Evaluating COs of computer programming course for OBE-based BSc in EEE program

The paper considers a joint master programme in electrical engineering, developed under the Tempus project Master in Electrical Engineering (JMEE). The JMEE programme is developed by all project partners – three Palestinian universities, four EU universities and two Palestinian companies. The main focus is curriculum reform in electrical engineering higher education by developing the first electrical engineering Master of Science Programme in Palestine, as well as promotion of the Bologna HE process.The stage of implementation of the main components of the Bologna process in Palestinian higher education is analysed: Level of implementation of Bologna three-cycle structure, European Credit Transfer and Accumulation System, National Qualifications Framework, Quality Assurance Practices, Joint Degrees.Current challenges and needs of the Palestinian higher education in the scope of the JMEE project are analysed. The project aims to enhance the capacity of three Palestinian universities by developing a sustainable joint MSc programme in electrical engineering focused on Power and Telecommunications and provide necessary facilities to be utilized by graduate students during their studies and thesis.The developed Joint Master in Electrical Engineering programme is presented. An analysis of the EU guidelines for developing a successful joint programme is done. The most important actions and EU good practices are provided. The JMEE programme was jointly developed and was accredited by the Accreditation and Quality Assurance and Commission of Palestine. It is a two-year master programme and according to the European Qualification Framework it corresponds to the 7th level - Master’s degree after obtaining a professional bachelor’s degree.The achieved results in the process of the implementation of the program are presented. The activities for developing the JMEE programme and receiving the accreditation are described. For successful implementation of the program the following tasks were done and analysed in the paper: Joint programme management, Selection procedure, Mobility of the students and the teachers, Providing the necessary Equipment for running the program, Staff training, Industry involving, Quality assurance and Sustainability. Conclusions for the achieved results from the implementation of the project are outlined.

Naval Engineers JournalVolume 85, Issue 1 p. 43-49 THE NAVAL SHIP RESEARCH AND DEVELOPMENT CENTER ADVANCED STRUCTURE FACILITYxs LOUIS A. BECKER, LOUIS A. BECKER Louis A. Becker was born in New Rochelle, N.Y., in 1930, receiving his earlier education in the New Rochelle Public Schools. He completed his undergraduate studies at Manhattan College in 1952, receiving his BCE degree, during which time he was also engaged in land surveying. Following this he did postgraduate study at Virginia Polytechnic Institute, obtaining his MS in 1954. He joined Naval Ship Research and Development Center in 1953 as a Junior Engineer, and is currently the Head of the Engineering & Facilities Division, Structures Department. His field of specialization is Structural Research and Development.Search for more papers by this authorFRANKLIN I. SIEGRIST, FRANKLIN I. SIEGRIST Franklin I. Siegrist was born in Knoxville, Tenn., in 1937, receiving his earlier education in the Public Schools of Erie, Pa. He attended Pennsylvania State University, graduating in 1962 with a Bachelor of Science degree in Electrical Engineering, having prior to that time served four years in the U. S. Navy. He was a Junior Engineer in the AC Spark Plug Division of General Motors from 1962 until 1964, at which time he came to the David Taylor Model Basin as an Electrical Engineer in the Industrial Department. He is currently Supervisory Engineer for Electrical and Electronics Engineering, Structures Department, Naval Ship Research and Development Center. His field of specialization is Electrical Engineering, Control Systems, Data Collection Systems, Computer Applications to Structural Research, and Hydraulic System Design. In the last of these he holds Patent Rights on a “Hydraulic Supercharge and Cooling Circuit” granted in 1970.Search for more papers by this author LOUIS A. BECKER, LOUIS A. BECKER Louis A. Becker was born in New Rochelle, N.Y., in 1930, receiving his earlier education in the New Rochelle Public Schools. He completed his undergraduate studies at Manhattan College in 1952, receiving his BCE degree, during which time he was also engaged in land surveying. Following this he did postgraduate study at Virginia Polytechnic Institute, obtaining his MS in 1954. He joined Naval Ship Research and Development Center in 1953 as a Junior Engineer, and is currently the Head of the Engineering & Facilities Division, Structures Department. His field of specialization is Structural Research and Development.Search for more papers by this authorFRANKLIN I. SIEGRIST, FRANKLIN I. SIEGRIST Franklin I. Siegrist was born in Knoxville, Tenn., in 1937, receiving his earlier education in the Public Schools of Erie, Pa. He attended Pennsylvania State University, graduating in 1962 with a Bachelor of Science degree in Electrical Engineering, having prior to that time served four years in the U. S. Navy. He was a Junior Engineer in the AC Spark Plug Division of General Motors from 1962 until 1964, at which time he came to the David Taylor Model Basin as an Electrical Engineer in the Industrial Department. He is currently Supervisory Engineer for Electrical and Electronics Engineering, Structures Department, Naval Ship Research and Development Center. His field of specialization is Electrical Engineering, Control Systems, Data Collection Systems, Computer Applications to Structural Research, and Hydraulic System Design. In the last of these he holds Patent Rights on a “Hydraulic Supercharge and Cooling Circuit” granted in 1970.Search for more papers by this author First published: February 1973 https://doi.org/10.1111/j.1559-3584.1973.tb04777.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume85, Issue1February 1973Pages 43-49 RelatedInformation

This research paper presents the results of an explorative study to identify what concepts beginning students find challenging regarding semiconductors physics, diodes and transistors at an introductory electric circuits course. In order to prepare students for practically-important and application-relevant circuits and systems, there is a need to properly introduce semiconductors and solid-state electronics early in the electrical/computer engineering curriculum. Such concepts are not traditionally covered in the very first circuits course in most electrical/computer engineering programs. The purpose of this paper is to explore students' level of understanding of basic semiconductor physics, diodes, transistors and simple circuits that utilize such devices. To address the research purpose, we utilize a Design-Based Research (DBR) methodology. Design-Based Research is an iterative process where new theory is developed through applying research and theory to a specific educational problem, developing conjectures about the relationship between variables, testing and then revising educational intervention based on findings and then retesting. We analyze students' final exam scores (n=99) to determine which topics were most challenging and then qualitatively analyze students' work to explore common errors. As more Electrical and Computer Engineering (ECE) programs look to modernize their introductory courses to include topics of semiconductor physics and devices, this research can inform instructional and curricular interventions.

Guest Editorial: Situational awareness of integrated energy systems

It was a great pleasure to welcome all the participants from different countries to the 2021 6th International Symposium on Advances in Electrical, Electronics and Computer Engineering (ISAEECE 2021) in Nanjing, China during March 12-14, 2021. ISAEECE 2021 is to bring together innovative academics and industrial experts in the field of electrical, electronics and computer engineering to a common forum. The primary goal of the conference is to promote research and developmental activities in electrical, electronics and computer engineering and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in electrical, electronics and computer engineering and related areas.The conference model was divided into two sessions, including oral presentations and keynote speeches. In the first part, some scholars, whose submissions were selected as the excellent papers, were given 15 minutes to perform their oral presentations one by one. Then in the second part, keynote speakers were each allocated 30-45 minutes to hold their speeches. In this conference, we were greatly honor to have invited four outstanding researchers to serve as our Conference Chairman.During the conference, we invited three industry elites to present their insightful speeches. The first keynote speaker, Dr. Sunil Kumar Jha, from Nanjing University of Information Science and Technology, China. He presented a speech: Data Fusion Approaches in Human Body Odor Data Mining. The objective of the present research talk is to introduce audience about the data fusion and human body odor and to demonstrate research results related to search for an optimal subset of VOCs in body odor, which can produce differentiation in an individual by using the combination of analytical methods and chemometric analysis. The second keynote speaker, Prof. Chunbo Xiu, from Tiangong University, China. He shared a speech on his specialty related to Memristive Cellular Neural Network & Its Dynamic Characteristic Analysis. He demonstrated that chaotic memristive CNN system can be used in the secure communication by the chaos synchronization based on sliding mode control. Assoc. Prof. Pavel Loskot, from Zhejiang University-University of Illinois at Urbana-Champaign Institute (ZJUI), our third keynote speakers. He presented a speech: Monte Carlo Simulations Revisited. Their insightful speeches made every participant praised this conference for disseminating useful knowledge.We were glad to share with you that we received lots of submissions from the conference and we selected a bunch of high-quality papers and compiled them into the proceedings after rigorously reviewed them. These papers feature following topics but are not limited to: Electronics Engineering, Electrical Engineering, Computer Engineering and other related topics. All the papers have been through rigorous review and process to meet the requirements of International publication standard.We were grateful to the International/National advisory committee, keynote speakers, session chairs, organising committee members, student volunteers and administrative assistance of the management section of University, including accounts section, digital media and publication house. Also, we were thankful to all the authors for contributing large number of papers in the conference, because of which the conference became a story of success. It was the quality of their presentations and their passion to communicate with the other participants that really make this conference series a great success.The Organizing Committee of ISAEECE 2021List of Committee member are available in this pdf.

Although ethics was introduced into the engineering curricula in the 1970s for the first time, it is not yet a standard and integral part of engineering education. As a research discipline, engineering ethics education appeared in the late 1990s and early 2000s.Ethics was introduced to biomedical engineering curricula at the Czech Technical University in Prague already in the 1990s and since then it became an integral part of biomedical engineering study programs. However, until now we do not find ethics, for example, in electrical engineering or information technology study programs. Currently, ethics is intensively discussed in relation to artificial intelligence, robotics, and human-machine interaction.Artificial intelligence and robotics are not purely theoretical research areas anymore. They already entered our daily life. The development of autonomous vehicles opened many questions that were previously touched only on a high theoretical level. Nowadays, artificial intelligence and robotics constitute frequently independent study programs and it is highly desirable to introduce the ethical and social issues directly into the curricula. We are well aware of the fact that the curricula have a limited number of courses, should be studied in a limited time and it is impossible to think that students become experts in all studied fields. The conclusion we agreed on is that ethics should become integrated into engineering courses that illustrate the necessity of ethical aspects in real-life applications and examples of practical solutions.In the paper, we present a brief description of our approach to the integration of ethical questions in specific courses in biomedical engineering and biomedical informatics study programs.

Several engineering programs have introduced courses related to sustainability following the Brundtland Commission report in 1987. Available literature suggests that environmental engineering programs have initiated most of such activity, but only a few activities are reported in electrical and computer engineering programs. To fill this gap, a project to infuse sustainability into the electrical and computer engineering curriculum was initiated in 2009 in the Electrical and Computer Engineering department at Kansas State University with support from the National Science Foundation. The goal of the project is to prepare engineers, who are equipped to meet the growing needs of society, as well as to bolster enrollment by aligning the curriculum with needs of the current generation of students, who wish to involve themselves in work that benefits society. The paper describes activities related to sustainability including hands-on experiments in renewable energy, development of a rooftop solar and wind generation system, and associated outreach activities. Finally, results of assessments conducted in freshman classes provide a view of student knowledge related to sustainability and renewable energy as they enter their college experience.

Naval Engineers JournalVolume 76, Issue 4 p. 543-546 WHAT IS A VALUE SPECIALIST AND THE JOB HE DOES? A. CLYDE FLACKBERT, A. CLYDE FLACKBERT THE AUTHOR: A. CLYDE FLACKBERT served in the Naval Reserve as a Lt(jg) during World War II with duty at the Naval Research Laboratory, later joining the Office of Naval Research as a civilian. He is currently Manager of Engineering Operations for the Automatic Test Systems Laboratory of Hughes Aircraft Company, Culver City, California. Prior to this he was an engineering manager at the Aeronutronic Division of the Ford Motor Company, and a manager for a major program at the Airborne Instruments Laboratory Division of Cutler-Hammer. He received his Bachelor's degree in Electrical Engineering at Purdue University and continued with his studies at M.I.T. and Adelphi College. He is a Registered Professional Engineer, a Senior Member of the Institute of Electrical and Electronic Engineers, and a Member of the Operations Research Society of America.Search for more papers by this author A. CLYDE FLACKBERT, A. CLYDE FLACKBERT THE AUTHOR: A. CLYDE FLACKBERT served in the Naval Reserve as a Lt(jg) during World War II with duty at the Naval Research Laboratory, later joining the Office of Naval Research as a civilian. He is currently Manager of Engineering Operations for the Automatic Test Systems Laboratory of Hughes Aircraft Company, Culver City, California. Prior to this he was an engineering manager at the Aeronutronic Division of the Ford Motor Company, and a manager for a major program at the Airborne Instruments Laboratory Division of Cutler-Hammer. He received his Bachelor's degree in Electrical Engineering at Purdue University and continued with his studies at M.I.T. and Adelphi College. He is a Registered Professional Engineer, a Senior Member of the Institute of Electrical and Electronic Engineers, and a Member of the Operations Research Society of America.Search for more papers by this author First published: August 1964 https://doi.org/10.1111/j.1559-3584.1964.tb04473.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume76, Issue4August 1964Pages 543-546 RelatedInformation

Electronics as a course is one of the essential courses in the BSc EEE program and its outcomes are indicators of success. The main aim of this research work is to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program, incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method. Keywords: Assessment; Electronics; Evaluation; OBE; CO.

Welcome to the special issue on selected papers from the ELECO-2013 Conference!, the 8th International Conference on Electrical and Electronics Engineering, held 28–30 November 2013, in Bursa-Turkey. ELECO conferences go back to 1986, when it was initially organized as national ELMEKSEM Electromechanical Conference by the Chamber of Electrical Engineers (EMO) Bursa Branch and upon that success repeated in 1988 and 1993 and 1997. The Bursa Branch has further gone on to organize a series of Electrical and Electronics Engineering Conferences in Bursa. ELECO conferences are organized at international level in odd numbered years and as national conferences in even numbered years, such as ELECO’2013 is the eight international conference which participants coming from various countries, presenting papers from the wide spectrum of electrical and electronics engineering. ELECO 2013 is jointly organized by Uludag University, Bursa; Istanbul Technical University (ITU), Istanbul and the Chamber of Turkish Electrical Engineers (EMO) Bursa Branch. The IEEE Region 8, IEEE Circuits and Systems (CAS) Turkey section and The Scientific and Technological Research Council of Turkey are co-sponsors of ELECO 2013. Taking the broad scope of the technical program, it is probably the largest electrical and electronics engineering conference ever held in Turkey. The scope of the conference covers topics ranging over electric power systems, electrical machines and drives, power electronics, high voltage techniques, electrical materials, electronics, circuits and systems, signal processing, electromagnetics, antennas and propagation, microwave theory, communication systems, mechatronics, control theory, control applications, automation systems, robotics and intelligent control systems. Two hundred and thirty five papers have been submitted for presentation and 138 papers have been accepted. If we look at the contributions with respect to geographical point of view, it is seen that ELECO 2013 contributions are coming from 17 different countries. Selected papers from previous international ELECO Conferences were invited to be published in extended form in special ELECO issues of international journals, under peer review. Three special ELECO issues appeared in the journal Analog Integrated Circuits and Signal Processing containing selected papers from ELECO’2001, ELECO’2007 and ELECO’2011. Furthermore, four special ELECO issues appeared in the journal TJEECS: Turkish Journal of Electrical Engineering and Computer Sciences where selected papers from ELECO’2003, ELECO’2005, ELECO’2007, and ELECO’2009 were published in extended form, respectively. This special issue on selected papers from ELECO’2013 contains extended versions of 12 papers presented at the conference, chosen among 19 recipients of the call for the papers for the special issue. All papers had to undergo the usual ALOG review process before they were finally accepted for this special issue. One of these papers is selected from invited talks given by world-known scientists during the conference. Six papers are selected from the papers presented in Special Session on Advances and New Design Possibilities for Analog Signal Processing. The other five are chosen from regular submitted manuscripts. H. H. Kuntman (&) S. Ozoguz O. Cicekoglu Istanbul Technical University, Istanbul, Turkey e-mail: kuntman@itu.edu.tr

In 1974, Aalborg University (Denmark) introduced the project organised problem based learning concept. The experience since then has proven this to be an important innovation in higher education. This presentation focuses on the experiences from implementing this pedagogical concept in engineering education. The main part of the curriculum is engineering project work, which is discussed, including results from a recent evaluation of electrical and electronic engineering in Denmark. An international board evaluated all Danish engineering programs within Electronic and Electrical Engineering (five schools and two universities) and published their report in June 1998. This evaluation shows in very clear terms the superiority of project organised problem based learning compared to more traditional learning strategies.

In this work, a new assessment and evaluation method for program and course learning outcomes is presented. This method was developed for Electrical Engineering (EE) program at Al Imam Mohammad Ibn Saud Islamic University to meet the ABET criteria dealing with the new student outcomes one through seven. In the proposed method, course learning outcomes (CLOs) are linked to program learning outcomes (PLOs) via a set of performance indicators (PIs) to convert CLO-based assessment data to PLO-based data. The main objective of this work is to establish performance measures of learning outcomes for ABET’s outcomes-based assessment and evaluation requirements. Direct and indirect assessment were used to collect data, evaluate the obtained performance, and propose some corrective action plans to overcome low performance where ever necessary and validate and apply the proposed actions for the continuous improvement process. At the course level, the proposed approach to evaluate student performance, including the use of a CLOs assessment approach and summary of course assessment form is described. The exit and course evaluation survey results are used as an indirect assessment and compared with direct assessment results. Globally, the proposed method claims to be a contribution to the use of assessment approaches and is beneficial for all engineering programs seeking to meet accreditation criterion.

Thirty years ago an underduate program in electrical engineering consisted chiefly of studying the design and operation of the electrical devices--then relatively few--that were in use at the time. The program included subjects on generators, motors, transmission systems, telephone and telegraph systems, radio, and electric batteries. An average graduate was considered to be adequately equipped to serve society in the entire electrical field. Whenever a new invention was reduced to practical use another subject was merely added to the curriculum. When the curriculum became too crowded for a student to finish it in four years, the concept of options was introduced. Under that concept the undergraduate specialized in one branch of electrical engineering. At graduation he was equipped to serve society in his own field, but was usually not well informed in other fields. He had a tendency to shy away from the other branches of electrical engineering. In more recent years there have been proposals to subdivide undergraduate options into even finer structures in an attempt to supply the needs of vastly diversified electrical industries.

Cooperative learning and work-integrated learning are the latest trends in information delivery at high schools and universities. In cooperative learning, teachers organize students' interactions and educate them to work in small groups to enhance each other's learning. Whereas, work-integrated learning, is a type of experiential learning that allows students to participate in real-world work during their studies. Both approaches help bridge the gap between theoretical knowledge gained from classrooms and professional market needs. Electrical engineering is a field that could highly benefit from such a scheme. Having to be continuously up-to-date with the latest advances in the field of micro-electronics is difficult. Consequently, Several challenges are imposed on faculty members and academics who teach micro-electronics circuit design courses in electrical engineering for senior undergraduate or graduate students. This paper presents a case study of the apparent benefits and effectiveness of cooperative learning and work-integrated learning in the Electronics II and VLSI classes offered at a university. Furthermore, it aids programs in electrical engineering to meet ABET students' outcome (4).

Coupling Of Synthesis And Layout: Challenges And Solutions