In order to facilitate Program Assessment, more detailed Program Outcomes were established supporting the Program Educational Objectives. The twelve Program Outcomes (a-l) are::
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs
(d) an ability to function on multi-disciplinary teams
(e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
(l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry
The Program Outcomes a-k listed above relate directly to the outcome requirements of
Accreditation Board for Engineering and Technology (ABET) EC 2000 Criterion 3a-k. Program Outcome l is unique to the George Mason program.
The relation of the a-l Program Outcomes, above, to the five Program Educational Objectives is shown in the Program Outcomes and Program Educational Objectives table.
Program Outcomes and Program Educational Objectives
tools, essential for a successful career.provide students with awareness of, and skills in, life-long learning and
self education
% % % % %
cultivate teamwork, technical writing
and oral communication skills.
% %
provide students with an
appreciation of engineering's impact on society and the professional
responsibilities of engineers
% % %
provide students with an opportunity to acquire an understanding of the engineering profession and to observe the use of cutting-edge technologies and advanced systems in use in industry through direct interaction with industry, including internships and cooperative education experiences
% % %
Assessment of Electrical Engineering Program Outcomes
Outcome a: an ability to apply knowledge of mathematics, science, and engineering
This outcome is addressed by mathematics, basic sciences, and all the engineering and computer science courses. This is the core of an engineering education.
Assessed by performance on exams and assignments in courses. Assessed by questionnaires or quizzes in follow-on courses. Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data
This outcome is addressed by the basic sciences’ labs, the core courses with accompanying labs (ECE 101, 201, 220, 280, 333, 334, 331, 332, CS 112) and upper level/advanced labs ECE 434, 435, 447, 449)
Assessed by performance as shown in lab reports and assignments in courses. Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome c: an ability to design a system, component, or process to meet desired needs
This outcome is addressed by a mixture of core courses (ECE 280, 220, 333, 320, CS 112, 211) and upper level (ECE 421, 433, 445) and the Senior Design Project courses.
Assessed by performance as shown in project reports and assignments in courses. Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome d: an ability to function on multi-disciplinary teams
This outcome is addressed by a number of courses from the freshman level to the Senior Design Project.
1. The freshman ENGR 107, Engineering Fundamentals, course involves students in group projects while being mentored by juniors and seniors. This results in a wide range of types of students (40% of ENGR 107 students are not declared engineering students) as well as capabilities.
2. The physics labs are team-lab courses. These teams can consist of engineers, physicists, computer science students as well as other non-engineering disciplines.
3. The Senior Design Project involves teams of students with different concentration areas who bring a variety of skills to the team.
Assessed by Senior Project (self) Evaluation surveys.
Assessed directly in surveys of students and alumni.
Outcome e: an ability to identify, formulate, and solve engineering problems
This outcome is addressed throughout the curriculum, particularly in ECE 220, 331, 333, 433 and then in the Senior Design Project. Problems in the mathematics, physics and computer science courses also involve engineering problem solving.
Assessed by performance on project, assignments and exams in courses. Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome f: an understanding of professional and ethical responsibility
This outcome is addressed in a number of courses. Throughout the curriculum the GMU Honor Code is
emphasized. It's applicability to homework, team projects and exams is discussed. Some ECE faculty require a written essay on the Engineering Code of Ethics and the GMU Honor Code. ENGR 107, Engineering
Fundamentals, presents ethics as related to product development. ECE 491, Engineering Seminar, has a presentation on Professional Engineering Registration - procedures, values. ECE 491, Engineering Seminar, has a presentation/participation activity on "office" ethics as well as a presentation/discussion on professional engineering ethics. Students are evaluated on the "office" ethics participation activity and are required to respond to short answer questions on Professional Registration and the Engineering Code of Ethics in the final exam. The Senior Design Project requires students to comment on the maintainability and cost alternatives for their projects, reflecting the requirement for the engineering professional to be responsible not only for creating the product, but also for what happens with the product after is has passed to the user
Assessed by performance on assignments and exams in courses and Senior Design Project reports.
Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome g: an ability to communicate effectively
This outcome is addressed in the Public Speaking course, the freshman and junior level composition courses, two literature courses, lab and project reports, the Senior Seminar, ECE 491, course and by the Senior Project (the Writing Intensive courses) which involves both written and oral reports.
Assessed by presentation evaluations, performance on the ECE 491 presentations and via project and lab reports. Documented through supporting material collected from course instructor.
Assessed directly in surveys of students and alumni.
Outcome h: the broad education necessary to understand the impact of engineering solutions in a global and societal context
This outcome is addressed by the general education component of the program, in ENGR 107 by outside speakers, directly in ECE 491 and informally throughout the curriculum by faculty injecting references to the globalization of technology. Issues such as environmental concerns are required to be addressed in the Senior Design Project.
Assessed in surveys of students and alumni.
Outcome i: a recognition of the need for, and an ability to engage in life-long learning
This outcome is addressed to some extent in the majority of the required major related courses, but it is
specifically addressed in ECE 491, in which a short term, 5-year and 10-year goal Career Plan is prepared. This outcome is also addressed in all incoming electrical engineering orientation programs.
Assessed and documented by ECE 491 Career Plan.
Assessed directly in surveys of students and alumni.
Outcome j: a knowledge of contemporary issues
This outcome is addressed by the general education component of the program. Instructors in upper level courses also are encouraged to relate the course material to problems they are aware of via their research.
Assessed in surveys of students and alumni.
Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
This outcome is addressed by most of the curriculum technical courses. The current policy, based on
discussions with students and industry representatives, is to integrate analysis, design and simulation tools used in industry (C++, MATLAB, VHDL, SPICE) in all appropriate courses.
Assessed by performance on projects, assignments and Senior Design Projects. Documented through supporting material collected from course instructor.
Assessed in surveys of students and alumni.
Outcome l: a knowledge of the use of cutting-edge technologies and advanced systems in use in industry This outcome is addressed in senior technical electives, Senior Design Project and by regularly scheduled trips to the high tech companies surrounding George Mason.
Assessed in surveys of students and alumni.