rubric we will ask the instructors for that course we will look at ways we can improve performance for that rubric. Possible methods include spending more time on that specific area or trying different learning approaches.
For EE496 capstone design projects we are in the process of evaluating results. In future semesters EE496 projects will be presented at a public poster sessions where students, faculty and engineers will be invited to attend and fill out SLO form.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
We currently don't have additional conclusions or discoveries.