According to the Accreditation Board for Engineering and Technology (ABET) EC2000, the assessment process is an on-going spiral process that starts with the development of the objectives and outcomes, followed by annual assessment of the status of meeting the objectives and outcomes with all educational means, primarily the offering of courses, and, based on the assessment findings, subsequent adjustment of educational practice to better meet the objectives and outcomes. This process continues in a spiral manner in the sense that each cycle of the process is expected to result in a higher quality of education offered by the institution.
Program Educational Goals and Objectives
The BEE and BCE programs offered by the Department specify a set of long-term educational objectives for the students. It has been approved on October 24, 2001 in support of the CSU Mission Statement, College of Engineering Mission and EECS Department Vision 2010, and based on feedback from our alumni and Industry Advisory Committee. The educational objectives for the BEE and BCE programs are to produce graduates who are able to:
- Practice electrical/computer engineering;
- Define and diagnose problems, and provide and implement electrical/computer engineering solutions in industry, business and government;
- Observe engineering ethics in the practice of electrical/computer engineering;
- Communicate effectively with technically diverse audiences;
- Collaborate with others as a member or as a leader in an engineering team;
- Develop their knowledge beyond the undergraduate level and to keep current with advancements in electrical/computer engineering.
Student Learning Outcomes
The long-term objectives listed above are supported by short-term outcomes, defined to be "narrower statements that describe what students are expected to know and be able to do by the time of graduation." The program outcomes, item (a) through (k) in the below, were established after a careful consideration of the stated educational objectives by the departmental faculty, with feedback from the Industry Advisory Committee. The final version of the outcomes was adopted on November 13, 2000. The short-term program outcomes have been designed to produce the long-term program objectives. In turn, each program outcome is supported by several courses in the curriculum.
- Apply knowledge of mathematics, science and engineering
- Design and conduct electrical engineering experiments, as well as analyze and interpret data
- Design a system, component, or process to meet desired needs
- Function on multi-disciplinary teams
- Identify, formulate, and solve electrical engineering problems
- Understanding of professional and ethical responsibility
- Communicate effectively
- Understand the impact of engineering solutions in a global and societal context
- Engage in life-long learning
- Knowledge of contemporary issues
- Use the techniques, skills, and modern engineering tools
All Undergraduate engineering programs at the Fenn College of Engineering at Cleveland State University have been accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology, or ABET.
In addition, the Electronic Engineering Technology program has been accredited by the Technology Accreditation Commission of ABET,
Annual Degree/Certificate Awarded
Retention Rate (%)
"ABET requires that each ABET-accredited program must publicly post annual student enrollment and graduation data per program. For the Electrical Engineering and Computer Science programs, annual student enrollment and graduation data are posted in the Cleveland State University Book of Trends at http://www.csuohio.edu/offices/iraa/bot/bookoftrends.html"