This document provides guidance and training materials for IEEE Program Evaluator Visitors (PEVs) evaluating engineering programs. It includes:
(1) An overview of the program criteria for electrical, computer, communications, and similarly named engineering programs, as well as optical and systems programs. It notes key terms like deficiencies, weaknesses, and concerns.
(2) Several case studies for PEVs to review, including examples evaluating whether a program meets criteria for discrete math requirements, software design preparation, and probability/statistics inclusion. The case studies provide answer explanations.
(3) Statistics on past shortcomings in evaluated programs. The document aims to help PEVs properly apply the program criteria in their evaluations through worked examples
The program being evaluated is officially named "Computer and Software Engineering" and offers both computer engineering and software engineering options. While the department head suggested using the electrical/computer/communications criteria since it was used previously, the correct approach is to use both the electrical/computer criteria and the software engineering criteria, as the program contains elements of both and the PEV must be qualified to evaluate both types of programs.
This document provides training for program evaluators (PEVs) on evaluating electrical, computer, communications, and similarly named engineering programs. It contains two sections:
1. Training on the program criteria for programs where IEEE contributes PEVs. This includes reviewing the current program criteria and discussing common shortcomings from previous visits.
2. Information to help PEVs understand upcoming changes to the general ABET criteria that will be effective for visits in fall 2019.
The document reviews the relevant program criteria, provides examples of case studies for PEVs to evaluate, and defines key terms like deficiencies and weaknesses. It aims to equip both new and experienced PEVs with the information needed to properly evaluate programs according to
This case study involves an IEEE PEV evaluating a Computer and Software Engineering department that offers separate degree programs in Computer Engineering and Software Engineering. The Computer Engineering program emphasizes hardware design while exposing students to some software topics. The Software Engineering program emphasizes software design. Students from both programs collaborate on senior design projects, with Computer Engineering students focusing more on hardware and Software Engineering students focusing more on software. The case study concludes that the program meets requirements, as Computer Engineering students are knowledgeable in software topics and Software Engineering students can analyze, design, verify, validate, implement, apply and maintain software systems as required by their program criteria.
Sivaprasad G is seeking a challenging position in electronics and communication engineering. He has a Bachelor of Technology degree in electronics and communication engineering from Mahathma Gandhi University. He currently works as a project engineer at Linia Engineering Services in Mumbai, where he is responsible for hardware design, testing, and implementation of products to meet military standards. His objective is to help organizations achieve their goals through his experience in analog hardware design and naval communication systems.
This curriculum vitae summarizes the professional experience and education of Charles F. Lupico. He has over 40 years of experience in information technology roles, including positions as an Assistant Professor teaching IT courses, an Air Force officer managing IT projects and programs, and adjunct faculty at several colleges. He holds an MBA in Information Systems and certificates in financial planning, accounting, and information technology topics.
Daniel O'Keeffe is currently pursuing a PhD in electrical engineering at University College Cork in Ireland, funded through an Irish Research Council scholarship. His PhD focuses on cooperative control of DC microgrids using low bandwidth communications. He previously completed his undergraduate degree at UCC, achieving a first class honors in electrical and electronic engineering. He has work experience in research engineering and design/evaluation roles, and technical skills in programming, modeling, and electronics.
The document outlines an analysis and design phase for a training program for engineers who were relocated to a new work location. The goals are to boost their skills to the level of seasoned employees and help them excel in utilizing engineering systems, software, and applying concepts to new situations. The training will be a multi-instructional system providing learning on radio frequency theory, design, infrastructure and applications. It will include classroom modules, lab exercises, and assessments to ensure mastery of concepts. Materials and simulations must be ready in two months to train the engineers and improve their competencies.
Keeping the World Connected with CompTIA Network+CompTIA
In this document:
- Keeping the World Connected with CompTIA Network+
- Measuring CompTIA Network+ Difficulty
- Why Hybrid Testing Approaches Work Best
- Mapping the NICE Cybersecurity Workforce Framework
The program being evaluated is officially named "Computer and Software Engineering" and offers both computer engineering and software engineering options. While the department head suggested using the electrical/computer/communications criteria since it was used previously, the correct approach is to use both the electrical/computer criteria and the software engineering criteria, as the program contains elements of both and the PEV must be qualified to evaluate both types of programs.
This document provides training for program evaluators (PEVs) on evaluating electrical, computer, communications, and similarly named engineering programs. It contains two sections:
1. Training on the program criteria for programs where IEEE contributes PEVs. This includes reviewing the current program criteria and discussing common shortcomings from previous visits.
2. Information to help PEVs understand upcoming changes to the general ABET criteria that will be effective for visits in fall 2019.
The document reviews the relevant program criteria, provides examples of case studies for PEVs to evaluate, and defines key terms like deficiencies and weaknesses. It aims to equip both new and experienced PEVs with the information needed to properly evaluate programs according to
This case study involves an IEEE PEV evaluating a Computer and Software Engineering department that offers separate degree programs in Computer Engineering and Software Engineering. The Computer Engineering program emphasizes hardware design while exposing students to some software topics. The Software Engineering program emphasizes software design. Students from both programs collaborate on senior design projects, with Computer Engineering students focusing more on hardware and Software Engineering students focusing more on software. The case study concludes that the program meets requirements, as Computer Engineering students are knowledgeable in software topics and Software Engineering students can analyze, design, verify, validate, implement, apply and maintain software systems as required by their program criteria.
Sivaprasad G is seeking a challenging position in electronics and communication engineering. He has a Bachelor of Technology degree in electronics and communication engineering from Mahathma Gandhi University. He currently works as a project engineer at Linia Engineering Services in Mumbai, where he is responsible for hardware design, testing, and implementation of products to meet military standards. His objective is to help organizations achieve their goals through his experience in analog hardware design and naval communication systems.
This curriculum vitae summarizes the professional experience and education of Charles F. Lupico. He has over 40 years of experience in information technology roles, including positions as an Assistant Professor teaching IT courses, an Air Force officer managing IT projects and programs, and adjunct faculty at several colleges. He holds an MBA in Information Systems and certificates in financial planning, accounting, and information technology topics.
Daniel O'Keeffe is currently pursuing a PhD in electrical engineering at University College Cork in Ireland, funded through an Irish Research Council scholarship. His PhD focuses on cooperative control of DC microgrids using low bandwidth communications. He previously completed his undergraduate degree at UCC, achieving a first class honors in electrical and electronic engineering. He has work experience in research engineering and design/evaluation roles, and technical skills in programming, modeling, and electronics.
The document outlines an analysis and design phase for a training program for engineers who were relocated to a new work location. The goals are to boost their skills to the level of seasoned employees and help them excel in utilizing engineering systems, software, and applying concepts to new situations. The training will be a multi-instructional system providing learning on radio frequency theory, design, infrastructure and applications. It will include classroom modules, lab exercises, and assessments to ensure mastery of concepts. Materials and simulations must be ready in two months to train the engineers and improve their competencies.
Keeping the World Connected with CompTIA Network+CompTIA
In this document:
- Keeping the World Connected with CompTIA Network+
- Measuring CompTIA Network+ Difficulty
- Why Hybrid Testing Approaches Work Best
- Mapping the NICE Cybersecurity Workforce Framework
Meeting the Cybersecurity Skills Challenge with CompTIA Security+CompTIA
In this document:
- Meeting the Cybersecurity Skills Challenge with CompTIA Security+
- Measuring CompTIA Security+ Difficulty
- Why Hybrid Testing Approaches Work Best
- Mapping the NICE Cybersecurity Workforce Framework
Career Pathways Math Summit Presentation November 17 2010rvb1019
This document discusses improving college readiness in math for students entering technical degree programs. It summarizes strategies used by local high schools and community colleges to better prepare students, including administering placement tests to identify skill gaps, developing targeted math intervention courses, and increasing collaboration between secondary and postsecondary educators. Assessment results showed that the interventions helped more students master prerequisite math skills and placed them into higher-level college courses.
This document provides a summary and resume for Karl Ray, including his contact information, work experience, education, certifications, and skills. Ray has over 30 years of experience as a systems and software engineer working on projects involving missile warning, missile defense, ground stations, and satellites. He is highly skilled in requirements engineering, modeling and simulation, performance analysis, integration and testing of complex distributed systems.
Electronic engineering technician program focuses on latest technologyjasonw93
The Electronic Engineering Technician program at Centennial College focuses on providing students with the latest skills and knowledge required in the constantly evolving field of electronics. The two-year program offers hands-on learning in modern labs equipped with computers, communication devices, and testing equipment. Students learn technical expertise in areas such as wireless communications, microcontrollers, and industrial systems. Upon completing the program, graduates will be prepared to work in jobs involving designing, installing, manufacturing, distributing, and servicing electrical and electronic products.
The document describes a digital image processing course taught to graduate engineering students at Southern University. The course used MATLAB to teach digital image concepts and algorithms. Students completed projects manipulating grayscale images, adjusting brightness/contrast, filtering noise, and improving images. The final project had students enhance light, dark, and noisy color images. The course helped students gain programming skills for image processing research. Several students chose image processing theses topics and faculty are pursuing related research. The course provided an effective interdisciplinary topic that students found engaging.
This document provides information about the Electrical Engineering department at CSULB, including faculty members, advisors, career possibilities, accreditation details, and undergraduate programs. It describes the objectives and requirements for the Bachelor of Science in Electrical Engineering program and the Bachelor of Science in Engineering Option in Biomedical and Clinical Engineering. Key information includes the department chair and location, faculty members, advisors for different programs, accredited status, course and GPA requirements for admission to the majors, and required courses for each degree program.
This document discusses three computer career opportunities: software engineer, systems analyst, and network security specialist. For each career, it provides a job description, education and skills required, as well as a relevant post-secondary opportunity for further education. The post-secondary opportunities discussed are a Bachelor of Software Engineering program, a double degree program in Business Administration and Computer Science, and an Information Technology program.
Timothy Herr has over 30 years of experience in biomedical equipment and IT. He is currently a Biomedical Equipment Technician/Imaging Specialist at The Reading Hospital where he performs maintenance and repairs on x-ray equipment. He has various technical certifications including CBET, CRES, A+, and Network+. Previously he held technical roles at Agere Systems, Lucent Technologies, RCA, and other companies involving electronics, computers, manufacturing processes, and medical equipment. He has an associate's degree in electronics and attended various technical training programs.
IRJET- Impact of using e-Textbook for the Teaching of Control Systems Enginee...IRJET Journal
This study compared student performance in a Control Systems course at UAE University when using hardcopy textbooks versus e-textbooks. The course was observed over four offerings from 2015-2018, where hardcopy textbooks were used in 2015-2016 and e-textbooks were used 2017-2018. Student grades showed no significant differences between the two textbook formats. Therefore, continuing with e-textbooks is recommended since they are cheaper and more convenient than hardcopies.
This document advertises a two-day master class on advance power system relaying theory and application to be held on November 28th and 29th 2014 in Mumbai, India. The class will cover topics such as power system faults, protection schemes, relaying applications, and new technologies impacting protective relaying. It provides contact information for nominations and lists the course speakers' qualifications.
Power systems certificate is designed by highly educated instructors at TONEX in order to provide a specialized training in power system area. The certificate consists of four technical power system areas which is designed for engineers and students seeking to improve their power system knowledge and position themselves for their job responsibilities and promotions.
Our industry and faculty experts at TONEX will help you to understand the fundamental concepts of power system in order to tackle the real-world challenges. The power system certificate consists of major topics:
Power systems modeling and analysis
Power quality and design
Power systems standards
Advanced power systems (Micro and Smart grids)
Power system control ( linear and advanced)
Audience:
All engineers who wants to learn, design, or operate the power systems
Power traders to understand the power systems.
Independent system operator personnel.
Faculty members from academic institutes who want to teach the power system courses.
Investors and contractors who plan to make investments in power industry.
Professionals in other energy industries.
Objectives:
Understand the basic power system components with their functionality
Design the power system components based on customers demand
Differentiate the modern power system with advancement of power electronics with traditional power systems
Model generators, transformers, transmission lines and loads
Conduct the stability analysis for different components of the power systems
Design the grounding system in power systems
Design the distribution systems
Understand the different types of faults in power systems and fault analysis
Describe the fundamentals of protection and relaying in power systems
Understand the modern power system components and smart/micro grids
Explain the communication technology used in micro/smart grids
Understand the different control levels in micro/smart grids
Differentiate the modern and traditional control in power systems
Explain the advanced control and optimizations implemented in micro/smart grids
Analyze the stability in modern power systems
Implement the control/analysis in real world projects
Training Outline:
Basic Concepts
Main Components of Power Systems
Transformer Modeling
Transmission Line Parameters and Performance
Power System Models
Power Flow Analysis
Fault Analysis
Symmetrical Components and Unbalanced Operation
State Estimation
Contingency Analysis
Call us today at +1-972-665-9786. Learn more about course audience, objectives, outlines, pricing. Visit our website links below.
Power Systems Certificate
https://www.tonex.com/training-courses/power-systems-certificate/
Nedim Besirevic has over 10 years of experience as an Electrical Engineer, currently working as an Engineer II at Dominion Resources' North Anna Power Station. He holds a Bachelors of Science in Electrical Engineering from Virginia Polytechnic Institute and State University. His experience includes design changes, project management, licensing processes, and working on various plant systems and equipment modifications. He is proficient in engineering software, technical writing, and has received several honors and awards.
Gordon N. Mayer is an experienced mechanical engineer and avionics technician seeking a new position. He has over 30 years of experience in electronics maintenance, mechanical engineering, system integration, and operations management. Most recently, he served as Maintenance Manager for Union Tank Car Company, where he oversaw a staff of over 25 personnel and $100M in assets. Prior to that, he spent 18 years as Senior Engineer and Task Order Leader for DCS Corporation, managing avionics integration projects with annual budgets over $2M. He has a B.S. in Mechanical Engineering and certifications in avionics maintenance.
How good is my software a simple approach for software rating based on syst...Conference Papers
This document proposes a simple analytics approach for determining a software product rating based on results from system testing. The approach assigns points to test cases based on whether they pass or fail during iterations of system testing. Points are totaled for each test strategy and weighted based on the strategy's importance. The weighted scores are averaged to determine an overall software rating on a predefined scale like stars. The rating can indicate software quality before full release or provide interim ratings during ongoing testing. A case study demonstrates calculating sample scores and ratings using functional testing results from three hypothetical software projects at different stages of testing.
This document is a resume for Deepak Mahendru, who is currently a 2nd year BEng Avionic Systems student at the University of Liverpool seeking an internship or placement. It outlines his educational and professional background. He has 15 years of experience in construction site management in the UK and India, as well as experience in the travel industry managing operations and sales teams. He is proficient in English, Hindi, and Punjabi and has relevant technical skills from his engineering studies.
This resume is for Tiffany Hamburg, who seeks a challenging position utilizing her technical, business, and leadership skills. She has extensive experience in electronics, IT, software development, the military, and security. Her education includes a Bachelor's degree in Electrical Engineering and Communications Technology from ITT Technical Institute. She has worked as a dental imaging software support representative, security officer, assistant security systems technician, auto parts delivery driver, and airborne battle management systems instructor in the US Air Force. She is a member of several professional organizations and earned academic honors including Dean's List.
David vernon software_engineering_notesmitthudwivedi
This document provides an overview of the Software Engineering 2 course, including its aims, objectives, course contents, and recommended textbooks. The course aims to provide knowledge of techniques for estimating, designing, building, and ensuring quality in software projects. The objectives cover understanding software metrics, estimating project costs and schedules, quality assurance attributes and standards, and software analysis and design techniques. The course content includes topics like software metrics, estimation models, quality assurance, and object-oriented analysis and design. The document also summarizes several software engineering process models and risk management approaches.
Does this program meet the requirement for probability and statistics stated in the program criteria?
(1) No shortcoming. The program meets the requirement through multiple exposures to probability and statistics.
(2) Concern. The exposure to probability and statistics is minimal and spread out. A dedicated course is preferable.
(3) Weakness. A dedicated course in probability and statistics is required by the criteria and is lacking.
(4) Deficiency. The program is clearly deficient in meeting the probability and statistics requirement.
The document outlines the learning goals and assessment process for undergraduate students majoring in Electrical Engineering and Computer Science (EECS) at UC Berkeley. The department has established 10 program outcomes for both majors and maps these outcomes to individual core courses. Student attainment of learning goals is assessed each semester and curriculum is continually improved based on assessment results and developments in the fields. The assessment process and curriculum improvement are part of maintaining ABET accreditation and ensuring students are prepared for post-graduate education and careers in EECS fields.
Comparison Study of Assessment Results for a Course Offered During and After ...IRJET Journal
This document compares student assessment results for a course on special topics in power and control engineering offered at the United Arab Emirates University during the COVID-19 pandemic (online instruction) and after the pandemic (face-to-face instruction). Assessment results showed slightly lower performance after the pandemic, with fewer students earning A's and B's. However, student evaluations indicated increased satisfaction with the instructor's performance in face-to-face classes while ratings of the course remained the same for both online and in-person delivery. Most course learning outcomes were met, except for those related to design, where students struggled more with heuristic aspects of design problems.
An Electrical And Computer Startup Kit For Fundamentals Of Engineering (FE) ExamAmber Ford
This document describes the development of an electrical and computer startup kit for engineering technology students preparing for the Fundamentals of Engineering (FE) exam. The kit was created by five faculty members and aimed to provide concise review and practice in key topics covered on the electrical/computer portion of the FE exam. It drew from various university resources and utilized NCEES practice exams to simulate the real exam. Students used the kit, first taking a diagnostic pre-test, then rigorous preparation, and finally a post-practice exam. A survey found the kit helped students reinforce fundamentals and score higher on the exam. The goal was to better prepare technology students for this important professional exam.
Projek Sarjana Muda (PSM) / Final Year Project (FYP)
Tajuk : REQUIREMENT TRACEABILITY OF ECAMPUS SYSTEM OF INTEGRATED UNIVERSITY MANAGEMENT SYSTEM FORUNIVERSITI ISLAM MALAYSIA
Meeting the Cybersecurity Skills Challenge with CompTIA Security+CompTIA
In this document:
- Meeting the Cybersecurity Skills Challenge with CompTIA Security+
- Measuring CompTIA Security+ Difficulty
- Why Hybrid Testing Approaches Work Best
- Mapping the NICE Cybersecurity Workforce Framework
Career Pathways Math Summit Presentation November 17 2010rvb1019
This document discusses improving college readiness in math for students entering technical degree programs. It summarizes strategies used by local high schools and community colleges to better prepare students, including administering placement tests to identify skill gaps, developing targeted math intervention courses, and increasing collaboration between secondary and postsecondary educators. Assessment results showed that the interventions helped more students master prerequisite math skills and placed them into higher-level college courses.
This document provides a summary and resume for Karl Ray, including his contact information, work experience, education, certifications, and skills. Ray has over 30 years of experience as a systems and software engineer working on projects involving missile warning, missile defense, ground stations, and satellites. He is highly skilled in requirements engineering, modeling and simulation, performance analysis, integration and testing of complex distributed systems.
Electronic engineering technician program focuses on latest technologyjasonw93
The Electronic Engineering Technician program at Centennial College focuses on providing students with the latest skills and knowledge required in the constantly evolving field of electronics. The two-year program offers hands-on learning in modern labs equipped with computers, communication devices, and testing equipment. Students learn technical expertise in areas such as wireless communications, microcontrollers, and industrial systems. Upon completing the program, graduates will be prepared to work in jobs involving designing, installing, manufacturing, distributing, and servicing electrical and electronic products.
The document describes a digital image processing course taught to graduate engineering students at Southern University. The course used MATLAB to teach digital image concepts and algorithms. Students completed projects manipulating grayscale images, adjusting brightness/contrast, filtering noise, and improving images. The final project had students enhance light, dark, and noisy color images. The course helped students gain programming skills for image processing research. Several students chose image processing theses topics and faculty are pursuing related research. The course provided an effective interdisciplinary topic that students found engaging.
This document provides information about the Electrical Engineering department at CSULB, including faculty members, advisors, career possibilities, accreditation details, and undergraduate programs. It describes the objectives and requirements for the Bachelor of Science in Electrical Engineering program and the Bachelor of Science in Engineering Option in Biomedical and Clinical Engineering. Key information includes the department chair and location, faculty members, advisors for different programs, accredited status, course and GPA requirements for admission to the majors, and required courses for each degree program.
This document discusses three computer career opportunities: software engineer, systems analyst, and network security specialist. For each career, it provides a job description, education and skills required, as well as a relevant post-secondary opportunity for further education. The post-secondary opportunities discussed are a Bachelor of Software Engineering program, a double degree program in Business Administration and Computer Science, and an Information Technology program.
Timothy Herr has over 30 years of experience in biomedical equipment and IT. He is currently a Biomedical Equipment Technician/Imaging Specialist at The Reading Hospital where he performs maintenance and repairs on x-ray equipment. He has various technical certifications including CBET, CRES, A+, and Network+. Previously he held technical roles at Agere Systems, Lucent Technologies, RCA, and other companies involving electronics, computers, manufacturing processes, and medical equipment. He has an associate's degree in electronics and attended various technical training programs.
IRJET- Impact of using e-Textbook for the Teaching of Control Systems Enginee...IRJET Journal
This study compared student performance in a Control Systems course at UAE University when using hardcopy textbooks versus e-textbooks. The course was observed over four offerings from 2015-2018, where hardcopy textbooks were used in 2015-2016 and e-textbooks were used 2017-2018. Student grades showed no significant differences between the two textbook formats. Therefore, continuing with e-textbooks is recommended since they are cheaper and more convenient than hardcopies.
This document advertises a two-day master class on advance power system relaying theory and application to be held on November 28th and 29th 2014 in Mumbai, India. The class will cover topics such as power system faults, protection schemes, relaying applications, and new technologies impacting protective relaying. It provides contact information for nominations and lists the course speakers' qualifications.
Power systems certificate is designed by highly educated instructors at TONEX in order to provide a specialized training in power system area. The certificate consists of four technical power system areas which is designed for engineers and students seeking to improve their power system knowledge and position themselves for their job responsibilities and promotions.
Our industry and faculty experts at TONEX will help you to understand the fundamental concepts of power system in order to tackle the real-world challenges. The power system certificate consists of major topics:
Power systems modeling and analysis
Power quality and design
Power systems standards
Advanced power systems (Micro and Smart grids)
Power system control ( linear and advanced)
Audience:
All engineers who wants to learn, design, or operate the power systems
Power traders to understand the power systems.
Independent system operator personnel.
Faculty members from academic institutes who want to teach the power system courses.
Investors and contractors who plan to make investments in power industry.
Professionals in other energy industries.
Objectives:
Understand the basic power system components with their functionality
Design the power system components based on customers demand
Differentiate the modern power system with advancement of power electronics with traditional power systems
Model generators, transformers, transmission lines and loads
Conduct the stability analysis for different components of the power systems
Design the grounding system in power systems
Design the distribution systems
Understand the different types of faults in power systems and fault analysis
Describe the fundamentals of protection and relaying in power systems
Understand the modern power system components and smart/micro grids
Explain the communication technology used in micro/smart grids
Understand the different control levels in micro/smart grids
Differentiate the modern and traditional control in power systems
Explain the advanced control and optimizations implemented in micro/smart grids
Analyze the stability in modern power systems
Implement the control/analysis in real world projects
Training Outline:
Basic Concepts
Main Components of Power Systems
Transformer Modeling
Transmission Line Parameters and Performance
Power System Models
Power Flow Analysis
Fault Analysis
Symmetrical Components and Unbalanced Operation
State Estimation
Contingency Analysis
Call us today at +1-972-665-9786. Learn more about course audience, objectives, outlines, pricing. Visit our website links below.
Power Systems Certificate
https://www.tonex.com/training-courses/power-systems-certificate/
Nedim Besirevic has over 10 years of experience as an Electrical Engineer, currently working as an Engineer II at Dominion Resources' North Anna Power Station. He holds a Bachelors of Science in Electrical Engineering from Virginia Polytechnic Institute and State University. His experience includes design changes, project management, licensing processes, and working on various plant systems and equipment modifications. He is proficient in engineering software, technical writing, and has received several honors and awards.
Gordon N. Mayer is an experienced mechanical engineer and avionics technician seeking a new position. He has over 30 years of experience in electronics maintenance, mechanical engineering, system integration, and operations management. Most recently, he served as Maintenance Manager for Union Tank Car Company, where he oversaw a staff of over 25 personnel and $100M in assets. Prior to that, he spent 18 years as Senior Engineer and Task Order Leader for DCS Corporation, managing avionics integration projects with annual budgets over $2M. He has a B.S. in Mechanical Engineering and certifications in avionics maintenance.
How good is my software a simple approach for software rating based on syst...Conference Papers
This document proposes a simple analytics approach for determining a software product rating based on results from system testing. The approach assigns points to test cases based on whether they pass or fail during iterations of system testing. Points are totaled for each test strategy and weighted based on the strategy's importance. The weighted scores are averaged to determine an overall software rating on a predefined scale like stars. The rating can indicate software quality before full release or provide interim ratings during ongoing testing. A case study demonstrates calculating sample scores and ratings using functional testing results from three hypothetical software projects at different stages of testing.
This document is a resume for Deepak Mahendru, who is currently a 2nd year BEng Avionic Systems student at the University of Liverpool seeking an internship or placement. It outlines his educational and professional background. He has 15 years of experience in construction site management in the UK and India, as well as experience in the travel industry managing operations and sales teams. He is proficient in English, Hindi, and Punjabi and has relevant technical skills from his engineering studies.
This resume is for Tiffany Hamburg, who seeks a challenging position utilizing her technical, business, and leadership skills. She has extensive experience in electronics, IT, software development, the military, and security. Her education includes a Bachelor's degree in Electrical Engineering and Communications Technology from ITT Technical Institute. She has worked as a dental imaging software support representative, security officer, assistant security systems technician, auto parts delivery driver, and airborne battle management systems instructor in the US Air Force. She is a member of several professional organizations and earned academic honors including Dean's List.
David vernon software_engineering_notesmitthudwivedi
This document provides an overview of the Software Engineering 2 course, including its aims, objectives, course contents, and recommended textbooks. The course aims to provide knowledge of techniques for estimating, designing, building, and ensuring quality in software projects. The objectives cover understanding software metrics, estimating project costs and schedules, quality assurance attributes and standards, and software analysis and design techniques. The course content includes topics like software metrics, estimation models, quality assurance, and object-oriented analysis and design. The document also summarizes several software engineering process models and risk management approaches.
Does this program meet the requirement for probability and statistics stated in the program criteria?
(1) No shortcoming. The program meets the requirement through multiple exposures to probability and statistics.
(2) Concern. The exposure to probability and statistics is minimal and spread out. A dedicated course is preferable.
(3) Weakness. A dedicated course in probability and statistics is required by the criteria and is lacking.
(4) Deficiency. The program is clearly deficient in meeting the probability and statistics requirement.
The document outlines the learning goals and assessment process for undergraduate students majoring in Electrical Engineering and Computer Science (EECS) at UC Berkeley. The department has established 10 program outcomes for both majors and maps these outcomes to individual core courses. Student attainment of learning goals is assessed each semester and curriculum is continually improved based on assessment results and developments in the fields. The assessment process and curriculum improvement are part of maintaining ABET accreditation and ensuring students are prepared for post-graduate education and careers in EECS fields.
Comparison Study of Assessment Results for a Course Offered During and After ...IRJET Journal
This document compares student assessment results for a course on special topics in power and control engineering offered at the United Arab Emirates University during the COVID-19 pandemic (online instruction) and after the pandemic (face-to-face instruction). Assessment results showed slightly lower performance after the pandemic, with fewer students earning A's and B's. However, student evaluations indicated increased satisfaction with the instructor's performance in face-to-face classes while ratings of the course remained the same for both online and in-person delivery. Most course learning outcomes were met, except for those related to design, where students struggled more with heuristic aspects of design problems.
An Electrical And Computer Startup Kit For Fundamentals Of Engineering (FE) ExamAmber Ford
This document describes the development of an electrical and computer startup kit for engineering technology students preparing for the Fundamentals of Engineering (FE) exam. The kit was created by five faculty members and aimed to provide concise review and practice in key topics covered on the electrical/computer portion of the FE exam. It drew from various university resources and utilized NCEES practice exams to simulate the real exam. Students used the kit, first taking a diagnostic pre-test, then rigorous preparation, and finally a post-practice exam. A survey found the kit helped students reinforce fundamentals and score higher on the exam. The goal was to better prepare technology students for this important professional exam.
Projek Sarjana Muda (PSM) / Final Year Project (FYP)
Tajuk : REQUIREMENT TRACEABILITY OF ECAMPUS SYSTEM OF INTEGRATED UNIVERSITY MANAGEMENT SYSTEM FORUNIVERSITI ISLAM MALAYSIA
This document provides an introduction and overview of the 2014 Master's programme in Systems, Control and Mechatronics at Chalmers University. The programme aims to prepare students for careers developing complex computer-controlled products and systems through providing a broad systems engineering foundation. The core comprises five compulsory courses covering topics like modeling, simulation, control systems, and a design project. Students also choose three courses from options in areas like mechatronics, automation, and signal processing. The programme emphasizes problem solving skills and includes course packages that allow specialization in fields like automotive systems, process control, and power systems.
IRJET- Web-Based System for Creation and Management of Multiple Choices based...IRJET Journal
The document describes the design and implementation of a web-based quiz maker and management system (QMMS) for educational organizations. The system allows administrators to manage user and organizational data, teachers to create multiple choice quizzes and questionnaires by adding questions to banks and assigning them to students, and students to take assigned quizzes and view their results. The system was developed using C# ASP.net and SQL Server database. It follows a waterfall model of requirements analysis, design, implementation, testing and maintenance. The system aims to facilitate continuous evaluation of students and feedback through automated quizzes and questionnaires.
The document discusses formal methods for software engineering. It begins by defining different types of software such as high integrity software, critical software including business critical, mission critical and safety critical software. It then discusses the importance of formal specification and verification in software development using formal languages and proofs. Specific formal methods like Vienna Development Method (VDM) and algebraic and model-based approaches are presented. The document emphasizes that formal methods help reduce errors by enabling early validation of specifications through mathematical analysis and proofs before implementation.
The document outlines the requirements for a Bachelor of Science in Electrical Engineering program. It includes the program description, intended degree, program outcomes, curriculum, and assessment process. The minimum curriculum consists of 170 credit units covering technical courses in mathematics, science, engineering principles, and electrical engineering topics, as well as non-technical general education courses. Program outcomes are linked to key courses and assessed through various methods to ensure continuous quality improvement of the program.
The document provides guidance for engineers applying to become Chartered or Incorporated Engineers through the Institution of Mechanical Engineers (IMechE). It outlines the qualifications and experience required, which include a Bachelor's degree plus further learning for Chartered Engineer status, or a Higher National Diploma plus further learning for Incorporated Engineer. The Academic Assessment Committee will evaluate applicants' qualifications and may require additional study or a technical report. Details are provided on the learning outcomes and competencies expected at different levels, including knowledge of engineering principles, design, management and professional standards.
This document discusses software engineering and software quality assurance. It begins by defining software and describing a case study on the Therac-25 radiation therapy machine which suffered from a software failure disaster. It then covers classification of causes of software errors, definitions of software quality from IEEE and Pressman, and objectives of SQA activities. Key causes of errors listed include faulty requirements, client-developer communication failures, deliberate deviations from requirements, logical design errors, coding errors, non-compliance with documentation, shortcomings in testing, procedure errors, and documentation errors. The document also discusses definitions of quality assurance and quality control and the goals of SQA in software development and maintenance.
This document provides a laboratory manual for an EE0405 Simulation Lab course. It includes:
1. A list of 12 experiments involving MATLAB/SIMULINK simulations of power electronics circuits like single and three-phase rectifiers and power system studies using software like ETAP.
2. Instructions on laboratory policies and report format, with the goal of developing skills in using computer packages for power electronics and power system analysis.
3. A session plan mapping the listed experiments to 12 weeks, with objectives to acquire MATLAB/SIMULINK and software skills relevant to power electronics and power systems.
1) The document outlines Makki Al-Farid's 24-month Electrical Technician Development Programme objective to gain the competencies required for Job Grade 12.
2) The programme will address Makki's remaining competencies and build on his previous 22 months of work. It will include theoretical knowledge development, electrical maintenance practices training, and assignments in various areas and departments.
3) Progress updates note Makki has made excellent progress and completed previous qualifications enthusiastically. The programme is intended to be completed by July 2006 and involves training resources like CD-ROMs, modules, and on-the-job guidance from mentors.
A results-driven Engineering and Information Science, Mathematics, Physics, and Science Teacher with a unique real-world background as an accomplished electrical / biomedical / software engineer, change agent, and trainer working across national and cultural boundaries.
This is one of the estimation methodologies called 'MVC points' that was created to estimate J2EE and .Net applications. I have uploaded a .ppt file for the same also and this is a full paper.
data Integrative Programming untuk pemula.pdfloliktry1
This document provides the curriculum for the course "Integrative Programming & Technology" including:
1) A description of the course covering systems integration focusing on communication and data standardization.
2) Expected learning outcomes covering topics like inter-systems communication, coding techniques, and an overview of programming languages.
3) Assessments including a final programming project, exams, laboratory activities, and other assignments evaluating topics like algorithms, data types, control structures, and integrative coding skills.
4) A grading system weighting the project at 30% and exams and other assessments making up the remaining 70% of the final grade.
The student's answer is correct.
Hint: The student's answer is incorrect, but the grader can provide a helpful hint to guide the student to the correct
answer.
Error: The student's answer is incorrect and the grader cannot provide a meaningful hint.
The grader provides immediate feedback to the student in the form of the classification (Assistant, Hint or Error)
and, if applicable, a customized hint. The student can then rework the problem and resubmit answers.
The grader also records the student's answers, the feedback provided, and the time required to solve the problem.
This information is stored in a database for later analysis and reporting.
When the student has
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. WVM-Rev0
TRAINING
Program Criteria For Electrical,
Computer, Communications,
Telecommunication(s), and Similarly
Named Engineering Programs
CEAA Training Committee
2. WVM-Rev0
Overview
Program Criteria For Electrical, Computer, Communications,
Telecommunication(s) and Similarly Named Engineering Programs
Not covered by ABET training
For both new and existing CEAA PEVs
This presentation is distributed to all Mentors and PEVs
Self-study and self-evaluation by PEVs
Vehicle for Interaction With Your Mentors
Contents of This Package
The Current Criteria and Definitions of Shortcomings
Case studies (with somewhat clear answers)
Case statement and options to choose
Answer and related notes
Statistics and Metrics
General Guidance to PEVs
3. WVM-Rev0
Programs & Program Criteria
The primary programs and associated
program criteria for which IEEE has
responsibility are:
ELECTRICAL, COMPUTER, COMMUNICATIONS,
TELECOMMUNICATION(S), AND SIMILARLY NAMED
ENGINEERING PROGRAMS
For reference the program criteria for the
above are shown in the next four slides
4. WVM-Rev0
CURRENT PROGRAM CRITERIA FOR
ELECTRICAL, COMPUTER, COMMUNICATIONS, TELECOMMUNICATION(S) AND
SIMILARLY NAMED ENGINEERING PROGRAMS
(1 / 3)
PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER, COMMUNICATIONS,
TELECOMMUNICATION(S) AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: Institute of Electrical and Electronics Engineers
Cooperating Society for Computer Engineering Programs: CSAB
These program criteria apply to engineering programs that include “electrical,”
“electronic(s),” “computer,” “communication(s),” telecommunication(s), or
similar modifiers in their titles.
1. Curriculum
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 curriculum must include probability and statistics, including applications
appropriate to the program name; mathematics through differential and
integral calculus; sciences (defined as biological, chemical, or physical
science); and engineering topics (including computing science) necessary to
analyze and design complex electrical and electronic devices, software, and
systems containing hardware and software components. .
Curriculum Description Continued on Next Slide
5. WVM-Rev0
CURRENT PROGRAM CRITERIA FOR
ELECTRICAL, COMPUTER, COMMUNICATIONS, TELECOMMUNICATION(S) AND
SIMILARLY NAMED ENGINEERING PROGRAMS
(2/ 3)
The curriculum for programs containing the modifier “electrical” in the
title must include advanced mathematics, such as differential equations,
linear algebra, complex variables, and discrete mathematics.
The curriculum for programs containing the modifier “computer” in the
title must include discrete mathematics.
The curriculum for programs containing the modifier “electrical,”
“electronic(s),” “communication(s),” or “telecommunication(s)” in the title
must include advanced mathematics, such as differential equations,
linear algebra, complex variables, and discrete mathematics.
The curriculum for programs containing the modifier “computer” in the
title must include discrete mathematics.
Curriculum Description Continued on Next Slide
6. WVM-Rev0
CURRENT PROGRAM CRITERIA FOR
ELECTRICAL, COMPUTER, COMMUNICATIONS, TELECOMMUNICATION(S) AND
SIMILARLY NAMED ENGINEERING PROGRAMS
( 3 / 3)
The curriculum for programs containing the modifier
“communication(s)” or “telecommunication(s)” in the title must
include topics in communication theory and systems.
The curriculum for programs containing the modifier
“telecommunication(s)” must include design and operation of
telecommunication networks for services such as voice, data, image,
and video transport.
.
7. WVM-Rev0
Other Program Criteria
IEEE is a co-lead society for two other
program criteria:
Optical, Photonic and Similarly Named
Engineering Programs
Systems and Similarly Named Engineering
Programs
As a IEEE PEV you may be assigned to
evaluate one of the above programs
For reference, the two slides immediately
following this slide contain the program
criteria for the above programs
8. WVM-Rev0
Current Program Criteria for Optical, Photonic,
and Similarly Named Engineering Programs:
PROGRAM CRITERIA FOR OPTICAL, PHOTONIC AND SIMILARLY NAMED
ENGINEERING PROGRAMS:
These program criteria apply to all engineering programs that include "optical,"
"photonic,” or similar modifiers in their titles.
1. Curriculum
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 curriculum
must prepare students to have knowledge of and appropriate laboratory
experience in: geometrical optics, physical optics, optical materials, and optical
and/or photonic devices and systems.
The curriculum must prepare students to apply principles of engineering, basic
sciences, mathematics (such as multivariable calculus, differential equations,
linear algebra, complex variables, and probability and statistics) to modeling,
analyzing, designing, and realizing optical and/or photonic devices and systems.
2. Faculty
Faculty members who teach courses with significant design content must be
qualified by virtue of design experience as well as subject matter knowledge.
9. WVM-Rev0
Current Program Criteria for Systems and
Similarly Named Engineering Programs
PROGRAM CRITERIA FOR SYSTEMS AND SIMILARLY
NAMED ENGINEERING PROGRAMS
These program criteria apply to engineering
programs that include “systems (without other
modifiers)” in their title.
There are no program- specific criteria beyond
the General Criteria.
10. WVM-Rev0
Information only
IEEE is a cooperating society for these
program criteria:
Bioengineering
Biological engineering
Engineering management
Ocean engineering
Software engineering
Although IEEE does not have responsibility for
assigning PEVs to the above programs you
may work closely with PEVs from other
societies who are evaluating them.
11. WVM-Rev0
Key Terms
The Next Two Slides Contain the
Terminology and Definitions of Shortcomings
Working Definitions of Key Terms
Many Experienced PEVs and Team Chairs Have Found
the Working Definitions Very Useful on Actual Visits-
They are included here because they may be helpful
when you are analyzing the case studies
12. WVM-Rev0
Terminology
Deficiency – criterion, policy, or procedure is
NOT satisfied.
Weakness – lacks the strength of compliance
with a criterion, policy, or procedure to ensure
that the quality of the program will not be
compromised.
Concern – criterion policy, or procedure is
satisfied; however, the potential exists for the
situation to change such that the criterion,
policy, or procedure may not be satisfied.
13. WVM-Rev0
Working Definition of Key Terms
Deficiency: assigned to any criterion, policy, or
procedure that is totally or largely unmet
Weakness: criterion, policy, or procedure is met to
some meaningful extent, but compliance is
insufficient to fully satisfy requirements
Concern: criterion, policy, or procedure is fully met,
but there is potential for non-compliance in the near
future
Observation: general commentary possibly, but not
related to criteria
14. WVM-Rev0
Shortcoming Areas from Previous
Visits (2011 to 2014)
From Fall 2011 through Fall 2014, before Due
Process, there were 30 shortcomings in the
Program Criteria.
The shortcomings were in the following areas:
No application of Probability and Statistics in the
program
Lack of breadth across the range of engineering topics
No computing hardware in the program
No discrete math in Computer Engineering Program
15. WVM-Rev0
Case Studies
List of Case Studies
Case Study 1- Which Program Criteria?
Case Study 2- Meeting Program Requirements
Case Study 3- Discrete Math
Case Study 4- Probability and Statistics
Case Study 5- This isn’t really a case study- it is notes and initial
guidance for programs having the terms “Communications” or
“Telecommunication(s)” in their title
These are new program criteria (for relatively new subject areas) so
we have no case studies. The information here is presented as
guidance only for understanding the typical contents of and
differences between each type of program- THIS INFORMATION IS
NOT AN ABET REQUIREMENT- THE REQUIREMENT(S) ARE IN
THE PROGRAM CRITERIA STATEMENT- SEE EARLIER)
If questions arise for these programs PLEASE do not hesitate to
contact your mentor(s)
16. WVM-Rev0
Case study 1:Which Program Criteria?
An IEEE PEV visits a program at University X. The program is officially listed in the self-study and university
catalog as Computer and Software Engineering. The program is headed by a department chair who is
responsible for both options. Most of the faculty teach courses in both options with some assigned only to topics
associated with software engineering while a couple of faculty are assigned only to the hardware-centric
computer engineering option. In your initial telephone contact with the program head, she indicated that the
program had originally been named Computer Engineering, but since the last visit the curriculum had been
reorganized to offer software engineering with the new name Computer and Software Engineering. She
suggested that the applicable program criteria would be “Program Criteria For Electrical, Computer,
Communications, Telecommunication(s) and Similarly Named Engineering Programs” since the program
had been evaluated against this program criteria during previous visits. Graduates who took both the computer
engineering and the software engineering option graduated in the year prior to the upcoming visit.
Which program criteria should be used in the evaluation?
(1) CpE Program Criteria. The department head is right. The PEV should use Program Criteria For
Electrical, Computer, Communications, Telecommunication(s) and Similarly Named Engineering
Programs.
(2 CpE Program Criteria. Since Software Engineering and Computer Engineering are similar, Program
Criteria For Electrical, Computer, Communications, Telecommunication(s) and Similarly Named
Engineering Programs can be used.
(3) CpE Program as well as SE Criteria. The PEV must use both sets of Program Criteria: Program Criteria
For Electrical, Computer, Communications, Telecommunication(s) and Similarly Named Engineering
Programs as well as PROGRAM CRITERIA FOR SOFTWARE AND SIMILARLY NAMED ENGINEERING
PROGRAMS. The PEV must be qualified to evaluate both Computer Engineering and Software Engineering
program. Otherwise, ABET must send two PEVs: one for Computer Engineering and one for Software
Engineering.
17. WVM-Rev0
Case study 1: Answer
Choice (3) is correct. ABET EAC Criteria
document states that, “The applicable
Program Criteria are determined by the
technical specialties indicated by the title of
the program.”
Since the program name is Computer and
Software Engineering, both sets of criteria
must be used, regardless of options.
18. WVM-Rev0
Current ABET criteria statement
The applicable Program Criteria are
determined by the technical specialties
indicated by the title of the program.
Overlapping requirements need to be
satisfied only once. [Opening statements
following the Definitions section]
19. WVM-Rev0
Case study 2: Meeting Program
Requirements
An IEEE PEV is evaluating the Computer and Software Engineering department at University Y.
In reviewing curricular requirements, the PEV has noted different outcomes for Junior and Senior
level courses for Computer Engineering and Software Engineering options. Computer
engineering students take a microprocessor design course and a hardware design course prior
to taking a two-semester senior design project course. Some software topics are covered;
however the primary emphasis is hardware design. Software engineering students do not take
these courses. Instead they take a two-semester course in software design. Students from both
options are assigned equally to four person teams while taking their senior design course. The
computer engineering students are assigned responsibility for hardware design and the software
students are responsible for software design. The software team is involved with design,
verification, validation, implementation, application, and maintenance of the sophisticated
software with very little involvement with hardware aspects of the design. The computer
engineering team is only minimally involved with software aspects. Their involvement is typically
writing and debugging code for a stepper-motor controller that is used in the system. Faculty
members who are responsible for the senior design course require each team to conduct several
project reviews.
Does the program meet the requirements stated by the appropriate Program Criteria?
(1) No shortcoming. Program requirements are met for both options.
(2) Concern. Although the computer engineering option students are getting some exposure to
software design, it is possible that this situation will change due to change in faculty or other
reasons.
(3) Weakness. Computer engineers need to be more knowledgeable in software design. The
program should require students in the computer design option to take the same software design
course required for software engineering students.
(4) Deficiency. Computer engineers are not prepared in software topics.
20. WVM-Rev0
Case study 2: Answer
Choice (1) is the correct choice, assuming that the Computer and
Software Engineering department offers separate degree programs in
Computer Engineering and Software Engineering. Computer engineering
students are obviously knowledgeable in software topics while software
engineers have the ability to analyze, design, verify, validate, implement,
apply, and maintain software systems as required in the Software
Engineering program criteria.
Notes:
1. Emphasis of software vs. hardware varies from one computer
engineering program to another.
2. Note the distinction between a department name and a program
name.
3. If there is only one degree program with 2 options, University Y must
specify the degree program name, which then will be used to determine
which program criteria will apply. This degree program name must
appear on the official transcripts.
21. WVM-Rev0
Reference for Case Study 2
Current ABET Criteria Statements
Note Differences Between the EE… and SW… Criteria
PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER, COMMUNICATIONS,
TELECOMMUNICATION(S) AND SIMILARLY NAMED ENGINEERING PROGRAMS:
1. Curriculum: […]. The curriculum must include probability and statistics, including
applications appropriate to the program name; mathematics through differential
and integral calculus; sciences (defined as biological, chemical, or physical
science); and engineering topics (including computing science) necessary to
analyze and design complex electrical and electronic devices, software, and
systems containing hardware and software components. […]
PROGRAM CRITERIA FOR SOFTWARE AND SIMILARLY NAMED ENGINEERING
PROGRAMS:
1. Curriculum. The curriculum must provide both breadth and depth across the
range of engineering and computer science topics implied by the title and
objectives of the program. The curriculum must prepare graduates to analyze,
design, verify, validate, implement, apply, and maintain software systems; to
appropriately apply discrete mathematics, probability and statistics, and relevant
topics in computer science and supporting disciplines to complex software
systems; to work in one or more significant application domains; and to manage
the development of software systems.
22. WVM-Rev0
Case study 3: Discrete Math
An IEEE PEV is evaluating the electrical engineering program at Michael
Faraday University. The PEV verified that the program name is Electrical
Engineering. He asked the department head if discrete mathematics was
included in advanced mathematics topics taught to students in the program. The
department head indicated that the program had been very successful without
teaching discrete mathematics topics. He stated, “we are currently considering
the addition of a module on discrete mathematics to our digital design course.”
Do Electrical Engineering programs need to demonstrate knowledge of discrete
mathematics?
(1) No shortcoming. Discrete mathematics is not a requirement for this
program.
(2) Concern. Since the program is considering the addition of discrete
mathematics topics, the PEV should be ‘lenient.’
(3) Weakness. The program is not teaching an important topic and should
immediately add discrete mathematics as one of the topics being taught in its
digital design course.
(4) Deficiency. The program needs a sharp reminder. Neglecting to teach a
topic as important as discrete mathematics is unforgivable.
23. WVM-Rev0
Case study 3: Answer
Choice (1) No shortcoming is the correct choice. The program criteria
for electrical, computer, Communications, Telecommunication(s), and
similarly named programs does not require knowledge of discrete
mathematics for programs having the modifier “electrical” only in their
title as in this case.
Notes:
a. Programs with “computer” in program name must have discrete
math.
b. A “computer and electrical engineering” program must have discrete
math.
c. In a related topic for EE, Communications, or Telecommunications
programs, the math requirement in the list “such as...” does not mean
the program has to include all these topics or requires specific courses
in any of them.
24. WVM-Rev0
Case study 4: Probability & Statistics
An IEEE PEV is evaluating an Electrical Engineering program. She noted that the program does not require
students to take a course in probability and statistics. The electrical engineering program head has indicated
that probability and statistics is introduced in a number of ways:
•Students are introduced to Microsoft Excel and MathCAD in the freshman Introduction to Engineering Course.
They are required to analyze data using statistical functions using these tools.
•Students are briefly introduced to Fermi-Dirac statistics when taking a required course in semiconductor
devices.
•Faculty requires students to analyze the effect of component tolerances in circuit design problems taught in the
two-semester electronics sequence during their junior year.
•Students receive a short introduction to reliability engineering that is taught as part of the first semester senior
design course.
The PEV was able to confirm that students used probability and statistics concepts in their student work. She
also noted that over 60% of EE students go on to complete their MSEE degree.
Does the program meet the requirements stated by the appropriate Program Criteria?
(1) No shortcoming. Program criterion requires the curriculum to include probability and statistics.
(2) Concern. Although current students are taught some probability and statistics concepts, there is a possibility
that this could change when faculty move or are reassigned.
(3) Weakness. This approach is not sufficiently rigorous, particularly since most of the students go on to
graduate school where knowledge of probability and statistics is even more important.
(4) Deficiency. An in-depth understanding of probability and statistics is very important. Students are obviously
not acquiring this knowledge. The program should add a probability and statistics immediately.
25. WVM-Rev0
Case study 4: Answer
Choice (1) is the best choice. The curriculum
does include probability and statistics, and
this requirement can be met without the need
for a specific course dedicated to probably
and statistics. It does appear that students
have knowledge of probability and statistics.
26. WVM-Rev0
“Communications” vs.
“Telecommunications”
There could be problems if programs use the terms
communications and telecommunications
interchangeably. Our limited experience suggests
that this may be a problem for international
programs whose definition and use of the above
terms may not be consistent with those in the US
Our current recommendation to you as a PEV is to
use good judgment and treat the program criteria
holistically. Do not hesitate to contact your mentor if
issues arise
27. WVM-Rev0
Communications
The curriculum for programs containing the modifier
“communication(s)” or “telecommunication(s)” in the title must
include topics in communication theory and systems.
Important Note- The topics listed below are not required in the
criteria- they are examples of topics that might be included.
topics in communications theory may include
data encoding methods on the physical media, i.e., various physical techniques (AM, FM,
PCM, differential encoding, etc.) for representing information in digital or analog forms
communication protocols, i.e. Ethernet, Wifi, Frame Relay, ATM, IP, TCP, Voice over IP, which
are used to convey the information over the physical media
categories of communications protocols or methods, i.e., circuit switched, packet switched,
digital, analog, LAN, WANs
topics in communications systems may include
exposure to various types of communications systems, i.e., Radio, sonic, light, satellite,
traditional phone (circuit switched), etc.
physical characteristics of communication systems, i.e., interference, jitter, latency, thruput,
signal to noise ratio
logical attributes of communication systems, i.e., redundancy, monitoring, problem
determination
28. WVM-Rev0
Telecommunications
The curriculum for programs containing the modifier
“telecommunication(s)” must include design and
operation of telecommunication networks for services
such as voice, data, image, and video transport.
Important Note- The topics listed below are not required in
the criteria- they are examples of topics that might be
included.
design and operation of telecommunication networks may include
consideration of various common or typical design requirements,
such as signal propagation limits, monitoring, redundancy, fault
detection/identification and remediation, number of users, loading,
other constraints
consideration of various operational considerations, such as
monitoring, shutdown and startup, problem determination,
29. WVM-Rev0
Guidance to PEVs (1)
Category 1: Applications of Probability &
Statistics
“It is the responsibility of the institution seeking
accreditation of an engineering program to
demonstrate clearly that the program meets
the following criteria.” [page 2, ABET EAC
Criteria document]
Institution / program must provide information to
demonstrate applications of probability & statistics
Discussions with faculty and students
No criteria statement on how much is required
30. WVM-Rev0
Guidance to PEV (1) - continued
Places in the Curriculum Where Probability and
Statistics Might be Included
Subsequent analysis and design courses
Documentation of design projects / major design
Design parameters (e.g. manufacturing process
variations, component tolerances, network statistics,
cost statistics, etc.)
Communication and Computer Network Courses
(quantization noise, white noise, queuing models for
determining server being busy and blocking
probability)
31. WVM-Rev0
Guidance to PEVs (2)
Category 2: How many topics in Discrete
Math need to be covered
No fixed number of topics required to be
covered
No single specific course required
“... necessary to analyze and design complex
electrical and electronic devices, software, and
systems containing hardware and software
components.”
32. WVM-Rev0
Guidance to PEVs (3)
Category 3: How much hardware vs.
software content
No fixed number of topics required to be
covered
No requirement on which area to emphasize
(hardware or software)
“... necessary to analyze and design complex
electrical and electronic devices, software, and
systems containing hardware and software
components.”
33. WVM-Rev0
General Guidance
Discuss with other IEEE PEV(s) on the same team if
available
Consult with CEAA Mentors as early and as
frequently as possible Consistency among ABET
team members
Team decisions on specific accreditation actions
Necessary to ensure consistency
Other ABET PEVs might have similar issues with their
program criteria
Consult with Team Chair
Corrections/Suggestions to This Training Material
Please send any corrections/suggestions to Vance
McCollough at vance_marge@cox.net
Editor's Notes
Trainer should refer the participants to the Accreditation Policy and Procedure Manual p.8, Section II.E.13.