Assessment Plan

Assessment Plan
and
Program Educational Objectives
for the
Computer Engineering Program

and
Electrical Engineering Program

of the
School of Information
Technology and Engineering
at
George Mason University
Contents
Summary of Program Assessment Plan for Computer Engineering and Electrical Engineering
Computer Engineering Program Outcomes Assessments Summary
Electrical Engineering Program Outcomes Assessments Summary
Program Objectives Assessment Summary
Changes to CpE Program

Changes to EE Program
CpE and EE Quality Assurance Process
CpE and EE Program Assessment Plan
CpE Program Educational Objectives

CpE Program Outcomes and Assessment
EE Program Educational Objectives

EE Program Outcomes and Assessment
Minutes of Feb 11, 2000 ECE Advisory Committee
Minutes of, and Comments on, May 3, 2000 Student Focus Group
Computer Engineering Program Outcomes Assessments Summary
- Fall 2000 -
The formal documentation of the assessment process has just been implemented. While there is
little direct data available at this time to demonstrate that our three graduates satisfy the Program
Outcomes, the process for collecting high quality data is in place for continuous process
improvement as the number of graduates increases.
Based on data from courses involving computer engineering students, from surveys of ECE
classes required by computer engineering students, from surveys of alumni and employers of the
electrical engineering program which shares many requirements with computer engineering, the
Computer Engineering Program Outcomes were assessed.
(a) an ability to apply knowledge of mathematics, science and engineering
Based on course Assessments; IT&E Senior and ECE Alumni (only EE responses, but
the programs are quite similar) Surveys:
All students demonstrate the ability to apply math, science and engineering.
Recommendations:
1. Work with the Math and Physics Departments to include more pertinent electrical
engineering problems into the basic math and science curriculum. [Action: Math/Science
Outcome faculty team.]
2. Consider introducing material into technical elective courses to extend students
abilities to apply knowledge of VLSI design and testing , high performance computing,
and computer-network design and analysis. [Action: CpE faculty.]
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
Based on lab reports and IT&E Senior and ECE Alumni and Employer (only EE
responses, but the programs are quite similar) Surveys:
Students have demonstrated good performance conducting experiments and analyzing

and interpreting data, and acceptable performance on designing experiments.
Recommendations:
1. Revise additional lab manuals to reduce stet-by-step procedures and to require students
to design the experiments and experimental setups. [Action: Lab courses Coordinating
Faculty.]
2. Prepare sample Lab Report formats to encourage more data interpretation. [Action:
Undergraduate Committee.]
(c) an ability to design a system, component, or process to meet desired needs
Based on Design Projects; Course Assessments; and IT&E Senior, ECE Alumni and
Employer (only EE responses, but the programs are quite similar) Surveys:
All graduating students have mastered the use of some of the automated design tools and
have successfully applied them to design a system, component or process to meet desired
needs.
Recommendations:
1. Watch student performance with VHDL and INTROL C cross-compiler (new to
CpE/EE Programs) to ensure the percent of students successfully using them rises as the
experience with them increases. [Action: ECE 332, ECE 445 and ECE 447 instructors.]
2. Establish a standing committee to review design project abstracts in order to establish

quality control and assess the level of design which is in these projects in order to
maintain it at the existing high level. [Action: Design Outcome faculty team.]
(d) an ability to function on multi-disciplinary teams
Based on Course Assessments: and Fall 2000 Undergrad, IT&E Senior, ECE Alumni
(only EE responses, but the programs are quite similar), and Physics faculty Surveys:
Students are able to successfully work in team environments.
Recommendations:
1. Include formal teaming in ECE 447 or/and ECE 449. [Action: CpE faculty.]
2. Encourage interaction with industry via student organization activities and seminars.
[Action: Teaming Outcome faculty team.]
3. Develop new Assessment tool of Entrance/Exit Surveys for courses involving teams
and Survey questions related to coop/intern/part-time/full-time work teaming
experiences. [Action: Teaming Outcome faculty team.]
( e) an ability to identify, formulate, and solve engineering problems
Based on Design Projects; IT&E Senior, ECE Alumni (only EE responses, but the
programs are quite similar) and GMU Senior Surveys:
By graduation all but a few students can identify, formulate and solve engineering
problems. The aspect that more students show lesser ability is in identifying problems.
Recommendation: Upper level classes content be examined to ascertain where increased

exposure to the need to identify problems can be included or the ability to identify
problems can be discussed. [Action: ECE faculty teaching ECE 4xx courses and
Engineering Problems Outcome faculty team.]
(f) an understanding of professional and ethical responsibility
Based on Course Assessments; and IT&E Senior Surveys:
All students recognize aspects of professional and ethical responsibility
Recommendations: No changes. Continue appropriate emphasis.
(g) an ability to communicate effectively

Based on Project Reports; Course Assessments; Student and Faculty Evaluations; and
IT&E Senior Surveys:
Students are able to communicate technical material adequately in writing and orally
when they graduate.
Recommendations:
1. Include COMM 100, Public Speaking, in the Computer Engineering Program. [Action:
CpE faculty.]
2. Establish a requirement for a written work portfolio. [Action: ECE faculty]
3. Consider how ENGL 302, Advanced Composition, performance can be integrated into,
or be prerequisite for, aspects of the program. [Action: Communications Outcome faculty
team.]
(h) the broad education necessary to understand the impact of engineering solutions in a global
and societal context
Based on IT&E Senior, ECE Alumni (only EE responses, but the programs are quite
similar) and GMU Senior Surveys:
Students feel strongly that they do have an understanding of the impact of engineering
solutions in a global and societal context.
Recommendation: No changes in the program, but do recommend a continued and

perhaps broadened use of technical classes to discuss global and societal impacts of both
the technology and decisions/solutions involving the technology. [Action: all faculty.]
(i) a recognition of the need for, and an ability to engage in life-long learning
Based on Course Assessments; IT&E Senior and ECE Alumni (only EE responses, but
the programs are quite similar) Surveys; ECE graduate classes demographics:
All students respond in a manner that reflects knowledge of both the need for and the
ability to pursue line-ling learning.
Recommendations:
1. Arrange for more student-alumni interaction. [Action: Life-long Learning Outcome
faculty team.]
2. Track student activities in graduate work. [Action: Associate Chair.]
3. Encourage course activities encouraging use of web-based research. [Action: all
faculty.]
(j) a knowledge of contemporary issues
Based on In-class, ECE Alumni (only EE responses, but the programs are quite similar) ,
and IT&E Senior Surveys:
Most students indicate that they have a sufficient knowledge of contemporary issues.
Recommendation: No program changes are recommended, but it is recommended that
faculty present information showing how contemporary issues are involved in
technology. [Action: all faculty.]
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Based on Resumes; Course Assessments; IT&E Senior, GMU Senior, and ECE Alumni
(only EE responses, but the programs are quite similar) Surveys:
All students have developed good ability with a range of software and hardware
techniques, skills and modern engineering tools.
Recommendation: No change. Ensure course tools remain at the forefront of technology.
(l) a knowledge of the use of cutting-edge technologies and advanced systems in use in industry
Based on Resumes; Senior Level Design Projects; Fall 2000 Undergrad Survey:
Graduating students demonstrate a reasonable knowledge of cutting-edge technologies

and advanced systems.
Recommendations:
1. Consider ways to better integrate work experience with academic activities. [Action
Cutting-edge Outcome faculty team.]
2. Require/encourage cutting-edge technologies or advanced systems to be part of
Senior Level Design Projects. [Action: ECE faculty.]
It is recommended that the following six Outcomes be reviewed in Spring 2001, initiating the
biannual review cycle.

Electrical Engineering Program Outcomes Assessments Summary
- Fall 2000 -
The formal documentation of the assessment process has just been implemented, the process for
collecting high quality data is in place for continuous process improvement.
Based on data from courses involving electrical engineering students, from surveys of ECE
classes required by electrical engineering students, from surveys of alumni and employers of the
electrical engineering program, the Electrical Engineering Program Outcomes were assessed.
Based on course Assessments; IT&E Senior and ECE Alumni Surveys:
All students demonstrate the ability to apply math, science and engineering.
Recommendations:
1. Work with the Math and Physics Departments to include more pertinent electrical
engineering problems into the basic math and science curriculum. [Action: Math/Science
Outcome faculty team.]
2. Consider introducing material into technical elective courses to extend students
abilities to apply knowledge of VLSI design and testing , high performance computing,
and computer-network design and analysis. [Action: CpE faculty.]
Based on lab reports and IT&E Senior and ECE Alumni and Employer Surveys:
Students have demonstrated good performance conducting experiments and analyzing

and interpreting data, and acceptable performance on designing experiments.
Recommendations:
1. Revise additional lab manuals to reduce stet-by-step procedures and to require students
to design the experiments and experimental setups. [Action: Lab courses Coordinating
Faculty.]
2. Prepare sample Lab Report formats to encourage more data interpretation. [Action:
Undergraduate Committee.]
Based on Design Projects; Course Assessments; and IT&E Senior, ECE Alumni and
Employer Surveys:
Most graduating students have mastered the of automated design tools and have
successfully applied them to design a system, component or process to meet desired
needs.
Recommendations:
1. Watch student performance with VHDL and INTROL C cross-compiler (new to
CpE/EE Programs) to ensure the percent of students successfully using them rises as thee
experience with them increases. [Action: ECE 332, ECE 445 and ECE 447 instructors.]
2. Establish a standing committee to review design project abstracts in order to establish

quality control and assess the level of design which is in these projects in order to
maintain it at the existing high level. [Action: Design Outcome faculty team.]
Based on Senior Design Projects; Course Assessments: and Fall 2000 Undergrad, IT&E
Senior, ECE Alumni, and Physics and ECE 492/493 faculty Surveys:
Students are able to successfully work in team environments.
Recommendations:
1. Include requirement for project teams in ECE 492/493. [Action: all faculty.]
2. Encourage interaction with industry via student organization activities and seminars.
[Action: Teaming Outcome faculty team.]
3. Develop new Assessment tool of Entrance/Exit Surveys for courses involving teams
and Survey questions related to coop/intern/part-time/full-time work teaming
experiences. [Action: Teaming Outcome faculty team.]
( e) an ability to identify, formulate, and solve engineering problems
Based on Design Projects; IT&E Senior, ECE Alumni and GMU Senior Surveys:
By graduation all but a few students can identify, formulate and solve engineering
problems. The aspect that more students show lesser ability is in identifying problems.
Recommendation: Upper level classes content be examined to ascertain where increased

exposure to the need to identify problems can be included or the ability to identify
problems can be discussed. [Action: ECE faculty teaching ECE 4xx courses and
Engineering Problems Outcome faculty team.]
Based on Course Assessments; and IT&E Senior and ECE Alumni and Employers
Surveys:
All students recognize aspects of professional and ethical responsibility
Recommendations: No changes. Continue appropriate emphasis.
Based on Project Reports; Course Assessments; Student and Faculty Evaluations; and
IT&E Senior and ECE Alumni and Employer Surveys:
Students are able to communicate technical material adequately in writing and orally
when they graduate.
Recommendations:
1. Establish a requirement for a written work portfolio. [Action: ECE faculty]
2. Consider how ENGL 302, Advanced Composition, performance can be integrated into,
or be prerequisite for, aspects of the program. [Action: Communications Outcome faculty
team.]
Based on IT&E Senior, ECE Alumni and GMU Senior Surveys:
Students feel strongly that they do have an understanding of the impact of engineering
solutions in a global and societal context.
Recommendation: No changes in the program, but do recommend a continued and

perhaps broadened use of technical classes to discuss global and societal impacts of both
the technology and decisions/solutions involving the technology. [Action: all faculty.]
Based on Course Assessments; IT&E Senior and ECE Alumni Surveys; ECE graduate
classes demographics:
All students respond in a manner that reflects knowledge of both the need for and the
ability to pursue line-ling learning.
Recommendations:
1. Arrange for more student-alumni interaction. [Action: Life-long Learning Outcome
faculty team.]
2. Track student activities in graduate work. [Action: Associate Chair.]
3. Encourage course activities encouraging use of web-based research. [Action: all
faculty.]
Based on In-class, ECE Alumni, and IT&E Senior Surveys:
Most students indicate that they have a sufficient knowledge of contemporary issues.
Recommendation: No program changes are recommended, but it is recommended that

faculty present information showing how contemporary issues are involved in
technology. [Action: all faculty.]
Based on Resumes; Course Assessments; IT&E Senior, GMU Senior, and ECE Alumni
and Employers Surveys:
All students have developed good ability with a range of software and hardware
techniques, skills and modern engineering tools.
Recommendation: No change. Ensure course tools remain at the forefront of technology.
Based on Resumes; Senior Level Design Projects; Fall 2000 Undergrad Survey:
Graduating students demonstrate a reasonable knowledge of cutting-edge technologies

and advanced systems.
Recommendations:
1. Consider ways to better integrate work experience with academic activities. [Action
Cutting-edge Outcome faculty team.]
2. Require/encourage cutting-edge technologies or advanced systems to be part of
Senior Level Design Projects. [Action: ECE faculty.]
It is recommended that the following six Outcomes be reviewed in Spring 2001, initiating the
biannual review cycle.

Computer Engineering Program and Electrical Engineering Program
Objectives Assessments Summary
- (Scheduled for Spring 2003) -
The assessment process has just been implemented. The present Objectives (which are the same
for both the Computer Engineering and the Electrical Engineering Programs) were based on the
1994 Electrical Engineering Program Objectives, and, in their present, modified, form, were
given final approval in Spring 2000. We are confident that these Objectives are appropriate for
our programs now and for the next three years. Consequently, unless assessment of the derived
Outcomes indicates serious problems, we will plan on a Spring 2003 (3 years) thorough review
of the Objectives.
Computer Engineering Program Change
- Fall 1998 -
Program Initiation
During 1997, the faculty developed the Computer Engineering Program. The ECE Department
faculty approved the program on September 3, 1997.
This Program was approved December 1, 1997 by the School of Information Technology and
Engineering
The Program was approved by the GMU Board of Visitors during Spring 1998.
On June 12, 1998 the Program was approved by the State Council of Higher Education for
Virvinia (SCHEV).
The Computer Engineering Program became effective in Fall 1998.

Electrical Engineering Program Change
- Fall 1999 -
Communications Requirement
During Spring 1999, the previous option of taking either public speaking or a technical writer
oriented Technical Report Writing course was considered and removed, and the public speaking
course was specifically required.
Feedback Sources
This change resulted from feedback from several directions. Interaction with industry managers
and alumni in the field (i.e. via the Off sITE Conversations trips to companies coordinated
by the George Mason Career Services Office) communicated that speaking was really more of a
problem than writing. Talking to students during advising showed that they were more
concerned or scared to get up in front of others and make presentations than they were about
writing. This was primarily either because they had not done this type of speaking or they had
not had instruction in doing it.
Effective Date
This change became effective in Fall 1999.

- Fall 1997 -
First Two Years Curriculum Redesign
A team of faculty examined the first two years of the electrical engineering curriculum and
proposed a broad redesign that was subsequently implemented in Fall 1997.
To motivate and excite freshmen about the field of electrical engineering we introduced a
new course, ECE 101, Introduction to Information Technology. This course with web
documented lectures and with lab experiments, gives an introduction to electrical engineering
from the point of view of modern communications. The course has become very successful and
it is now also taught (in a simplified form) to non-engineering students in the Information
Technology Minor program.
Feedback Source
In student surveys of challanging courses, ECE 285, Circuit Analysis I, the first ECE course
student experienced was often mentioned. Faculty were concerned that retention could be
affected.
To provide an early introduction to mathematical and computational tools of electrical

engineering, we introduced a new course at the sophomore level, ECE 201, Introduction to
Electrical Engineering.
Feedback Source
An early support for creating this new course came from feedback from students who indicated
that the lab-only course on MATLAB that we were presenting did not seem to prepare them
adequately to perform in the subsequent signals and systems course.
To provide students with a solid background in the important area of signals and systems,
we created two new courses, ECE 220 and ECE 320, which covered continuous signals and
discrete signals respectively. These courses replaced the single Signals and Systems course that
had been designed to cover continuous analysis and some discrete analysis.
Feedback Source
These new courses also reflected the input to faculty from our alumni (often in conversations
with faculty teaching the graduate classes that these alumni were now taking) who indicated that
more of the discrete signals and systems (z-transform) techniques were needed by industry
To provide students with more interesting hands-on lab experience earlier in their
electrical engineering program we created a new course, ECE 280, Electric Circuit Analysis,
which included a laboratory component as well as covering most of the lecture material
previously contained in the two semester electric circuit analysis sequence.
Feedback Source
This also reflected feedback from graduating seniors via the Senior Seminar survey questions in
which the seniors indicated that they really felt they could benefit from more and earlier lab
experience. The redesign of the lecture content reflected the feedback from alumni regarding the
material they used (and did not use) when first starting out in their careers after graduation.
Additional Valuable Feedback
Additionally, we obtained feedback from long term, experienced, industry managers which led
us to understand that our earlier decision to eliminate the full 4xx level breadth of the electrical
engineering program had disadvantages both for industry and for our graduates long-term
careers. This feedback indicated that industry did need engineers with this type of breadth, both
to bring a full range of ideas and knowledge to the design team, and for flexibility of job
assignments within projects or companies. Consequently this feedback on a change allowed
us to make the necessary correction right away by again requiring all four of the upper level
foundation courses (ECE 421, ECE 433, ECE 445, ECE 460).
Summary
Consequently, by using knowledge of the new ABET accreditation criteria, having time to
propose and develop new courses, using feedback from industry managers (a constituency that
had not been thoroughly surveyed in early Spring), informal feedback from students in the first
half of their program, and further feedback from alumni and seniors, we were able to create an
exciting redesign of the curriculum.
Effective Date
This change became effective in Fall 1997.
Follow-on Feedback
We have already had feedback from seniors via the Senior Seminar survey questions (in 1998-
99) that the ECE 201 - ECE 220 sequence is definitely working. They understand more when
the MATLAB tool is integrated with theory and application examples and problems.
- Fall 1996 -
Reduction to 120 Credit Hours
During the early part of Spring semester, 1996 the program was reduced from 129 hours to 120
hours. This was accomplished by reviewing feedback from seniors which had been obtained via
the survey questions at the end of the Senior Seminar course and via surveys of alumni regarding
their initial job positions and need for specific knowledge at that time.
Action: The Digital Circuit Design course was moved from a category of required to
technical elective.
Feedback supporting action: This decision was based on electrical engineering graduates
indicating that it was more device detailed than was needed for entry level positions in
Northern Virginia.
Action: The requirement to take all four of the 4xx level courses that capped the basic
knowledge of the foundation or core areas was reduced to a requirement to take any three.
Feedback supporting action: Both seniors and alumni indicated that required breadth at the
4xx level, if it precluded taking some student-preferred technical elective, was not necessary or
in the best interests of graduates looking for their first position and who needed to demonstrate a
higher level of knowledge in a specific electrical engineering area to get their preferred jobs.
Action: The Engineering Economics course was removed, but one of the existing Social Science
elective courses which was part of the General Education requirement was changed to a required
Economics course in order to maintain a knowledge of the importance of economics on
engineering in industry.
Effective Date
These changes became effective in Fall 1996.

Computer Engineering and Electrical Engineering Programs
School of Information Technology and Engineering
Quality Assurance Process
Initiated or Scheduled Comments

Process Steps
Spring 01
Spring 02
Spring 03
Fall 00
Fall 01
Fall 02
Fall 03
Done
Review mission of GMU Every 3 years or whenever GMU or IT&E specifically
and Undergrad IT&E X X announce a change. By ECE Undergrad Committee
(EUC).
Identify/Review Program Approved by Industrial Advisory and Student

X X
Objectives Committees in 2000. Every 3 years. By EUC.
Determine/Review Program Every 2 years. By EUC.

X X X
Outcomes
Identify/Review learning Each year of the Outcomes will be Assessed and

experiences for Program X X X X appropriate Reviews conducted by each Outcome
Outcomes Faculty Team and EUC.
Determine/Review Each year of the Outcomes will be Assessed and

assessment strategies for X X X X appropriate Reviews conducted by each Outcome
each Program Outcome Faculty Team and EUC.
Develop feedback process to Feedback process of Course Assessments to subsequent

incorporate assessment instructors; Outcomes Assessments to ECE Undergrad.
X X
findings into curriculum Committee to ECE faculty not expected to change.
revision process Will be reviewed in 2002 and every 4 years by EUC.
Develop/Review assessment Instruments (surveys, student work, focus groups) will

instruments for each be reviewed for effectiveness along with first overall
X X X
Program Outcome review of Outcomes Assessments. Then every two or
three years. By each Outcome Faculty Team and EUC.
Conduct Course assessments Every semester a course is offered. By instructor.

by collecting, analyzing, and X X X X X X X X
interpreting data
Accomplish non-course Each semester: Graduating Seniors GMU and IT&E

assessment instruments (EBI) Survey; Senior Project Self-Evaluations. Each
X X X X X X X X
year: ECE Alumni/Supervisor Survey. By Department
personnel.
Conduct Outcomes Each year of the Outcomes will be Assessed by each

assessments by collecting, Outcome Faculty Team and EUC.
X X X X
analyzing, and interpreting
data
Use assessment results in Course Assessments will be reviewed by subsequent

curriculum revision process course instructor. Major recommendations will be
passed by instructor to EUC. Outcome Assessments (
X X X X X X X X
each year) will be reviewed by EUC and
recommendations passed on to Chair or faculty as
appropriate.
Conduct Objectives Every two years in light of assessments of all

assessments X X Outcomes. By EUC with report to faculty; Advisory
Committees.
Program Assessment Plan
for
Computer Engineering and Electrical Engineering
Assessment of the Computer Engineering Program and Electrical Engineering Program is
accomplished by assessment of the Program Educational Objectives established for the
Programs. This assessment may lead to changes in how the Program Objectives are
accomplished, or in how subsequent assessments are accomplished, or in the Program Objectives
themselves, in order to improve the Programs. While assessment of aspects of the Programs in
general is a continuous, on-going, informal process by the faculty, this Plan establishes a
formal, documented, structure that addresses the assessment of each entire Program on a periodic
schedule.
The Program Objectives are supported by more detailed Program Outcomes. Assessment of
Program Outcomes is accomplished by periodic assessments of evidence supporting the
Outcomes. This evidence may include information such as Instructor Course Assessments;
student work; surveys of in-process students, graduating students, alumni, supervisors of
alumni, industry representatives and faculty; student, alumni and industry committees, focus
groups and panels; and informal interaction between faculty and students, alumni and industry
representatives. These assessments may lead to changes in how the Program Outcomes are
accomplished, or in how subsequent assessments are accomplished, or in the Program Outcomes
themselves, in order to improve the Programs. Such changes may be reflected in changes in
course content or presentation, changes in Program/Degree requirements, changes in procedures
for faculty/student interaction, changes in extra-curricular opportunities for students, or in other
aspects of the Programs that could contribute to an improvement in the Programs.
Program Educational Objectives Achievement and Assessment
The Program Objectives are addressed throughout the courses making up the curriculum and
through extra curricular opportunities such as industry trips and presentations and student
organizations.
Achievement of Program Objectives is determined by analysis of the assessments of the Program

Outcomes. Program Outcomes and Program Educational Objectives (presented later) shows
how the general Program Objectives are mapped onto the more specific Program Outcomes.
The Program Objectives are reviewed every three years in the Spring semester by the
Undergraduate Curriculum Committee considering input from the Department Advisory
Committee, the ECE Undergraduate Student Advisory Committee and faculty, and data from
assessments of the Program Outcomes. Recommended changes are presented to the entire
Department faculty for consideration and approval, with final review by the ECE Department
Advisory Committee and student groups each Fall. The final Program Objectives are then
published in the George Mason University catalog and other appropriate media. Any changes in
curriculum needed as a result of Program Objectives changes are then addressed, starting with
the Undergraduate Curriculum Committee.
ECE Department Advisory Committee
The ECE Department Advisory Committee has the responsibility for reviewing existing and
proposed Departmental Mission and Objectives statements and degree and certificate programs,
and providing input to the Department on these or other issues of interest. The ECE Department
Advisory Committee is composed of:
1. Dr. Harry Dietrich, Head, High Frequency Materials and Devices Section, Naval
Research Laboratory
2. Mr. Bruce Gallemore, Vice President, Technologies Division, Digital System Resources,
Inc.
3. Mr. Tom Krappweis, Senior System Engineering Manager, Lockheed-Martin Federal
Systems Inc.
4. Dr. Sumner Matsunaga, General Manager, Electronic Systems Directorate, The
Aerospace Corporation
5. Mr. Hank Orejuela, Vice President, Information and Advanced Systems, Raytheon
Systems Company
6. Dr. Donald Reago, Director, Science and Technology Division, Night Vision Laboratory,
US Army
7. Mr. Paul Tatum, Regional Systems Engineering Manager, Service Providers, Southern
Area, Sun Microsystems
8. Mr. Carroll Wright, Chief Technologist, government Solutions, Lucent Technologies.
ECE Undergraduate Student Advisory Committee
The ECE Undergraduate Student Advisory Committee has the responsibility for making
recommendations regarding the curriculum, standards, and academic policies of the Department.
The ECE Undergraduate Student Advisory Committee is composed of:
1. Mr. Varun Aggarwal, Junior, Computer Engineering

2. Ms. Sheila Anwari, Junior, Electrical Engineering
3. Ms. Christine Huynh, Senior, Computer Engineering, Vice Chair
4. Mr. A. Glenn Richardson, Senior, Electrical Engineering
5. Dr. Alok Berry, ECE Department Representative
6. Dr. William Sutton, ECE Department Representative, Chair
Program Outcomes Achievement and Assessment

The Program Outcomes are addressed throughout the courses making up the curriculum and
through extra curricular opportunities such as industry trips and presentations and student
organizations.
Achievement of Program Outcomes is determined by analysis of the assessments of appropriate

evidence supporting the Outcomes. This evidence may include information such as Instructor
Course Assessments; student work; surveys of in-process students, graduating students,
alumni, supervisors of alumni, industry representatives and faculty; student, alumni and industry
committees, focus groups and panels; and informal interaction between faculty and students,
alumni and industry representatives. These assessments may lead to changes in how the
Program Outcomes are accomplished, or in how subsequent assessments are accomplished, or in
the Program Outcomes themselves, in order to improve the Programs. Such changes may be
reflected in changes in course content or presentation, changes in Program/Degree requirements,
changes in procedures for faculty/student interaction, changes in extra-curricular opportunities
for students, or in other aspects of the Programs that could contribute to an improvement in the
Programs. The Computer Engineering Program Outcomes and Curriculum Courses table
(presented later) shows the mapping of Program Outcomes onto curricula courses both
technical courses and as part of the general education component.
The Program Outcomes are reviewed on a bi-annual basis (half the Outcomes are reviewed each
year) in the Fall semester, by teams of ECE faculty assigned to each of the Outcomes,
considering evidence as mentioned above. Recommended changes are included in the Outcome
Assessment Recommendation/Summary for use in the review and assessment of Program
Objectives. Any recommendations that are course/instructor specific are immediately addressed
to the course instructor. Any changes in curriculum needed as a result of the assessment of
Program Outcomes are addressed to the Undergraduate Curriculum Committee. Major changes
by the faculty are reviewed by the ECE Department Advisory Committee and student groups.
Assessment Measures
To provide information from which to draw assessment conclusions the following are used.
Course exams and homework

Questionnaires/quizzes in follow-on courses
Project and laboratory reports
Presentation evaluations
Surveys
a. Senior surveys (administered by: GMU, IT&E and ECE)
b. Alumni surveys (administered by: GMU and ECE)
c. In-progress student surveys
d. Student focus group comments (ECE Undergraduate Student Advisory
committee, student organizations)
e. Course evaluations by students
f. Industry surveys (from Career Services Office and as an adjunct to alumni
surveys)
Assessment Process
The primary on-going assessment process involves each course instructor, for each offering of
each course and section, gathering evidence of student performance (exams, homework, lab and
project reports, project and presentation evaluations, faculty evaluations) related to each of the
Outcomes identified for that course and making an instructor-assessment of the performance of
students in each of the Outcomes. This Course Assessment is prepared at the end of the semester
and will consider the prior Course Assessments plus student work and observations from the
course offering. The Course Assessment plus the supporting examples of student work will be
added, prior to the start of the next semester, to the Course Assessment Notebook maintained in
the Department Library. Recommendations for obvious or urgent changes which an instructor
could make are immediately provided to the subsequent offering instructor.
In early Spring this Outcomes-oriented Course Assessment material is provided to the

appropriate ECE faculty Outcome Teams. The results of surveys are added to each Outcome
Notebook as the data becomes available. Senior surveys are done at the School of IT&E level in
conjunction with the graduation application process. Results are subsequently provided to the
Programs. The University administers a Senior Survey at the time of graduation. The results of
this survey are made available to the Schools and Departments shortly after the end of the
semester. The University also administers Alumni surveys. Results are subsequently provided
to the Programs. Alumni surveys and Industry surveys are done by the ECE Department,
normally during late Spring/early Summer. Committee/group minutes are added to the Outcome
Notebook as appropriate. Student focus groups are organized, as needed, by the Department
Associate Chair during the regular academic year, taking advantage of student organizations
volunteers. The faculty Outcome Team, during every other Spring, examines the prior Outcome
Assessments, and material from the previous two years (two sets of Spring, Summer, Fall) and
prepares an updated Outcome Assessment. The new Outcome Assessment plus selected
supporting examples of student work are then added to the Outcome Assessment Notebook
maintained in the Department Library.
Each Summer/Fall the six new Outcome Assessments will be compiled by the Undergraduate
Curriculum Committee and an annual report will be prepared and will be provided to the faculty,
the Department Advisory Committee and to the ECE Undergraduate Student Advisory
Committee. Recommendations for making improvements to the Programs will be included as
appripriate.
The faculty will take action on the recommendations. The Department Advisory Committee and
the ECE Undergraduate Student Advisory Committee will review and comment on the Report
back to the Undergraduate Curriculum committee and the faculty.
Computer Engineering Program Educational Objectives
The objectives of the Computer Engineering Program are as follows:
The program educational objectives of the Computer Engineering program are to:
1. provide students with the fundamental knowledge and methodologies of electrical or computer
engineering, including the opportunity to learn appropriate experimental and computational
tools, essential for a successful career.
2. provide students with an awareness of, and skills in, life-long learning and self education.
3. cultivate teamwork, technical writing and oral communication skills.
4. provide students with an appreciation of engineering's impact on society and the professional
responsibilities of engineers.
5. 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.
These objectives are consistent with the mission and objectives of the University, the School of
Information Technology and Engineering, and the Electrical and Computer Engineering
Department.
The Mission Of George Mason University
George Mason University will be an institution of international academic reputation providing

a superior education enabling students to develop critical, analytical, and imaginative thinking
and to make well founded ethical decisions. The university will prepare students to address the
complex issues facing them in society and to discover meaning in their own lives. The university
will be a resource of the Commonwealth of Virginia serving private and public sectors and will
be an intellectual and cultural nexus between Northern Virginia, the nation, and the world.
Undergraduate Education Mission and Goals of the School of Information Technology and
Engineering
The Undergraduate Education mission of the School of Information Technology and

Engineering (IT&E) is to provide a quality education in support of the needs of Virginia and the
nation.
The goal of the School of Information Technology and Engineering undergraduate programs is
to graduate students that:
1. Are technically competent;

2. Are prepared for ethical professional practice;
3. Can communicate effectively;
4. Can work as members or leaders of technical teams;
5. Are prepared for a lifetime of learning; and
6. Understand the global nature and impact of information technology and engineering.
Undergraduate Education Mission of the Electrical and Computer Engineering

Department
The undergraduate education mission of the Electrical and Computer Engineering Department
is to provide a quality education for electrical engineering and computer engineering students in
support of the needs of Virginia and the nation.
Constituencies of the Computer Engineering Program
The significant constituencies of the computer engineering program are:
Undergraduate Computer Engineering Students: The undergraduate computer engineering

students are represented by students enrolled in ECE classes, members of student organizations,
and the ECE Undergraduate Student Advisory Committee (USAC). Selected from student
applications, the members of the USAC are tasked with making recommendations regarding the
curriculum, standards, and academic policies of the Department. This organization is one of the
primary interfaces with the undergraduate computer engineering student constituents.
Computer Engineering Alumni: The computer engineering graduates/ alumni are represented
by the ECE Alumni Association and by alumni enrolled in ECE graduate programs classes. The
ECE Department Alumni Association has as one of its mission goals to provide advice and ideas
to the department related to programs within the department. Many computer engineering
graduates remain in the Northern Virginia area. These individuals return to George Mason for
their graduate work. When in ECE classes, they chat with the ECE faculty regarding their
work experiences.
ECE Departmental Faculty: The faculty are involved via committees (Undergraduate
Curriculum Committee, Awards Committee, Undergraduate Recruitment Committee) and as the
Department-as-a-whole.
Industry, Government and Academia: These constituents are involved via the ECE
Department Advisory Committee and graduate students enrolled in graduate level courses. The
ECE Department Advisory Committee has the responsibility of reviewing existing and proposed
Departmental Mission and Objectives statements and degree and certificate programs, and
providing input to the Department on these or other issues of interest.
Development of Computer Engineering Program Objectives
The present computer engineering Program Objectives were initially proposed during the
programs first semester, Fall 1998, (following the official approval of the program by the State
Council of Higher Education for Virginia - SCHEV - in Spring 1998) as revisions to the
electrical engineering Program Objectives of 1994 which had been used in creating the computer
engineering program. These revised objectives were initiated by the Undergraduate Curriculum
Committee, a standing committee appointed by the Department Chair each year. The Committee
consists of four faculty, representing the four major areas of electrical and computer engineering
within the department: electronics, computer engineering, communications/ signal processing
and controls/robotics. This committee is responsible for course and curriculum development
proposals for presentation to the Department-as-a-whole. The proposed Program Objectives
were distributed to and discussed by the Department-as-a-whole and approved via vote in
December 1998.
Subsequently these Program Objectives were presented to the ECE Department Advisory
Committee for review and comment in Spring 2000. The Advisory Committee provided input
regarding aspects of the Objectives that should receive emphasis and followed this with an
expression of approval of the Program Objectives as presented to the Committee. This cycle
resulted in the addition of a specific mention of direct observation and interaction with industry.
These objectives are published in the University catalog, in the advising handbook and on the
computer engineering program web page.
While the original Program Objectives had been developed by faculty having informal
interaction with the undergraduate computer engineering students, formal discussions were held
with members of student organizations such as Eta Kappa Nu and the student chapter of IEEE.
In each case the student reaction was of approval of the range and content of the Program
Objectives.
Computer Engineering Program Outcomes and Assessment
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
(e) an ability to identify, formulate, and solve engineering problems
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 Computer Engineering Program Outcomes and Program Educational Objectives
table.
Program Outcomes and Program Educational Objectives
Broad
Use the
education Have
techniques,
Design and Design a necessary to Recognize knowledge of
Apply Identify, skills, and
conduct system, Understand understand the need for, the use of
knowledge Function on a formulate, Knowledge of modern
experiments, component, professional Communicate the impact of and ability to cutting-edge
Outcomes of math,
as well as to or process to
multi-disciplinary and solve
and ethical effectively engineering engage in
contemporary engineering
technologies
science and team engineering issues tools
analyze and meet desired responsibility solutions in a life-long and advanced
engineering problems necessary for
interpret data needs global and learning systems in use
engineering
societal in industry
practice
context
Objectives
% % % % % %
provide students with the
fundamental knowledge and
methodologies of electrical or
computer engineering, including the
opportunity to learn appropriate
experimental and computational
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 Computer 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 201, 220,
280, 333, 334, 331, 332, CS 112) and upper level/advanced labs ECE 434, 435, 429, 447, 449)
Assessed by performance as shown in lab reports and assignments in courses. Documented through supporting
material collected from course instructor.
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, CS 112, 211, 310) and upper level
(ECE 442, 445, 447) courses.
Assessed by performance as shown in project reports and assignments in courses. Documented through
supporting material collected from course instructor.
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 Capstone course.
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. CS 310 has students working on large software programs in a team environment, composed of hardware and
software oriented students.
4. The Senior Capstone course project involves teams of students, some with hardware strengths and some with
software strengths, who bring a variety of skills to the team.
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 Capstone 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
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.
Assessed by performance on assignments and exams in courses. Documented through supporting material
collected from course instructor.
Outcome g: an ability to communicate effectively
This outcome is addressed in the freshman and junior level composition courses, two literature courses, lab and
project reports, the Senior Seminar, ECE 491, course and by the two Writing Intensive courses, one of which is
the Senior Capstone Project 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.
Outcome h: the broad education necessary to understand the impact of engineering solutions in a global
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.
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 computer engineering orientation programs.
Assessed and documented by ECE 491 Career Plan.
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.
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 Capstone Projects. Documented through
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 Capstone Project and by regularly scheduled
trips to the high tech companies surrounding George Mason.

Computer Engineering Program Outcomes and Curriculum Courses
Computer Engineering Program
ECE 462 or CS 455
TECH ELEC LAB
HUM/SS ELEC
PHYS 160/250
PHYS 260/350
PHYS 261/351
PHYS 262/352
AREA C ELEC
LIT ELEC (2)
TECH ELEC
TECH ELEC
TECH ELEC
ENGR 107
ECON 103
MATH 125
MATH 113
MATH 114
MATH 213
MATH 214
MATH 203
ENGL 101
ENGL 302
STAT 344
ECE 201
ECE 220
ECE 280
ECE 331
ECE 332
ECE 333
ECE 334
ECE 431
ECE 445
ECE 442
ECE 447
ECE 449
ECE 491
CS 1112
CS 211
CS 265
CS 310
CS 471
CRITERIA
Apply knowledge of math, science and
engineering T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T
Design and conduct experiments, as
well as to analyze and interpret data T T T T T T T T T T T T
Design a system, component, or
process to meet desired needs T T T T T T T T T T T T T T T T T T T T T T
Function on a multi-disciplinary team
T T T T
Identify, formulate, and solve
engineering problems T T T T T T T T T T T T T T T T T T T T T T T
Understand professional and ethical
responsibility T T T T T T T T
Communicate effectively
T T T T T T T T T T T T T T T T T T T T T T T T T
Broad education necessary to
understand the impact of engineering
solutions in a global and societal T T T T T T T T T
context
Recognize the need for, and ability to

engage in life-long learning T T T T T T T T T T T T T T T T T T T T T T T T T T T T T
Knowledge of contemporary issues
T T T T T T T T
Use the techniques, skills, and modern
engineering tools necessary for engineering T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T
practice
Have knowledge of the use of cutting-edge

technologies and advanced systems in use T T T T T
in industry
Electrical Engineering Program Educational Objectives
The objectives of the Electrical Engineering Program are as follows:
The program educational objectives of the Electrical Engineering program are to:
1. provide students with the fundamental knowledge and methodologies of electrical or computer
engineering, including the opportunity to learn appropriate experimental and computational
tools, essential for a successful career.
2. provide students with an awareness of, and skills in, life-long learning and self education.
3. cultivate teamwork, technical writing and oral communication skills.
4. provide students with an appreciation of engineering's impact on society and the professional
responsibilities of engineers.
5. 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.
These objectives are consistent with the mission and objectives of the University, the School of
Information Technology and Engineering, and the Electrical and Computer Engineering
Department.
The Mission Of George Mason University
George Mason University will be an institution of international academic reputation providing

a superior education enabling students to develop critical, analytical, and imaginative thinking
and to make well founded ethical decisions. The university will prepare students to address the
complex issues facing them in society and to discover meaning in their own lives. The university
will be a resource of the Commonwealth of Virginia serving private and public sectors and will
be an intellectual and cultural nexus between Northern Virginia, the nation, and the world.
Undergraduate Education Mission and Goals of the School of Information Technology and
Engineering
The Undergraduate Education mission of the School of Information Technology and

Engineering (IT&E) is to provide a quality education in support of the needs of Virginia and the
nation.
The goal of the School of Information Technology and Engineering undergraduate programs is
to graduate students that:
1. Are technically competent;

2. Are prepared for ethical professional practice;
3. Can communicate effectively;
4. Can work as members or leaders of technical teams;
5. Are prepared for a lifetime of learning; and
6. Understand the global nature and impact of information technology and engineering.
Undergraduate Education Mission of the Electrical and Computer Engineering

Department
The undergraduate education mission of the Electrical and Computer Engineering Department
is to provide a quality education for electrical engineering and computer engineering students in
support of the needs of Virginia and the nation.
Constituencies of the Electrical Engineering Program
The significant constituencies of the electrical engineering program are:
Undergraduate Electrical Engineering Students: The undergraduate electrical engineering

students are represented by students enrolled in ECE classes and members of student
organizations and the ECE Undergraduate Student Advisory Committee (USAC). Selected from
student applications, the members of the USAC are tasked with making recommendations
regarding the curriculum, standards, and academic policies of the Department. This organization
will be one of the primary interfaces with the undergraduate electrical engineering student
constituents.
Electrical Engineering Alumni: The electrical engineering graduates/ alumni are represented
by the ECE Alumni Association and by alumni enrolled in ECE graduate programs classes. The
ECE Department Alumni Association has as one of its mission goals to provide advice and ideas
to the department related to programs within the department. Many electrical engineering
graduates remain in the Northern Virginia area. These individuals return to George Mason for
their graduate work. When in ECE classes, they chat with the ECE faculty regarding their
work experiences.
ECE Departmental Faculty: The faculty are involved via committees (Undergraduate
Curriculum Committee, Awards Committee, Undergraduate Recruitment Committee) and as the
Department-as-a-whole.
Industry, Government and Academia: These constituents are involved via the ECE
Department Advisory Committee and graduate students enrolled in graduate level courses. The
ECE Department Advisory Committee has the responsibility of reviewing existing and proposed
Departmental Mission and Objectives statements and degree and certificate programs, and
providing input to the Department on these or other issues of interest.
Development of Electrical Engineering Program Educational Objectives
Establishment and Review
The present electrical engineering Program Objectives were initially proposed in Fall 1998 by
the Undergraduate Curriculum Committee as revisions to the Program Objectives established in
1994. The Undergraduate Curriculum Committee is a standing committee appointed by the
Department Chair each year. The Committee consists of four faculty, representing the four
major areas of electrical and computer engineering concentration: electronics, computer
engineering, communications/signal processing and controls/robotics. This committee is
responsible for course and curriculum development proposals for presentation to the
Department-as-a-whole. The proposed Program Objectives were distributed to and discussed by
the Department-as-a-whole and approved via vote in December 1998.
Subsequently these Program Objectives were presented to the ECE Department Advisory
Committee for review and comment in Spring 2000. The Advisory Committee provided input
regarding aspects of the Objectives that should receive emphasis and followed this with an
expression of approval of the Program Objectives as presented to the Committee. This cycle
resulted in the addition of a specific mention of direct observation and interaction with industry.
These objectives are published in the University catalog, in the advising handbook and on the
electrical engineering program web page.
While the original Program Objectives had been developed by faculty having informal
interaction with the undergraduate electrical engineering students, formal discussions were held
with members of student organizations such as Eta Kappa Nu and the student chapter of IEEE.
In each case the student reaction was of approval of the range and content of the Program
Objectives.
Electrical Engineering Program Outcomes and Assessment
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
(e) an ability to identify, formulate, and solve engineering problems
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
Broad
Use the
education Have
techniques,
Design and Design a necessary to Recognize knowledge of
Apply Identify, skills, and
conduct system, Understand understand the need for, the use of
knowledge Function on a formulate, Knowledge of modern
experiments, component, professional Communicate the impact of and ability to cutting-edge
Outcomes of math,
as well as to or process to
multi-disciplinary and solve
and ethical effectively engineering engage in
contemporary engineering
technologies
science and team engineering issues tools
analyze and meet desired responsibility solutions in a life-long and advanced
engineering problems necessary for
interpret data needs global and learning systems in use
engineering
societal in industry
practice
context
Objectives
% % % % % %
provide students with the
fundamental knowledge and
methodologies of electrical or
computer engineering, including the
opportunity to learn appropriate
experimental and computational
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.
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
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

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.
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
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.
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.

Outcome h: the broad education necessary to understand the impact of engineering solutions in a global
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.
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.
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.
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
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.

Electrical Engineering Program Outcomes and Curriculum Courses
Electrical Engineering Program
ADVANCED LAB
ADVANCED LAB
HUM/SS ELEC
PHYS 160/250
PHYS 260/350
PHYS 261/351
PHYS 262/352
PHYS 263/353
AREA C ELEC
LIT ELEC (2)
TECH ELEC
TECH ELEC
TECH ELEC
ece 492/493
COMM 100
ENGR 107
ECON 103
MATH 113
MATH 114
MATH 213
MATH 214
MATH 203
ENGL 101
ENGL 302
STAT 344
ECE 101
ECE 201
ECE 220
ECE 280
ECE 305
ECE 320
ECE 331
ECE 332
ECE 333
ECE 421
ECE 334
ECE 445
ECE 460
ECE 491
CS 1112
CS 211
CRITERIA
Apply knowledge of math, science and
engineering T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T
Design and conduct experiments, as
well as to analyze and interpret data T T T T T T T T T T T T
Design a system, component, or
process to meet desired needs T T T T T T T T T T T T T T T T T T T T T
Function on a multi-disciplinary team
T T T T T T
Identify, formulate, and solve
engineering problems T T T T T T T T T T T T T T T T T T T T T T T T T T T
Understand professional and ethical
responsibility T T T T T
Communicate effectively
T T T T T T T T T T T T T T T T T T T T T T T T T
Broad education necessary to
understand the impact of engineering
solutions in a global and societal T T T T T T T T T T
context
Recognize the need for, and ability to

engage in life-long learning T T T T T T T T T T T T T T T T T T T T T T T T T
Knowledge of contemporary issues
T T T T T T T T T T T
Use the techniques, skills, and modern
engineering tools necessary for engineering T T T T T T T T T T T T T T T T T T T T T T T T T T T T
practice
Have knowledge of the use of cutting-edge

technologies and advanced systems in use T T T T T
in industry

Assessment Plan

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Computer Engineering Program

Electrical Engineering Program

Computer Engineering Program Outcomes Assessments Summary

Electrical Engineering Program Outcomes Assessments Summary

Program Objectives Assessment Summary

Changes to CpE Program

CpE and EE Quality Assurance Process

CpE and EE Program Assessment Plan

CpE Program Educational Objectives

EE Program Educational Objectives

Minutes of Feb 11, 2000 ECE Advisory Committee

(a) an ability to apply knowledge of mathematics, science and engineering

Students have demonstrated good performance conducting experiments and analyzing

(c) an ability to design a system, component, or process to meet desired needs

2. Establish a standing committee to review design project abstracts in order to establish

(d) an ability to function on multi-disciplinary teams

Students are able to successfully work in team environments.

( e) an ability to identify, formulate, and solve engineering problems

Recommendation: Upper level classes content be examined to ascertain where increased

(f) an understanding of professional and ethical responsibility

Based on Course Assessments; and IT&E Senior Surveys:

All students recognize aspects of professional and ethical responsibility

Recommendations: No changes. Continue appropriate emphasis.

(g) an ability to communicate effectively

Recommendation: No changes in the program, but do recommend a continued and

(j) a knowledge of contemporary issues

Recommendation: No change. Ensure course tools remain at the forefront of technology.

Graduating students demonstrate a reasonable knowledge of cutting-edge technologies

(a) an ability to apply knowledge of mathematics, science and engineering

(a) an ability to apply knowledge of mathematics, science and engineering

Based on course Assessments; IT&E Senior and ECE Alumni Surveys:

Students have demonstrated good performance conducting experiments and analyzing

(c) an ability to design a system, component, or process to meet desired needs

2. Establish a standing committee to review design project abstracts in order to establish

(d) an ability to function on multi-disciplinary teams

Students are able to successfully work in team environments.

( e) an ability to identify, formulate, and solve engineering problems

Recommendation: Upper level classes content be examined to ascertain where increased

(f) an understanding of professional and ethical responsibility

All students recognize aspects of professional and ethical responsibility

Recommendations: No changes. Continue appropriate emphasis.

(g) an ability to communicate effectively

Based on IT&E Senior, ECE Alumni and GMU Senior Surveys:

Recommendation: No changes in the program, but do recommend a continued and

(j) a knowledge of contemporary issues

Based on In-class, ECE Alumni, and IT&E Senior Surveys:

Recommendation: No program changes are recommended, but it is recommended that

Recommendation: No change. Ensure course tools remain at the forefront of technology.

Graduating students demonstrate a reasonable knowledge of cutting-edge technologies

(a) an ability to apply knowledge of mathematics, science and engineering

The Computer Engineering Program became effective in Fall 1998.

This change became effective in Fall 1999.

First Two Years Curriculum Redesign

To provide an early introduction to mathematical and computational tools of electrical

Additional Valuable Feedback

This change became effective in Fall 1997.

Reduction to 120 Credit Hours

These changes became effective in Fall 1996.

Initiated or Scheduled Comments

Identify/Review Program Approved by Industrial Advisory and Student

Determine/Review Program Every 2 years. By EUC.

Identify/Review learning Each year of the Outcomes will be Assessed and

Determine/Review Each year of the Outcomes will be Assessed and