On this page you will find our Program Outcomes as determined by the faculty of the Electrical Engineering Department at UB.
ABET Criterion 3. Program Outcomes
Engineering programs must demonstrate that their students attain the following outcomes:
(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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary 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, economic, environmental, 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.
Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives.
There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained.
The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.
The program must demonstrate that graduates have: knowledge of probability and statistics, including applications appropriate to the program name and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives.
Programs containing the modifier “electrical” in the title must also demonstrate that graduates have a knowledge of advanced mathematics, typically including differential equations, linear algebra, complex variables, and discrete mathematics.
(ee1) Knowledge of probability and statistics, including applications to electrical engineering (now in item (a))
(ee2) Knowledge of mathematics, and basic and engineering sciences, necessary to carry out analysis and design appropriate to electrical engineering (covered in item (b))
(ee3) Knowledge of advanced mathematics (now in item (a))
(ee4) Knowledge of digital principles necessary to understand and program microprocessors and embedded systems (now in item (a))
Upon the successful completion of the degree Program in Electrical Engineering, our students have demonstrated:
(a) an ability to apply knowledge of basic mathematics, advanced mathematics, digital principles, probability and statistics, and the physical sciences (maps to 3.a, 3.ee1, 3.ee3, and 3.ee4)
(b) an ability to identify, formulate, and solve engineering problems by:
(b1) designing and conducting experiments, and analyzing and interpreting data (maps to 3.b, 3.e, and 3.ee2);
(b2) designing a system, component, or process to meet desired needs (maps to 3.c and 3.e);
(b3) using techniques, skills and modern engineering tools (maps to 3.e and 3.k)
(c) an ability to function on multi-disciplinary teams (maps to 3.d)
(d) an ability to communicate effectively (maps to 3.g)
(e) the broad education and knowledge of contemporary issues necessary to understand the impact of engineering solutions in a global and societal context (maps to 3.h and 3.j)
(f) an understanding of professional and ethical responsibility (maps to 3.f)
(g) a recognition of the need for, and an ability to engage in life-long learning (maps to 3.i)
These were developed by the Undergraduate Curriculum Committee and presented to the EE faculty as a whole. The EE faculty approved these on August 24, 2006.
We also have the following figure that shows our mapping