Electrical Engineering BS
The mission of the Department of Electrical and Computer Engineering undergraduate program is to develop and train engineers who represent and promote the highest standards of professional ethics, provide leadership, and make innovative and fundamental contributions to the field. Faculty and students will engage in creative design and scholarly research and serve their professional and local communities.
The Department of Electrical and Computer Engineering offers two undergraduate, Bachelor of Science degrees: Electrical Engineering (EE) and Computer Engineering (CE). Information about the curriculum for both degrees is listed below.
Electrical Engineering (EE)
Computer Engineering (CE)
Program Educational Objectives
- Apply knowledge in service to community and family and engage in lifelong learning through personal study and continuing education.
- Develop a fulfilling profession which may include employment in industry or academia, technology-based entrepreneurship, and postgraduate study in engineering or other disciplines.
- Leverage technical background to make innovative contributions to society and serve in responsible positions of leadership.
- Be examples of faith, character, and high professional ethics.
In order to prepare graduates to achieve the objectives of the Electrical and Computer Engineering BS degree program, the department has set forth a set attributes and capabilities that students should possess upon completion of the program. The student outcomes are listed below and can also be accessed from the department home page (http://www.ece.byu.edu/objectives/)Fundamentals
An ability to apply knowledge of mathematics (differential, integral, and multivariate calculus; linear algebra; complex variables; differential equations; discrete math; and probability), science (Newtonian mechanics; electricity and magnetism; and introductory chemistry), computer fundamentals (programming languages; computer organization; and software/hardware interfaces) and engineering science (signals and systems, electromagnetics, and electronic devices).
An ability to design and conduct experiments, as well as to analyze and interpret data.
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.
An ability to function on multi-disciplinary teams.
An ability to identify, formulate, and solve engineering problems.
An understanding of professional and ethical responsibility.
An ability to communicate effectively.
The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
A recognition of the need for, and an ability to engage in life-long learning.
A knowledge of contemporary issues.
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
An understanding of principles of leadership and project management.
Evidence of Learning
Direct and indirect measures are used to assess student learning and determine where program improvements are needed.
- The primary direct measure is competency assessments associated with each course in the program. Each course has 3-6 competencies or skills associated with it, each of which supports one of the Program Outcomes listed above. Each time a course is offered, assessment data for these competencies are gathered and collected for analysis. Assessment instruments include homework assignments, quizes, exam questions, and laboratory exercises.
- Indirect measures include senior exit interviews, alumni surveys, and feedback from employers and graduate schools that admit alumni from the program. Post-graduate assessment data is used to determine the extent to which graduates are achieving the Program Educational Objectives.
- An external advisory board consisting of industry representatives, educators, and alumni meets regularly to discuss the Program Educational Objectives and recommend changes and improvements to the Objectives in terms of the needs of program constituents.
- Changes to the Objectives require that students possess a different set of skills and attributes at the time of graduation, so these changes lead to modification of the Program Outcomes.
Learning and Teaching Assessment and Improvement
- Areas of weakness are indicated by low competency averages or large numbers of students below a threshhold. These areas are addressed regularly and improvements are made to courses, laboratories, and other educational activities (see http://www.ece.byu.edu/abet/). A list of competencies by course can be found at http://www.ece.byu.edu/class/.