Program Educational Objectives and Student Outcomes
The following list presents the specific Electrical Engineering (EE) Program Educational Objectives. ABET defines Program Educational Objectives (PEOs) as “broad statements that describe what graduates are expected to attain within a few years of graduation.”
The graduates of the EE program are expected, within a few years of graduation, to:
- Demonstrate by successful professional engineering practice and/or pursuit of advanced engineering degrees, technical proficiency in engineering fundamentals;
- Excel in the practice of engineering through effective communication, collaboration and teamwork, lifelong learning, and creative engineering problem solving; and,
- Contribute to the engineering profession and to society in a manner consistent with the Jesuit and Mercy traditions, which include leadership and service within a strong moral and ethical framework.
These objectives were revised in 2010-11, in 2012-13, and again in 2016 as a result of input from our various constituencies (Industrial advisors, Students, and ECE Faculty). We expect them to present an integrated view of the attributes that we expect our graduates to demonstrate. During the creation and update of these objectives, all involved constituencies expressed belief in the importance of knowledge, its application in practice, and the value of a commitment to leadership and service. To clarify our intent it may be useful to explore these objectives in somewhat more detail.
- Objective 1 highlights the importance of basic theory, which serves as a foundation for the electrical and robotic and mechatronic systems engineering disciplines, in the appreciation of engineered products and systems. Analog and digital circuit design, signals and systems, programming, control theory, mathematics, chemistry and physics will continue to constitute the core of these engineering discipline. These comprise the theoretical foundation upon which all the modern electrical and robotic and mechatronic systems engineering developments are based. However, as is always the case with engineering curricula, the measure of success is in the practical application of concept in context. The context for new graduates may be either further study at the graduate level or professional practice. Success of our graduates in both realms of endeavor serves to indicate that the proper balance between theory and practice is being achieved.
- Objective 2 while related to Objective 1, emphasizes more specifically our constituent’s belief in the importance of the practice of engineering. Implicit in this objective is the importance of solid communication, teamwork, and a commitment to lifelong learning, which are enabling skills and characteristics for effective performance in the context of engineering practice.
The Electrical Engineering and Robotics and Mechatronic Systems programs are based on a design-oriented philosophy which enables students to not only grasp the theoretical concepts, but to apply those concepts in practical situations. This design approach manifests itself through: 1) the practice of design and project-oriented experiments in every class and/or laboratory to encourage creative solutions to engineering problems, 2) an intensive two-semester senior design course sequence which currently works to field entries in the International Ground Vehicle Competition ( http://www.igvc.org ) or similarly complex challenges, and 3) a mandatory integrated cooperative experience which ensures that all engineering students receive a year of practical training.
- Objective 3 speaks to those broader qualities which, consistent with the University’s mission and vision, we seek to impart. We express the expectation and hope that our graduates, in addition to being technologically literate, demonstrate critical thinking, and have the compassion, understanding, and moral conviction to provide leadership and service, witnessing to the charisms of our founding orders, the Jesuits and Sisters of Mercy. The Sisters of Mercy give us a tradition of service that compels us to be sensitive to the needs of the disenfranchised and concerned with fundamental social justice. Similarly, discernment, one of the central principles of Jesuit spirituality, requires political insight, personal integrity, and wisdom.
The adoption of such characteristics is ultimately a personal choice which cannot be coerced. However the University works to provide an environment conducive to reflection on these choices. The institutional commitment to these characteristics is evidenced by its long standing policy of hiring faculty and staff who support the mission and witness to it in the conduct of their courses and their lives.
Graduates of the Bachelor of Electrical Engineering Program at the University of Detroit Mercy will have:
(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.