The educational objectives of the Lamar University Electrical Engineering Program are that we expect our graduates a few years after graduation to attain:
… successful and productive engineering careers, with emphasis on technical competency and with attention to teamwork and effective communication.
… successful pursuit of graduate studies and life-long learning in electrical engineering and related fields.
…a state of professionalism with development of professional ethics, professional licensing, and active participation in the affairs of the profession.
The following is a list of outcomes for the undergraduate electrical engineering program at Lamar University. This list is taken from the Engineering Criteria accreditation guidelines published by the Accreditation Board for Engineering and Technology (ABET). A PDF format copy of this criteria (as used for our process) is available here. Qualifying statements have been added to interpret these outcomes consistent with our program mission. The mapping of these outcomes to the program objectives can be found in our assessment plan.
Students graduating with a degree in electrical engineering will have:
a. ...an ability to apply knowledge of mathematics, science, and engineering.
b. ...an ability to design and conduct experiments as well as analyze and interpret data.
c. ...an ability to design a system, component, or process to meet desired needs.
d. ...an ability to function on multidisciplinary teams.
Note: multidisciplinary refers to fields that are diverse in scope and nature and may include sub-disciplines within electrical engineering. For example, a project requiring the design of an antenna and amplifier may be considered multidisciplinary in that it requires the marriage of skills covered separately in electromagnetics and electronics.
e. ...an ability to identify, formulate, and solve engineering problems.
f. ...understanding of professional and ethical responsibility.
g. ...an ability to communicate effectively.
h. ...a broad education necessary to understand the impact of engineering solutions in global/societal context.
Note: This can be considered primarily a general education requirement. However, there are economic and social implications of electrical engineering that are, or may be, touched upon within EE courses themselves.
i. ...a recognition of need for and ability to engage in lifelong learning.
Note: Electrical engineering is a constantly changing discipline that, for its practitioners, clearly requires "lifelong learning." This fact is often discussed in the introductory material presented in most upper-division courses and it is continually emphasized by the faculty.
j. ...a knowledge of contemporary issues.
Note: Contemporary issues are those pertinent to electrical engineers entering or in the work-force today. Contemporary issues are emphasized in our upper-division courses where students are given an opportunity and encouraged to access trade journals and IEEE publications in their design activities.
k. ...an ability to use techniques, skills and modern engineering tools necessary for engineering practice.
An ability to implies that students have actually participated in the performance of a function or action to an extent that demonstrates the potential to properly apply that skill in their profession to the minimum level determined by the faculty.
Matrix showing coverage of ABET Criterion 3 in Electrical Engineering program.
List showing skill, concepts, and principles delivered in Electrical Engineering courses and their relationship to Criterion 3.