DEPARTMENT OF ELECTRICAL ENGINEERING - DOC

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					              DEPARTMENT OF ELECTRICAL ENGINEERING
                      AND COMPUTER SCIENCE
   EE 492 - ELECTRICAL ENGINERRING PRACTICE & DESIGN II (3 SCH)

Course (catalog) Description:
Two-semester sequence teaches the tools of the engineering profession, including project
organization, application of engineering design standards, technical writing and effective
presentation. First semester: researching the problem, learning design fundamentals and
procedures, and refining written and oral communication skills. Second semester:
implementation and detailed investigation of engineering design and tradeoffs.

Prerequisites: Senior engineering status.

Textbook: No text is required for this course.

Course Objectives: The goal of this course is to introduce the student to design practices
through the development of a group project. Completion of the project will require
students to integrate knowledge from previous courses in engineering. Focus is placed on
the development of communication skills: written, graphical and oral. Students will be
required to give oral presentations, maintain logbooks, and prepare a final report that
includes graphical support. Critical thinking and self-evaluation is also a strong theme in
the class. Frequent writing assignments will be an integral part of the class.

Topics Covered:
The lecture periods will be used for the presentation of issues related to implementing the
subsystems of the design proposed in part one of this course sequence. The main focus
will be towards investigating engineering designs and tradeoffs. Students will work
individually unless the scope of the project requires team effort. Each will build a
working electrical engineering system based on the project proposal developed in EE
491.

Class Schedule: 2 or 3 sessions per week, 1.5 hours per week
1 wk         Record Keeping
2 wks        Detailed Design and Parts Selection
2 wks        Establishing Specifications
8 wks        Design Implementation

Contribution of Course to Meeting the Professional Component
This course prepares students for the professional activities expected of an engineer
working in the field. It incorporates a systematic methodology for problem solving and
design with special emphasis given to effectively communicating their work through both
written and oral means. This course together with the second course is the primary basis
where we prepare and test the students’ ability to become an efficient and competent
design engineer. We also prepare students to spend a significant time on peer evaluation.

Relationship of Course to Program Educational Objectives:
   This course supports ALL seven EE educational objectives PEO 1 through PEO 7 as
   listed in Table 2. Specifically:
   1. It exposes students to modern techniques and principles necessary for the analysis and
   design of engineering solutions to “real world” type problems.
   2. It introduces students to the profession and to effective communication by requiring
   written reports, group work, design proposals, and oral presentations.
   3. It enables students to effectively use modern design practices and simulation tools in
   the construction and implementation of a successful electrical system.
   4. It allows students to develop confidence in handling broadly outline problems though
   the assignment of an open-ended year long design project.

   Expected Course Outcomes
   This course is intended to help students develop skills in these areas.
   1. Demonstrate the ability to function as a member of a team.
   2. Demonstrate multiple levels of communication of technical ideas: verbal, written, and
   graphical.
   3. Incorporate creative thinking techniques to the design of a prototype product.
   4. Incorporate concepts of design for manufacture through the fabrication of a product.
   5. Use CAD systems as appropriate for design and communication of designs.
   6. Incorporate concepts of design-for-performance in the design of a product.
   7. Demonstrate Design-for-Cost by managing a budget for the purpose of fabricating a
   prototype.
   8. Write effective project update memos.
   9. Prepare a final design report.
   10. Specify components from catalogs and prepare purchase orders.

   Course Outcome/Program Outcome Matrix
   The Matrix below shows how this course relates to the ABET Outcomes for the Electrical
   Engineering Program.

       AO-1 AO-2 AO-3 AO-4 AO-5 AO-6 AO-7 AO-8 AO-9 AO-                               AO-
                                                    10                                11
CO-1                  X         X    X         X
CO-2                  X         X    X
CO-3   X    X    X
CO-4        X    X         X                                                          X
CO-5             X         X                                                          X
CO-6   X    X    X
CO-7             X    X    X    X    X                                                X
CO-8                  X         X    X
CO-9                  X         X    X
CO-              X                             X
10

   Outcome Assessment:
   The course employs the following mechanisms to assess the above learning outcomes:
1. Self-assessment and peer evaluation is a strong component of assessment for this
course. The professor uses student feedback to address and adjust coverage of particular
topics.
2. The professor frequently asks students to give qualitative as well as quantitative
explanations to specific course material.
3. Student performance on the design project is used to assess learning outcomes 1-12.
4. The overall assessment of the course is done through the University student evaluation
and the end-of-year student self-assessment survey.

Process of Improvement:
The teacher continuously tries to improve the course as described as follows:
1. The teacher evaluates student performance through various evaluations and
observations and carefully examines the suggestions made by students during the
semester.
2. Extremely important are the self-evaluation surveys handed in to students that
processes how well each student thinks he/she faired against the course’s learning
objectives. The professor takes proper steps (such as adjusting the pace of coverage) to
correct problems (if any).
3. The teacher uses the assessment of the design project to determine the achievement
level of the course objectives and take proper actions to improve the course.
4. At the end of every semester, the teacher meets with the chairman to discuss an
improvement plan for the course based on the Student Course.
Preparing Person: Dr. Mark Mirotznik, Associate Professor
DATE: November, 2005
Revised by: Dr. Ozlem Kilic, November 10, 2008

				
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