PROGRAM PLANNING REPORT TEMPLATE SAN JOSE STATE UNIVERSITY

ELECTRICAL ENGINEERING DEPARTMENT BACHELOR OF SCIENCE IN ELECTRICAL ENGINEERING (BSEE)

MASTER OF SCIENCE IN ELECTRICAL ENGINEERING (MSEE) CHARLES W. DAVIDSON COLLEGE OF ENGINEERING

HTTPS://EE.SJSU.EDU/

Department Chair: Thuy T. Le, ENGR 349, Thuy.Le@sjsu.edu, 408-924-5708

Faculty Program Plan Coordinator: Same as above

External Reviewer (if known): Not applicable

Date of Report: December 10, 2018

Chair of PPC/ PPC Liaison:

Date Due to PPC: <Date report is due to the PPC>

Submissions: Reports are to be submitted electronically as one document. Please email the program plan, request for external reviewer (if applicable), and external reviewer’s report to programplanning@sjsu.edu. In addition, please copy the above email on all communications with the dean, external reviewer, Program Planning Committee, and GUP on matters pertaining to the program plan.

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Table of Contents

1. Department/Program Recommendations 1 2. Progress on Previous Action Plan 5 3. Program Descriptions 6 3.1 Program Mission and Goals 6 3.2 Summary of Degrees, Minors, Certificates and Service Courses 6 4. External Factors, Trends, and Context 11 4.1 Changes in the external environment 11 4.2 Changes in the field 11 4.3 Trends in entering student characteristics 12 5. Strategic Direction for the Program(s) 12 5.1 Changes to the curriculum and delivery of the program(s) 12 5.2 Faculty Recruitment and Development 12 5.3 Department Initiatives to Enhance Student Success 13 5.4 Staff and Resource Implications 13 6. Assessment of Student Learning in the Program 14 6.1 Program Learning Objectives (PLO) 14 6.2 Map of PLOs to University Learning Goals (ULG) 15 6.3 Matrix of Courses to PLOs 17 6.4 Interpretation of Assessment Results and Subsequent Actions 19 6.5 Longer Term Indicators of Student Success 25 7. Program Metrics and Required Data 25 7.1 Enrollment, Retention, and Graduation Rates 25 7.2 FTEF, SFR, Percentage T/TT Faculty 27 7.3 Additional Program Data Elements 27 8. Assessment of Student Learning in GE courses, if any 27 8.1 GE Summary and Reflection 27 8.2 Interpretation of Assessment Results and Subsequent Actions 28 9. Appendices to the Report 30 9.1 Required Data Elements 30 BSEE Program Planning Report (in Accredited Program Template) Attachment ABET Report Attachment

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1. Department/Program Recommendations The EE department has a comprehensive plan of action for execution in the upcoming program planning cycle. The objectives of the plan are to comply with accreditation organization, to update the program curricula due to emerging technology trends, to increase faculty and student research activities, to better collaborate with local companies, technical organizations, alumni, international institutions, to increase enrollment by increasing the number of admission applications and improving student retention rates, and to improve graduation rates by having better academic advising and class schedule. 1.1 Re-evaluate Student Outcomes in Undergraduate Courses for New Set of ABET

Student Outcomes

a. The set of ABET Student Outcomes (SO) has been revised such that 11 student outcomes (a to k) are now replaced by 7 new student outcomes (1 to 7). The department needs to re-evaluate all undergraduate courses in order to make sure that the BSEE curriculum satisfies the new set of ABET student outcomes. The department also needs to identify which mandatory course is a major contributor to which ABET student outcome in order to make a plan for future assessment and evaluation. This task should be completed by Spring 2019 semester.

b. Software/programming skill is now required for most of electrical engineering positions. Moreover, the new ABET criteria allow courses in computer science to be included in the EE curriculum. The department needs to adjust some EE mandatory courses to include more topics in software and tools. This task should be completed by Fall 2019 semester.

1.2 Develop an Upper-Division Elective Software/Programming Course in EE

During Spring 2018 semester, the department had a meeting with Department Advisory Council (DAC) to discuss technology trends in electrical engineering. All DAC members shared the same comments that programming and software skills are needed in all engineering fields. Similar comments have been stated from industry leaders and National Science Foundation (NSF) officials during the 2018 Electrical and Computer Engineering Department Head Association (ECEDHA) conference. The department is in the process of revising existing upper-division EE elective course (EE104 - Numerical Methods in Electrical Engineering) to include Python programming with applications in electrical engineering. The course will be taught in Spring 2019 semester and assessment will be made together with student feedbacks. The department plans to complete the course revisions in Spring 2020.

1.3 Develop Curriculum Templates for Undergraduate Students Based on Career

Choices or Future Specialization in Graduate Studies

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Since most of students go to college to get a degree and to gain skills in particular technical areas of their career choices, students need to have good advice in choosing technical elective classes. By having curriculum templates available for some popular electrical engineering positions in Silicon Valley will help students in planning for their courses based on their career interest. Some examples of specializations include “Micro and Nano Technologies,” “Chip-Scale Integration,” “Embedded Hardware & Software System,” “Controls, Robotics and Autonomy,” “Power Electronics and Energy Systems,” “Communication and Machine Learning,” “Networking and Cybersecurity,” etc. This task includes the possibilities of revising some elective courses as well as developing some new elective courses. This task should be completed no later than Fall 2020.

1.4 Re-assess Undergraduate Program for Better “Hands-on” by Emphasizing More

Lab Activities in All Undergraduate Courses

Since “hands-on” is one of the keywords that represents EE undergraduate program at SJSU, the department plans to re-assess all undergraduate courses for the percentage of lab-related work in order to improve student hands-on ability. This task should be completed by Fall 2021.

1.5 Evaluate for Possibility of Having 1-unit EE098W and EE110W Workshop Courses

Since EE098 is one of the 2 EE classes that have a high DFW rate and EE110 is an important fundamental EE course, the EE department plans to look into the option of having 1-unit workshop courses EE098W and EE110W for low GPA students. These are CR/NC courses and the units earned will not be counted toward the BSEE degree. This task should be completed by Fall 2020.

1.6 Investigate for Possibility of Having BSEE/MSEE Fast-Track Option

Since less than 5% of MSEE students are EE graduates from SJSU, the EE department needs to create incentives to encourage EE undergraduate students at SJSU to continue their graduate studies at SJSU. The department would like to look into the possibility of creating a BSEE/MSEE fast-track program for qualified and motivated undergraduate students. If decided, the fast-track option should be available by Fall 2021 semester.

1.7 Comprehensively Assess 3 Core Courses in MSEE Program

All EE graduate students are required to complete 2 core courses among the 3 available core courses (EE210, EE221, and EE250). Although each core course mainly contains theory and fundamental topics in particular areas in EE, the fast advancement in electrical/electronic technologies in the past 10 years requires the materials covered in these courses to be comprehensively assessed, which include the assessment of the course topics, applications, tools used, as well as teaching and learning methods. This task should be completed by Fall 2019.

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1.8 Develop New Graduate Courses in Embedded Systems, Machine Learning, Autonomous Control, IoT, Quantum Computer, Quantum Communication

In order to catch up with emerging technology trends, the EE department needs to broaden its graduate program curriculum to better prepare the students for their skills and knowledge based on their career choices or specializations in Ph.D. study. Besides specific courses in EE theory and design at the physical, circuit, and system levels, the graduate EE program needs to have courses in EE-related application areas. Based on comments from Department Advisory Council and information from Electrical and Computer Engineering Department Head Association, the EE department decided to develop additional courses in areas of Embedded Systems, Machine Learning, Autonomous Control, Internet of Things, Quantum Computer and Quantum Communication. This task should be completed at the end of this planning cycle.

1.9 Revise Department GWAR Waiver Policy in MSEE Program

Currently, the MSEE program requires 30 units of qualified technical course work and 3 units of GWAR such that the total number of units for the MSEE degree is 33. However, students who have satisfied GWAR requirement for their undergraduate degree will be waived for GWAR course such that the total number of units required for these students is 30 instead of 33. Since the EE department only recommends waiving GWAR requirement for graduate students who have undergraduate degree from California State Universities, less than 5% of MSEE students received GWAR waiver. In general, more than 95% of EE graduate students completed 33 units for their MSEE degree and less than 5% of EE graduate students completed 30 units for their MSEE degree. In order for all EE graduate students to have the same unit requirement for graduation, the EE department decided to revise the GWAR waiver policy such that the 2 options below are needed to be elected

1. No GWAR waiver – all EE graduate students must complete a 3-unit EE GWAR course, which is EE295.

2. Waive GWAR requirement (but not units) for students who have undergraduate degree from California State Universities. These students will need to take an additional 3-unit EE graduate-level course to satisfy the requirement of 33 units for MSEE degree.

The department needs to assess writing abilities of EE graduate students who have an undergraduate degree from California State Universities in order to elect option 1 or option 2 described above. This task needs to be completed during Spring 2019 semester.

1.10 Increase the Number of International Admission Applications

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Since enrollment in the graduate program continue to decline (as discussed in Section 7) due to reduction in international admission applications, the department plans to invest more efforts in international student recruitment, for both undergraduate and graduate programs. This task includes the development of undergraduate course articulation, graduate course equivalences and collaborative programs with several partner universities. This task should be performed continuously during the planning cycle.

1.11 Start Research Seminar Program for Faculty and Graduate Students

To better support RSCA faculty and to encourage faculty and students to involve more in research activities, the department plans to reserve several time slots during each semester for research seminars. Researchers from other institutions or industry who have interests and/or potential of collaboration with EE faculty will be invited for research presentations. Each area committee will be responsible for the invitation of guest speakers in its area. This task should be performed continuously during the planning cycle.

1.12 Redesign Department Website to Better Represent Faculty and Student Research

Activities

To better present faculty and student research activities to the public as well as to better outreach to potential future students, the department website needs to be redesigned. This task should be complete by Fall 2020.

1.13 Develop EE Alumni Database and Organize Annual Alumni Event

Creating an engaged, supportive alumni network is crucial to the department’s success. Good alumni relationships bring many benefits to both the department and the alumni. The EE department is in the process of establishing an EE alumni database so that EE alumni will be invited to annual alumni events and our bi-annual student project symposium. This task should be completed by Fall 2019.

1.14 Develop Annual EE Department Newsletters

Located in Silicon Valley, the EE department needs to market itself to Silicon Valley companies. Since newsletters are a valuable marketing tool for the EE department to maintain contact with Silicon Valley companies and EE alumni, the department plans to develop an annual EE newsletter. The first newsletter should be available in Fall 2019 semester.

1.15 Faculty Recruitment

The department plans to hire 2 tenure-track faculty members at assistant professor level with specialization in embedded systems. The candidate will be selected based on experiences in emerging technologies which include modern processor microarchitectures, hardware/software co-design, high-speed and low-

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power circuits, system on chip, testing and verification, and hardware/firmware aspects of mobile computing platforms. This task should be completed by Fall 2019.

2. Progress on Previous Action Plan Previous action plan was signed by previous EE Department Chair (Dr. Ray Chen) and previous College of Engineering Dean (Dr. Andrew Hsu) on December 4, 2014, and was approved by previous university Provost (Dr. Andrew H. Feinstein) on December 5, 2014. The plan has 5 main tasks and their outcomes can be summarized as below: 1. Work with IEA to develop a plan for the systematic assessment of students in the

EE undergraduate degree program to determine where the issues in retention and graduation are and implement a strategy to improve these rates.

This task was no longer valid. IEA changed its website in 2016 with more useful data and automatically provided program planning data to all the departments as needed.

2. Work with IEA to develop a set of data elements to help identify student needs

prior to the students taking EE upper division courses so that they are better prepared and ready for the courses.

Since the previous EE Department Chair retired on August 2017, there is no record of this task.

3. Work with the Dean of Engineering to develop enrollment plans for resident and

non-resident students.

Since the previous Engineering Dean left the university in June 2016 and the previous EE Department Chair retired on August 2017, there is no record of this task.

4. Develop guidelines for comprehensive exam option for the graduate degree and

post these on the department webpage.

This task was fully completed in the Fall 2016 semester 5. Next department review to coincide with next ABET accreditation, Fall 2018.

This task was no longer valid due to University Policy S17-11. According to University Policy S17-11, the program review and planning is required for all SJSU programs every seven years or the semester after professional external accreditation reviews, if the cycle is seven years or fewer. Since the undergraduate Electrical Engineering program had 6 years accreditation by ABET and the program had

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ABET accreditation review in Spring 2018, the next program review and planning is Fall 2018 according to University Policy S17-11.

3. Program Descriptions 3.1 Program Mission and Goals The mission of EE department is to provide an empowering educational opportunity to students for their technical, professional and social development in a competitive and dynamic global society. Both the BSEE and MSEE programs have a firm goal of providing high quality Electrical Engineering education to the students 3.2 Summary of Degrees, Minors, Certificates and Service Courses The Electrical Engineering Department at San Jose State University offers two (2) degree programs:

1. Bachelor of Science in Electrical Engineering (BSEE) program 2. Master of Science in Electrical Engineering (MSEE) program

The department does not offer any minor nor certificate program. Both the BSEE and MSEE degree programs do not have any official concentration nor specialization and all courses required for the degrees are EE courses. The BSEE and MSEE transcripts have degree conferred statements as shown below:

DEGREE CONFERRED: BACHELOR OF SCIENCE MAJOR: ELECTRICAL ENGINEERING DATE CONFERRED:

DEGREE CONFERRED: MASTER OF SCIENCE MAJOR: ELECTRICAL ENGINEERING DATE CONFERRED:

The EO-1071 revised January 20, 2017 contains some main statements related to the program curriculum as listed below: 3. Requisite Conditions of Approval

3.1 An option, concentration, special emphasis (or similar subprogram) or a

minor may be approved under the authority delegated by this executive order

only if the requirements comply with CSU policy and applicable law and if

adequate faculty, physical facilities, and library holdings sufficient to

establish and maintain that subprogram already exist, or where such support

can reasonably be expected to become available.

3.2 To ensure valid reporting to the National Center for Education

Statistics through the Integrated Postsecondary Education Data System, an

option, concentration, or special emphasis (or similar subprogram) must

constitute less than one half of the units required in the major program.

4. Required Chancellor’s Office Notification

4.1 Prior to implementation of any option, concentration or special

emphasis (or similar subprogram) approved under this delegation, the campus

shall obtain a Chancellor’s Office confirmation of compliance with CSU

policy and applicable law. Campus notifications shall be submitted to the

Department of Academic Programs and Faculty Development (at

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degrees@calstate.edu), and shall include:

a. The exact title of the new subprogram and the complete degree

designation and title of the major degree program housing the new

subprogram (e.g., Bachelor of Science in Biology with a Concentration in

Biochemistry);

………

………

4.2 Subsequent to receiving Chancellor’s Office confirmation and prior to

implementation of any option, concentration or special emphasis (or similar

subprogram) approved under this delegation, the campus shall enter the new

subprogram into the CSU Degrees Database. Minors are not included in the

CSU Degrees Database.

Since both the BSEE and MSEE degree programs do not have any official concentration or specialization, there is no subprogram approval needed for the two EE programs and there is no subprogram to be reported, the EO-1071 is not applicable to the BSEE and MSEE curricula. The Office of Graduate & Undergraduate Programs (GUP) at SJSU however decided to enforce the EO-1071 compliance in a different path (the GUP Order) as described below: 1. GUP at SJSU believes that the EO-1071 means to apply to all programs, even if a

program does not have option or concentration or specialization 2. Instead of making sure that major programs with subprograms to comply the EO-

1071, GUP at SJSU decided to make sure that all programs (even without subprograms), to comply the FAQ (Frequently Asked Questions) of EO-1071 (note that the FAQ is NOT signed by the Chancellor.) Basically, GUP at SJSU wants to make sure that all programs to comply with answers #1, #2, and *3 in the FAQ as listed below: 1. What do these new policies require?

Answer: To ensure accurate reporting of degree-related data, a

Chancellor’s Office approved degree program title, associated CSU degree

code, Classification of Instructional Programs (CIP) code, and CIP

definition need to reflect more than 50 percent of the required major

core. Subprograms (options, concentrations, special emphases, and

similar) need to represent less than 50 percent of the major

requirements.

2. What is a “major core”?

Answer: The major core or program core is the set of courses required of

all students pursuing a major degree program. The core shall represent

the majority of required units, allowing the program student-learning

outcomes to be achieved by all enrolled students, regardless of

subprogram pursued.

8. Will you allow all current programs that are out of compliance to

remain that way (Can they be grandfathered in)?

Answer: In order to achieve accurate reporting, there will be no

grandfathering allowed for out-of-compliance subprograms and

unauthorized degree programs. Instead, campuses may decide among a

number of choices for achieving compliance. The campus may adjust the

proportion of courses in the major core and in the subprogram, may

discontinue the subprogram, or may propose a new degree program

developed from the subprogram.

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Note that answer #8 even shows that the EO-1071 is not applicable to programs without subprogram since there is no subprogram for discontinuing or to propose a new program from.

The current degree requirement for BSEE program is compliance with the GUP Order at SJSU as described in sub-section 3.2.1 of this report. In order for the MSEE program to comply with the GUP Order (instead of EO-1071), the EE department plans to have few minor curriculum changes in its MSEE degree requirement as described in sub-section 3.2.2 of this report. 3.2.1 The BSEE Program Curriculum Overall, the requirements for a bachelor’s degree in electrical engineering at SJSU include a minimum of 120 semester units in good standing. Graduation requirements for a BSEE are documented on the university catalog and on EE Department website at https://ee.sjsu.edu/academics/bs-electrical-engineering-bsee/undergraduate-program/graduation-requirement as summarized below:

– 21 units General Education – 30 units in Courses Preparation for the Major:

∙ Math030 (Calculus I), Math031 (Calculus II), Math032 (Calculus III), and Math133A (Differential Equation)

∙ Phys050 (Mechanics), Phys051 (Electricity and Magnetism), Phys052 (Heat and Light)

∙ CHEM01A (General Chemistry) – 11 units in Engineering Common Courses:

ENGR010, ENGR100W, MATE153, ENGR195A, ENGR195B – 46 units Required EE Courses (16 EE courses):

EE030 (with lab), EE097 (lab), EE098, EE102, EE110, EE110L (lab), EE112, EE118 (with lab), EE120 (with lab), EE122 (with lab), EE124 (with lab), EE128, EE132 or EE160 (with lab), EE140, EE198A (project), and EE198B (project)

– 12 units Approved Upper Division Technical Electives Courses (4 courses) In exceptional cases (with pre-approval from the Undergraduate Coordinator):

Up to 3 units of undergraduate upper-division or graduate-level technical courses taken at SJSU but outside the Electrical Engineering Department may be approved as electives, OR

Up to 6 units graduate-level technical courses taken in the EE Department at SJSU may be approved as electives

The 3-unit EE098 (Introduction to Circuit Analysis) and 1-unit EE097 (Introductory Electrical Engineering Laboratory) courses are the two EE courses that also serve other engineering programs in the College of Engineering. The EE098 is required for Aerospace Engineering, Biomedical Engineering, Chemical Engineering, Computer Engineering, General Engineering, Material Engineering, and Mechanical Engineering undergraduate programs. The EE097 laboratory course is required for both Electrical Engineering and Computer Engineering undergraduate programs.

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The 1-unit EE198A (Senior Design Project I), 3-unit EE198B (Senior Design Project II), 1-unit ENGR195A (Global and Social Issues in Engineering), and 1-unit ENGR195B (Global and Social Issues in Engineering) courses together satisfy the General Education Areas S (Self, Society & Equality in the U.S.) and V (Culture, Civilization & Global Understanding). Compliance to GUP Order The currently BSEE degree requirement complies with GUP Order. As described previously in this section, the BSEE degree requires students to complete 120 semester units with

– 21 units in General Education, – 30 units in Courses Preparation for the Major, – 11 units in Engineering Common Courses, – 46 units Required EE Courses (16 EE courses), and – 12 units Approved Upper Division Technical Electives Courses (4 courses)

The 30 units in Courses Preparation for the Major, 11 units in Engineering Common Courses, and 43 units (out of 46 units) Required EE Courses contain a same set of courses that all BSEE students must complete. So the total number of units from the same courses that all undergraduate students must complete for their BSEE degree is 84 (30+11+43) semester units, which is 70% of the units required for the major. 3.2.2 The MSEE Program Curriculum Overall, the requirements for a master’s degree in electrical engineering at SJSU include a minimum of 33 semester units in good standing and satisfaction of GWAR requirement. More than 95% of MSEE students satisfy GWAR requirement by completing a 3-unit EE295 technical writing course. Less than 5% of MSEE students satisfy GWAR requirement by having a ENGR100W course on their undergraduate transcripts, these are students who received their bachelor degree from California State Universities. The overall graduation requirements for a MSEE are summarized as below and are documented on the university catalog and on the EE Department website at https://ee.sjsu.edu/content/graduation-requirements-0. Students can choose either option 1 or option 2 (as shown below) to complete the MSEE degree requirements: Option 1 - Project/Thesis Option

Core: EE 210, EE221 or EE 250 6 units Area of EE Specialization 9 units Approved Electives 9 units EE297 (MS Project) or EE299 (Thesis) 6 units EE295* 3 units*

Option 2 - Courses-Only Option Core: EE 210, EE221 or EE 250 6 units Area of EE Specialization 9 units Approved Electives 9 units

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Approved Additional Courses in Area of Specialization 6 units Comprehensive Exam 0 units EE295* 3 units* * waive for students who have a bachelor degree from California State Universities

The electives must have prior approval from the Area Advisor and must form a coherent plan of study as evidenced in the signed Plan of Study. Normally, they should be graduate courses in Electrical Engineering or related fields. In exceptional cases (with preapproval from the Graduate Coordinator):

Up to 3 units of undergraduate upper-division courses taken in the EE Department at SJSU may be approved as electives, OR

Up to 3 units graduate-level courses taken at SJSU but outside the Electrical Engineering Department may be approved as electives, OR

Up to 6 units graduate-level Open University courses taken in the EE Department at SJSU (or transferred from another university before admission to MSEE program at SJSU) may be approved as electives

EE297 (MSEE Project) or EE299 (Master’s Thesis) is the culminating experience of the MSEE program and may therefore be taken after completing at least 12 units. Before a student is eligible to enroll in EE297 or EE299, he or she must have satisfied the CSU competency in written English requirement (GWAR) and filed the “Candidacy Form”. Plan for Compliance to GUP Order Currently, with some exceptions, all MSEE students must complete 15 units in exactly the same Program Learning Outcomes as listed below: Option 1 - Project/Thesis Option

Core: EE 210, EE221 or EE 250 6 units EE297 (MS Project) or EE299 (Thesis) 6 units EE295 3 units

Option 2 - Courses-Only Option

Core: EE 210, EE221 or EE 250 6 units Approved Additional Courses in Area of Specialization 6 units EE295 3 units*

To comply with GUP Order, the total number of units of courses with same Program Learning Outcomes that all MSEE students must complete for their degrees must be 18 units instead of 15 units. To satisfy this requirement, the department plans to:

1. There will be no GWAR waiver for MSEE students (all MSEE students must complete EE295)

2. Approval of choosing additional courses in “Area of Specialization” for option 2 (Course-Only Option) must be fully enforced

3. Reduce the number of units for elective courses to 6 units (from 9 to 6) and increase number of units for core courses to 9 units (from 6 to 9). This means that all MSEE students must take 3 core courses: EE210, EE221, EE250

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With the above plan, the requirements for a master’s degree in electrical engineering at SJSU will be as shown below: Option 1 - Project/Thesis Option

Core: EE 210, EE221, EE 250 9 units EE297 (MS Project) or EE299 (Thesis) 6 units EE295 3 units Area of EE Specialization 9 units Approved Electives 6 units

Option 2 - Courses-Only Option

Core: EE 210, EE221, EE 250 9 units Approved Additional Courses in Area of Specialization 6 units EE295 3 units Area of EE Specialization 9 units Approved Electives 6 units Comprehensive Exam 0 units

4. External Factors, Trends, and Context 4.1 Changes in the external environment Since Computer Engineering (CMPE) is a major that grew out of Electrical Engineering (EE), the two programs share much in common, especially the fundamentals. With the increasing in complexities of today’s technology, electrical engineers and computer engineers are required to share lots of new skill sets. In response to industry demands of new skills and knowledge for future technology trends, many EE and CMPE departments from the U.S. universities have merged into ECE (Electrical and Computer Engineering) instead of separated EE and CMPE departments. Since SJSU continue to maintain separated EE and CMPE departments, the EE department needs to continue to expand its curricula to cover enough technical broad and depth for EE students as industry demands. Collaborations between the EE and CMPE departments will be necessary. 4.2 Changes in the field The new trends of research and development in areas related to EE include Quantum Computing and Quantum Communication, Quantum Sensor, Machine Leaning, Deep Learning, Artificial Intelligent, Autonomous Control, Internet of Things, and Wireless Power. Data Science, which include Statistic, Artificial Intelligent, Machine/Deep Learning, Data Management and Structure, Data Visualization, etc. are emerging technology areas related to many programs in engineering, science, business, economics, health care, medicine, etc. Administrators at some large universities in the U.S. encourage departments and programs to offer data science related courses, certificates, or degree options for their students. Cross-listing among departments and colleges for courses in these areas has become popular.

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4.3 Trends in entering student characteristics Based on data from IEA and observation from the department, there is no change in entering student characteristics that may impact the EE programs.

5. Strategic Direction for the Program(s)

5.1 Changes to the curriculum and delivery of the program(s) Due to technology trends as described in Section 4, the EE department plans to upgrade its graduate curriculum to catch up with the technology trends. Besides the assessment and enhancement of current existing graduate EE courses, the department plans to develop new courses that concentrate on EE applications in Artificial Intelligence (AI), Machine Learning (ML), 5G communication, Quantum Computer and Quantum Communication, Autonomous Control, and Internet of Things (IoT). Since students with undergraduate degree (BSEE) are required to have a strong background in EE fundamentals, there is no need to develop new courses in emerging technology trends for the undergraduate curriculum. Due to the fact that software and programming skills are essential for today’s engineering work, the department plans to have an upper-division software/programming in EE applications course available for undergraduate EE students. Moreover, since undergraduate students need to be better advised in selecting courses to strengthen their EE fundamental knowledge in particular areas for their future career and/or graduate studies, the department plans to develop a number of curriculum templates based on student career choices or specializations in future graduate study. 5.2 Faculty Recruitment and Development During the last 4 years, 4 EE faculty members have retired and 2 have been on FERP. The department was able to compensate for this loss by hiring 6 new tenure-track faculty members during the last 3 years. These 6 new faculty members were all appointed at assistant professor level and are in networking, embedded systems, analog/device physics, power electronics and control areas. However, since 2 of the new faculty members have recently resigned from the positions, the department plans to hire 2 other new faculty members with specialization in emerging technologies in order to achieve the departmental goals. The department recognizes that faculty motivation is central for the department's academic success. With this in mind, the department has identified a plan for faculty development, which covers 3 major objectives as listed below:

1. Increase the number of external grants and collaborated projects with industry; 2. Encourage faculty to have more activities in international collaboration in

research and education.

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The success of faculty development objectives partially depends on the department financial resources but mainly depends on motivations from the faculty. In order to motivate and encourage EE faculty members for more effort in research and development as well as project collaborations, the department has a plan to make information about faculty and student research activities, awards, publications, etc. to be easily accessible to everyone who has interests. International recognition is an important factor to enhance the value of the department that will help the department in student and faculty recruitment, student learning, and will motivate faculty in teaching and research. The department has a plan to support faculty in visiting foreign institutions when they have international travels for conference presentations, meetings, etc. 5.3 Department Initiatives to Enhance Student Success The Electrical Engineering Department is the only department in the College of Engineering that has the number of undergraduate and graduate students almost evenly balanced. During the last planning cycle, the department had peak enrollment in Fall 2015 with 600 undergraduate and 650 graduate students. During the past 3 years, there was almost no change in undergraduate enrollment but graduate enrollment started to decline from Fall 2016 such that by Fall 2018, only 500 students enrolled in the graduate program. The drop in graduate enrollment is due to the reduction in international graduate applications. The EE department is known for its high academic standards, its partnership with local electronics industry, good advising systems for undergraduate and graduate students, and great student support from technical and office staff. With the drop in graduate enrollment, it is a good time for the department to assess, plan, and implement some improvements of its services to students to facilitate student success. The department plans to start some programs and activities from as listed below:

Implement annual student town hall meeting to gather student feedback.

Encourage alumni participation in student projects by inviting alumni to attend student bi-annual student project symposium (The department has been inviting industry participation in the past 3 semesters).

Organize annual alumni events on campus so that current students can meet alumni.

Revisit time allocations and duties of ISA (Instructional Student Assistant) of some undergraduate classes that have open lab exercises and/or projects so that students can get more supports from ISA in the lab

Plan to create 1-unit CR/NC workshop courses EE098W and EE110W to improve student learning in EE098 and EE110 courses.

Revise the registration process and pre-requisite of MSEE project so that graduate students can have academic/project advisor at early semester (1st or 2nd semester)

5.4 Staff and Resource Implications

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At this moment, the department does not have any plans of hiring or relocating full-time office staff. With high demand in software and system services to faculty and students due to new laboratory setups, the department plans to spend more financial resource for a current full-time technical staff to obtain training in software and system administration.

6. Assessment of Student Learning in the Program 6.1 Program Learning Objectives (PLO) 6.1.1 Undergraduate (BSEE) Before Fall 2018, the Bachelor of Science in Electrical Engineering program used 11 ABET Student Outcomes (a) through (k) as the Program Learning Outcomes (PLO). These Student Outcomes were listed on all course syllabi and posted on the EE Department web site as shown below:

The graduates from the Department of Electrical Engineering have the following abilities, knowledge, characteristics and skills: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic

constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice. From the Fall 2018 semester and after, the program uses 7 new ABET Student Outcomes 1 through 7 as the Program Learning Outcomes (PLO). These Student Outcomes are posted on the EE Department web site at http://ee.sjsu.edu/content/program-education-objectives-and-outcomes as shown below:

The graduates from the Department of Electrical Engineering have the following abilities, knowledge, characteristics and skills: 1. an ability to identify, formulate, and solve complex engineering problems by applying

principles of engineering, science, and mathematics 2. an ability to apply engineering design to produce solutions that meet specified needs with

consideration of public health, safety, and welfare, as well as global, cultural, social,

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environmental, and economic factors 3. an ability to communicate effectively with a range of audiences 4. an ability to recognize ethical and professional responsibilities in engineering situations

and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

6.1.2 Graduate (MSEE) The EE department is committed to fulfill the following Program Learning Outcomes in its Master of Science in Electrical Engineering program (MSEE):

PLO 1. Graduates will be able to base analysis, problem solving and design on core advanced EE theory.

PLO 2. Graduates will be able to develop deeper understanding of an area of concentration in electrical engineering.

PLO 3. Graduates will be able to apply modern tools for research, computation, simulations, analysis, and design.

PLO 4. Graduates will be able to demonstrate leadership skills in the workplace, to function professionally in a globally competitive world, and to communicate engineering results effectively.

6.2 Map of PLOs to University Learning Goals (ULG) <Include a mapping of the program learning outcomes to the University Learning Goals.>

6.2.1 Undergraduate (BSEE) The five University Learning Goals (ULG) are listed as below:

ULG 1 – Specialized Knowledge ULG 2 – Broad Integrative Knowledge ULG 3 – Intellectual Skills ULG 4 – Applied Knowledge ULG 5 – Social and Global Responsibilities

And the mapping of 11 BSEE PLOs to the 5 University Learning Goals (ULG) is shown in the table below. Note that these are the PLOs used before Fall 2018 semester (previous planning cycle) and the department is in the process of replacing the 11 old PLOs by 7 new PLOs.

BSEE Program Learning Objectives (PLOs) ULG 1 2 3 4 5

(a) an ability to apply knowledge of mathematics, science, and engineering

X X X

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(b) an ability to design and conduct experiments, as well as to analyze and interpret data

X X

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

X X X X

(d) an ability to function on multidisciplinary teams X X X (e) an ability to identify, formulate, and solve engineering

problems X X X X

(f) an understanding of professional and ethical responsibility X (g) an ability to communicate effectively X (h) the broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal context

X X

(i) a recognition of the need for, and an ability to engage in life-long learning

X

(j) a knowledge of contemporary issues X X (k) an ability to use the techniques, skills, and modern

engineering tools necessary for engineering practice. X X X

6.2.2 Graduate (MSEE) The 5 University Learning Goals (ULG) are again listed as below:

ULG 1 – Specialized Knowledge ULG 2 – Broad Integrative Knowledge ULG 3 – Intellectual Skills ULG 4 – Applied Knowledge ULG 5 – Social and Global Responsibilities

And the mapping of 4 MSEE PLOs to the 5 University Learning Goals (ULG) is shown in the table below.

MSEE Program Learning Outcomes (PLOs) ULGs 1 2 3 4 5

PLO 1: Graduates will be able to base analysis, problem solving and design on core advanced EE theory.

X X X X

PLO 2: Graduates will be able to develop deeper understanding of an area of concentration in electrical engineering.

X X X X

PLO 3: Graduates will be able to apply modern tools for research, computation, simulations, analysis, and design.

X X X

PLO 4: Graduates will be able to demonstrate leadership skills in the workplace, to function professionally in a globally competitive world, and to communicate engineering results effectively.

X X

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6.3 Matrix of Courses to PLOs 6.3.1 Undergraduate (BSEE) The levels of attainment of courses to the EE Program Learning/Student Outcomes are shown in the table below. In the table, the numbers (1 to 5) represent the levels of support such that blank (or 0) means "no support," 1 is minimum support and 5 is the highest support (1 or 2 represents introduced level, 3 represents reinforced level, and 4 or 5 represents mastery level.)

Levels of Attainment of Courses to Student Outcomes 1 or 2 = introduced, 3 = reinforced, 4 or 5 = mastery

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GE Area A: Basic Skills 2 GE Area B: Science & Mathematics 1

4 2 4

GE Area C: Humanities & the Arts

4 2

GE Area D: Social Science 2 2 GE Area E: Human Understanding & Development2

2 2 2 2 2 2

US 123: American Institutions 4 4 SJSU Studies R: Earth & Environment3

5 5

SJSU Studies S: Self, Society & Equality4

5 5 5 4

SJSU Studies V: Culture, Civilization & Global Understanding4

5 5 4

SJSU Studies Z: Written Communication II3

5

MATH 30, 31, 32, 133A1 4 4 PHYS 50, 51, 521 4 2 4

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CHEM 1A1 2 2 2 ENGR 102 3 2 5 5 2 5 3 2 2 3 3 EE 030 2 2 2 2 ENGR 100W3 5 5 5 5 5 MATE 153 5 5 3 3 3 3 EE 097 5 5 4 2 4 2 3 EE 098 3 3 3 EE 102 5 3 EE 110 5 EE110L 5 3 3 3 5 EE 112 5 5 EE 118 5 5 5 5 5 5 EE 120 2 4 5 2 2 2 4 EE 122 5 5 5 3 4 EE 124 5 5 5 3 4 EE 128 5 5 5 EE 132 5 4 4 3 4 EE 140 5 5 5 3 EE 160 5 4 4 4 ENGR 195A4 5 5 ENGR 195B4 5 5 EE 198A4 3 4 5 5 3 5 5 3 4 4 5 EE 198B4 3 4 5 5 3 5 5 3 4 4 5 Technical Electives5 3 3 3 3 2 3 5

1 GE Area B covered within required courses in Mathematics, Physics and Chemistry 2 GE Area E covered by required course ENGR 10 3 GE Areas R & Z covered within required course ENGR 100W 4 SJSU Studies S & V covered within required courses ENGR 195A, EE 198A, ENGR 195B and EE

198B 5 Students are required to take 4 Technical Elective courses

The levels of attainment shown for “Technical Electives” are based on the most popular elective courses taken by EE students, but courses used for the assessment of the Student Outcomes are the required (mandatory) courses only. Shaded cells in the table

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show particular courses used to assess particular SOs during the 2016-2018 assessment cycle. Since the EE Department is not directly involved in the assessment of General Education (GE) courses, student outcomes that are covered in the required GE courses were assessed by using the capstone design project, which are the end results of overall contribution from the whole program. 6.3.2 Graduate (MSEE) The levels of attainment of courses to the MSEE Program Learning/Student Outcomes are shown in the table below. In the table, the numbers (0 to 5) represent the levels of support such that 0 (or blank) means "no support," 1 is minimum support and 5 is the highest support (1 or 2 represents introduced level, 3 represents reinforced level, and 4 or 5 represents mastery level.)

Program Learning Outcomes versus Courses 1 or 2 = introduced, 3 = reinforced, 4 or 5 = mastery

EE210 EE221 EE250 EE295 EE297A/B EE299A/B

Courses Approved for Course-Only

Option

Other EE Courses

PLO 1 5 5 5 PLO 2 5 5 5 PLO 3 4 4 4 4 4 4 PLO 4 5 5 4 - 5 3 - 5

Notes: From Spring 2016 and before: Students must work on 2 questions among the 3 questions of the core courses (EE210, EE221, and EE250) and 2 questions from any other courses. Courses available in the comprehensive exam are: EE210, EE221, EE223, EE224, EE231, EE238, EE250, EE251, EE253, EE270, EE271, EE281, EE283.

From Fall 2016 and after: Students must work on 3 questions from any

courses. Courses available in the comprehensive exam are: EE223, EE224, EE231, EE238, EE251, EE253, EE255, EE270, EE271, EE275, EE281, EE283, EE286, EE287

6.4 Interpretation of Assessment Results and Subsequent Actions

6.4.1 Undergraduate (BSEE) The assessment process for the BSEE program follows an ABET schedule. Each assessment cycle lasts three years and consists of the following three activities: One year for assessment (defining assessment method and collecting data); one year for evaluation (evaluating and analyzing assessment data as well as recommending for curriculum revision); and one year for implementation (implementing recommendations of curriculum revision). During the last cycle, the EE department has evaluated the assessment data collected in Spring and Fall 2016 semesters. Some evaluation had begun the previous year since the department was working under an

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accelerated timeline to coordinate with ABET cycle timing. Some of these evaluation results have also appeared on previous year’s results. Based on the evaluation results, each champion (a faculty member who is responsible for a PLO) issues a set of proposed curriculum changes and presents it to the faculty at large in the EE department meetings. The 2 tables below show the evaluation criteria (or goals) and results from the analysis and evaluation process.

Summary of Evaluation Criteria

PLO Evaluation Criteria/Goals

a

1. At least 60% of students earn 70% or higher scores in Convolution and impulse

response

2. At least 60% of students earn 70% or higher scores in Laplace transforms

3. At least 60% of students earn 70% or higher scores in Fourier transform and series

b

1. At least 80% of the students are able to demonstrate the ability to use

instrumentations

2. At least 80% of the students are able to demonstrate the ability to write a formal

laboratory report.

c 1. At least 50% of the students are able to score at least 50%

2. At least 50% of the students are able to score at least 50%

d 80% of the students will earn a level three or higher on Multidisciplinary Teams of

final written presentation.

e

1. 80% of the students will implement a Hindmarsh-Rose Neural Model with an

opamp based circuit (differential equations) – Experiment 4 of EE122 lab – with a

grade of 80% or better

2. 80% of the students will pass the EE128 final exam with a score of 71% or better

f 80% of the students will earn a 8 points (out of 10 pts) or higher on the ethical

portion of the business plan

g

1. 80 % of the students will score 4 points (out of 5 points) or above on spelling and

grammar for the 5-year plan (EE198A)

2. 90% of the students will demonstrate the level-3 or better of all assessed items in

the final written report (EE198B) – Evaluation levels: Novice, Apprentice,

Practitioner, Expert

3. 90% of the students will demonstrate the level-3 or better of all assessed items in

the final oral report (EE198B) – Evaluation levels: Novice, Apprentice,

Practitioner, Expert

h 80% of the students will score at least 80%

i

1. 80% of the students will earn a level at least meet expectations on any references

section of any report in EE198A

2. 80% of the students will meet or exceed expectations in the life-long learning

section of the 5-year plan.

j

1. 80% of the students will meet or exceed expectations on contemporary issues part

of the oral proposal presentation

2. 80% of the students will meet or exceed expectations in the social actions

(identities) part of the five-year plan

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PLO Evaluation Criteria/Goals

k

1. 80% of the students will earn a score of 80% or higher in an EE112 homework

using MATLAB

2. 80% of the students will earn a score of 80% or better in an EE122 lab experiment

that uses LTspice

Summary of Analysis and Evaluation Results

PLO Evaluation Results

a 1. Criterion 1 is met in both EE110 and EE112. 2. Criterion 2 is met in EE110 3. Criterion 3 is met in EE112

b Goals are met but champion has some recommendations c Goals are met but champion has some recommendations

d 1. Goals are met for all assessed components 2. Champion has some recommendations

e 1. Criterion 1 (opamp diff. equation, EE122 lab) met: 91% of students 2. Criterion 2 not met F15 (54.2% met), but improved in S16 (67.95% met)

f Goals are met

Champion has some recommendations

g

1. Criterion 1 is met (5-year plan in EE198A) 2. Criterion 2 is not met (final written report in EE198B) 3. Criterion 3 is met (final oral presentation in EE198B) 4. Champion has some recommendations

h Goals are met

Champion has come recommendations

i Goals in criterion 1 and criterion 2 are met

Champion has some recommendations

j Goals in criterion 1 and criterion 2 are met

Champion has some recommendations

k Goals in criterion 1 and criterion 2 are met

Champion has some recommendations

Proposed changes from the "outcome champions" have been made as the results of the evaluation process. The table below summarizes recommendations from the outcome champions.

Summary of Recommendations from Outcome Champions

PLO Courses Assessed

Outcome Champion Recommendations

a EE110 EE112

Continue to monitor student performance in quizzes during the semester

Offer MATLAB tutorials to better aid students with their visualization and ability to apply the obtained mathematical knowledge in variety engineering applications.

b EE122 EE124

It is better to change the assessment methods in lab #11

Have additional lab assignments to EE122 and EE124

c EE120 EE124

Revise performance criterion for EE124 by assessing circuit design with power constraints and having target of 80% or more students to

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score 80% or better in analog circuit design problem with power constraints

Add a rubric to EE198A project written proposal to address realistic constraints

Courses to be assessed for Student Outcome C in the next cycle should be EE124 and EE198A instead of EE120

d EE198A EE198B

Add new performance criteria: Some individual reports in EE198A and EE198B, including midterm report and oral report

Add outcome D (directly) to written report assignment on Canvas

Courses to be assessed next cycle: EE198A & EE198B

e EE122 EE128

Additional lab experiments for EE122

Spend more time in EE128 on problem solving

f EE198A Use the ethics part in EE198B Individual effort rubric Data collection to be implemented in Canvas Expand assessment to ENGR195A and ENGR195B

g EE198A EE198B

Add a workshop on writing technical reports as part of EE198B and generate data from rubrics in Canvas for the EE198B final written report

h EE198A Assess other assignments in other classes for this outcome. Proposed classes include EE110L, EE122, E120, EE118, and EE124

i EE198A Add learning mastery for outcome I in EE198B

Use reports from other required courses

j EE198A Use area S & V data from both EE198A and EE198B and set the corresponding criteria for next assessment cycle

k EE112 EE122

Use other courses to assess this outcome in the next cycle. Propose EE120 and EE124

The proposed changes during one-year evaluation process in Spring 2017 and Fall 2017 semesters were implemented during the one-year implementation process in Fall 2017 and Spring 2018 semesters as shown in the table below. Since the EE department was ahead of schedule by one semester, some of the implementation had previously been completed in Spring 2017 but they are still included here to be consistent with the implementation of the Student Champion recommendations.

Offer MATLAB tutorials for EE112

Change Lab#11 on EE122

Add more laboratory experiments to EE122

Add workshop on technical writing for EE198B

Add realistic constraints as grading metric in EE198A rubric

Increase number of problem-solving assignments in EE128

Export outcomes defined in Canvas for EE198A as rubric data Rubrics for references in business plan of EE198A

Export outcomes defined in Canvas for EE198B as rubric data

Rubrics for references in written report in EE198B In addition to the department activities described above, the EE department also discussed and performed some activities as shown in the table below:

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Action item description Status

Update EE Department Program Educational Objectives (PEO) based on Department Advisory Council (DAC) feedback

PEOs have been discussed and updated. Webpage was updated in Fall 2018

Update department PLOs based on new ABET Student Outcomes

EE faculty discussion took place in Spring 2018 and implementation was planned for Fall 2018 and Spring 2019 semesters

Generate matrix of PLO to courses based on updated PLOs

EE faculty discussion took place in Spring 2018 and implementation was planned for Fall 2018 and Spring 2019 semesters

6.4.2 Graduate (MSEE) For fiscal year 2017-2018, the assessment data for PLO 1 (Graduates will be able to base analysis, problem solving and design on core advanced EE theory) has been collected as listed below:

EE 250 Fall 2017 Final exams

EE 221 Fall 2017 Final exams

Comprehensive Exam Fall 2017 & Spring 2018 Comprehensive exam questions

EE 297B Fall 2017 Final MSEE Project Report

For fiscal year 2017-2018, the assessment data for PLO 4 (Graduates will be able to demonstrate leadership skills in the workplace, to function professionally in a globally competitive world, and to communicate engineering results effectively) has been collected as listed below:

EE 295 Spring 2018 15-page final technical report EE 297B Fall 2017 MSEE Project Reports, Posters, and Presentation Slides

In addition to the above direct assessment data, indirect assessment of MSEE projects was performed by feedback from Graduate Coordinator and from MSEE project advisors. For fiscal year 2016-2017, the assessment data for PLO 3 (Graduates will be able to apply modern tools for research, computation, simulations, analysis, and design) has been collected as listed below:

EE 271 Fall 2016 & Spring 2017 EE 271 final design projects Comprehensive Exam Fall 2016 & Spring 2017 EE 271 exam questions EE 297B Fall 2016 & Spring 2017 MSEE Project Reports and

Presentation Slides in Digital/Embedded Systems area

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Based on the feedback from the project advisors and graduate advisors, there exist students (although few in number) who have overall low GPA (below 3.3) but are able to carry out the projects independently and successfully. In addition, based on analysis of masters’ projects, some part-time faculty advisors handled too many projects per semester, which resulted in decreasing the quality of the projects indirectly since those advisors did not have enough time to handle one-on-one meetings and instead held meetings with many students similar to a lecture setup. On the other hand, full-time faculty advisors preferred to advise at most 8 to 10 student projects per semester. The assessment of comprehensive exam problems shows that most of the students are able to pass problems in their concentration areas. Based on the analysis of assessment data, the faculty proposed some changes as outlined below:

Make minor curriculum changes such that the GPA requirement for the MSEE project or thesis option is at least 3.3 or at least 3.0 with graduate coordinator consent.

Limit the number of projects a part-time faculty can advise per semester.

Prepare grading guidelines for projects so that grading of projects in EE297B (letter grade) is fair even though multiple project advisors in multiple areas handle the supervision and grading of the project.

The overall changes in the graduate program during the last planning cycle can be summarized as below:

Revise EE253 syllabus such that reviewing the background information will be 2 weeks or less.

Revise several courses in communication area to include more topics in applications.

Remove seminar component from EE297A and EE299A courses

Grade for EE297B is in "Letter Grade" system

Revise comprehensive exam such that: o Eliminate questions from the core courses on the comprehensive exam o Students are required to answer 3 questions among available questions on

the comprehensive exam o The passing score of the comprehensive exam is 70% o Faculty create a Study Guide for each course on the comprehensive exam and

exam questions will be created strictly from the Study Guide. The Study Guide will be posted on the EE department website

o The exam will have 3 questions for each area, except the Power Electronics and Control area, which still has 2 questions.

Syllabi for courses in the communication area from part-time faculty must be approved by course coordinator before the class starts.

Make minor curriculum changes such that the GPA requirement for MSEE project or thesis option is 3.3 or above (instead of 3.0 or above).

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6.5 Longer Term Indicators of Student Success The EE department considers student success as the successful of students in preparing themselves for accomplishment of their current and future academic and professional goals. To promote student success, the department always embraces student learning, engages appropriate pedagogical approaches, provides enough resources to help student learning and maintains high expectations for student performance. 6.5.1 Undergraduate (BSEE) The 2016-2017 survey data from the career center shows that career outcomes for EE undergraduate students are similar to the College of Engineering averages. The survey results show that 42% of EE undergraduate students got employment offers before graduation, 56% students are still looking for employment, and 3% are continuing in education. As shown in Section 7 of this report, there were improvements in 4-year and 6-year graduation rates of EE freshmen and in 2-year and 4-year graduation rates of EE transfer students. The department plans to continue to improve the graduation rates by making additional workshop courses available for students as described in Section 1 of this report. 6.5.2 Graduate (MSEE) For graduate program, the 2016-2017 survey data from the career center shows that career outcomes for EE graduate students are lower than the College of Engineering averages. The survey results show that 38% of EE graduate students got employment offers before graduation and 62% students are still looking for employment. The result is reasonable since more than 80% of EE graduate students are foreign students in comparison to the College of Engineering that less than 70% are foreign students. The number of graduate students having Internship positions during the semesters and summer has been increased in the past few years. On the average, more than 70 students have full-time and part-time Internship positions during the summer and about 50 students have part-time Internship positions during the Fall and Spring semesters. The average pay rate for Internship is about $31/hour. As shown in Section 7 of this report, the 2-year graduation rates of EE graduate students have improved from 24% in Fall 2007 to 75% in Fall 2015, and the 4-year graduation rates were fluctuated between 80% and 90%. Both the 2-year and 4-year graduation rates of EE graduate students were above the graduation rates of the College of Engineering and the university averages.

7. Program Metrics and Required Data 7.1 Enrollment, Retention, and Graduation Rates

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The data used for the analysis in this section is provided to the department by the Institutional Effectiveness & Analytics (IEA) office and is included in Section 9.1 (Appendix) of this report. 7.1.1 Enrollment Headcounts The total student headcount in EE programs increased from 940 in Fall 2013 to 1246 in Fall 2015 and started to decline in Fall 2016, with 1120 in Fall 2017. In general, the total student headcount in the past 5 years reduced by 11% from its peak. From Fall 2013 to Fall 2017, the new freshmen enrollment has not changed much and the new transfer enrollment has slowly reduced. The new graduate enrollment increased to the peak in Fall 2016 and drastically dropped in Fall 2017 and later. The data shows that reduction in student headcounts is mainly due to the reduction in the number of graduate admission applications and graduate enrollment from the international students. 7.1.2 Retention Rates During the past 5 years, the 1st year retention rates fluctuated between 90% and 95% for new freshmen and between 80% and 90% for new transfers. The average 1st year retention rate of non-URM new freshmen was approximately 95% and of URM new freshmen was approximately 85%. For new transfers, the 1st year retention rates of non-URM students increased from 85% in Fall 2012 to 93% in Fall 2016, but there was no improvement for URM students. The 1st year retention rates of URM new transfers fluctuated between 65% and 92% with the average of 82%. In general, there is no specific trend in retention rates and the differences in retention rates of URM and non-URM are not significant. 7.1.3 Graduation Rates There were improvements in both 4-year and 6-year graduation rates of EE freshmen. The 4-year graduation rates of EE freshmen were similar to graduation rates of the college of engineering and were little below the SJSU average. The 6-year graduation rates of EE freshmen however were somewhat better than the college of engineering average and were similar to the SJSU average. All the 4-year and 6-year freshmen graduation rates of the department, college, and SJSU average were below the university goals. The 6-year graduation rates of URM freshmen from the EE department, the College of Engineering, and the university averages, were all lower than non-URM freshmen, respectively. For freshmen students who entered in Fall 2006 to Fall 2011 semesters, the differences in 6-year graduation rates of URM and non-URM (gaps) varied from 1% to 38% for Electrical Engineering, from 14% to 25% for the College of Engineering, and from 11% to 17% for the university. Overall, the average gap for EE was about 20%, for College of Engineering was about 19%, and for the university was about 13%.

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There were improvements in 2-year and 4-year graduation rates of EE transfer students. The 2-year and 4-year graduation rates of EE transfer students were similar to graduation rates of the College of Engineering and were below the university averages. All the 2-year and 4-year transfer graduation rates of the department, college, and university averages were below the university goals. The 2-year graduation rates of EE graduate students have improved from 24% in Fall 2007 to 75% in Fall 2015, and the 4-year graduation rates were fluctuated between 80% and 90%. Both the 2-year and 4-year graduation rates of EE graduate students were above the graduation rates of the College of Engineering and the university averages. The data shows that most of EE graduate students received their degrees in less than 2 years and almost all EE graduate students completed the MSEE program in less than 4 years. 7.2 FTEF, SFR, Percentage T/TT Faculty The EE faculty headcounts continuously increased from 23 in Fall 2012 to 37 in Fall 2017. However, the EE full-time equivalent faculty (FTEF) continuously reduced from 15.6 in Fall 2012 to 14.1 in Fall 2017 (with the exception of 17.1 in Fall 2014). The tenure density (% of payroll FTE in tenure lines) fluctuated between 35% and 45% from Fall 2012 to Fall 2017 with the average of 40%. The student-faculty ratio (SFR) increased from 28 in Fall 2012 to 48 in Fall 2017. The data shows that the EE department needs to hire more full-time tenure-track faculty to improve the tenure density and student-faculty ratios. 7.3 Additional Program Data Elements The 3 EE courses that have high DFW rates are the EE098, EE101, and EE140. The accumulate average DFW rates of these courses from Fall 2014 to Spring 2018 are 28% for EE098, 23% for EE101, and 29% for EE140. The department has recognized this issue and has been working on improvement of DFW rates for EE098 and EE140. The EE101 is a 1-unit CR/NC course that students can take to review the materials in EE098 and so the high DFW of this course is not a concern. The EE course that has significant grade gap between the URM and non-URM students is the EE030. From Fall 2014 to Spring 2018, the average passing rates (C- or above) are 75% for URM and 87% for non-URM. The department recognized this issue and plans to look into the academic background of students who take EE030 in order to find the solution to improve this grade gap.

8. Assessment of Student Learning in GE courses, if any

8.1 GE Summary and Reflection The two EE courses that are used to partially satisfy GE requirement for BSEE degree are the 1-unit EE198A (Senior Design Project I) and 3-unit EE198B (Senior Design Project II). The 1-unit EE198A together with 1-unit ENGR195A satisfy GE Area S and 3-

28

unit EE198B together with 1-unit ENGR195B satisfy GE Area V. EE198A - Senior Design Project I EE198A satisfies GELO1, GELO2, GELO3 of GE Area S and ENGR195A satisfies GELO4 of GE Area S. The GELO4 is assessed annually by assessing ENGR195A. EE198A is assessed annually and each annual assessment is performed for one GELO. So GELO1, GELO2, and GELO3 each is assessed once for every 3 years. Assessment of student writing ability in EE198A is also performed at the same time with the assessment of GELO2. Annual assessment is performed in the Fall semesters and evaluation is performed in Spring semesters following the assessment. Minor revision (if needed) to the course is then implemented in the following semesters. The department does not have any plan of revising EE198A for the next program planning cycle. EE198B - Senior Design Project II EE198B satisfies GELO1, GELO2, GELO3 of GE Area V. EE198B is assessed annually

and each annual assessment is performed for one GELO. So each GELO is assessed

once for every 3 years. The assessment of student writing ability in EE198B is also

assessed at the same time with the assessment of GELO2. Similar to EE198A, annual

assessment is performed in the Fall semesters and evaluation is performed in Spring

semesters following the assessment. Minor revision (if needed) to the course is then

implemented in the following semesters. The department does not have any plan of

revising EE198B for the next program planning cycle.

8.2 Interpretation of Assessment Results and Subsequent Actions EE198A - Senior Design Project I The Fall 2014 assessment of EE198A for GELO1 resulted that 81% of students met or exceeded the expectation and 19% of students did not met the expectation. Minor revisions of EE198A were implemented in Spring 2015 semester and reassessment at the end of the semester was performed, which resulted in 10% of students did not meet the expectation. The Fall 2015 assessment of EE198A for GELO2 resulted that 73% of students met or exceeded the expectation and 27% of students did not meet the expectation. After the evaluation process, the department believed that there were issues with the oral presentation template and grading rubrics, which disconnected the information that students wrote in the written report to the oral presentation. The oral presentation template and grading rubrics confused some students. Corrections to the oral presentation template and grading rubrics were implemented for future assessment. The Fall 2017 assessment of EE198A for GELO1 resulted that 72% of students met or exceeded the expectation and 28% of students barely met the expectation. To improve GELO1, discussions with staff members from SJSU Career Center have been performed

29

in Spring 2018. Supplemental materials from career centers were included in EE198A, starting Fall 2018 semester. EE198B - Senior Design Project II The Fall 2014 assessment of EE198B for GELO1 resulted that 36% of students met or exceeded the expectation and 64% of students did not meet the expectation. After the evaluation process, the department found that since revision of EE198B to satisfy GE Area V is new and many students had completed areas S & V before taking EE198B, those students did not fully respond the assignment for GE areas S and V. To address this low performance of GELO1, Spring 2015 assignments for GE Area V were put into graded assignment group with 20% of the final grade. The Spring 2015 assessment results showed that 94% of students met or exceeded the expectations for GELO1. The Fall 2015 assessment of EE198B for GELO2 resulted that 98% of students met or exceeded the expectation and only 2% of students did not met the expectation. Although the assessment results for GELO2 are fine, the department still decided to update the grading rubric for better details of assessment data. The Fall 2017 assessment of EE198B for GELO1 resulted that 94% of students met or exceeded the expectation and only 6% of students did not meet the expectation. The department decided not to plan for any revision to the course based on the assessment data.

30

9. Appendices to the Report 9.1 Required Data Elements

31

32

33

34

PROGRAM PLANNING REPORT SAN JOSE STATE UNIVERSITY

ELECTRICAL ENGINEERING DEPARTMENT BACHELOR OF SCIENCE IN ELECTRICAL ENGINEERING (BSEE)

CHARLES W. DAVIDSON COLLEGE OF ENGINEERING HTTPS://EE.SJSU.EDU/

Department Chair or School Director: Thuy T. Le, ENGR 349, Thuy.Le@sjsu.edu, 408-924-5708

Faculty Program Plan Leader: Same as above

External Accrediting Agency: ABET (www.abet.org)

Date of Report: December 10, 2018

Date Due to PPC: <Semester report is due to the University Program Planning Committee>

Current Chair of Program Planning Committee: Brandon White, Brandon.white@sjsu.edu

UGS Administrative Support for Program Planning: Nicole Loeser, Nicole.Loeser@sjsu.edu

Submissions: Reports are to be submitted electronically via email.

Please email the following to programplanning@sjsu.edu:

1) Program Plan

2) Annotated version of the report submitted to the External Accrediting Agency (if too large to email, please

provide a link to a version of the report in Google Drive)

3) Letters or reports from the External Accrediting agency documenting accreditation/reaccreditation and

any required or suggested plans of action.

Please cc programplanning@sjsu.edu on all communications with the dean, the Program Planning Committee, and

GUP on matters pertaining to your program plan.

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. i

PROGRAM PLAN CHECKLIST For each of the following, indicate whether the content can be found in the program plan or in the attached report submitted to the external accreditation agency. If it can be found in the report submitted to the external accreditation agency, indicate on what page it can be found. If a cell in the table is blacked out, this means that this information must be included in the Program Planning Report.

Program Planning Element

Location of information

Does it appear in the external report and on

what page??

If no, on what page does it appear in the SJSU

Program Planning Report

1. PROGRAM DESCRIPTIONS Page 1

a. Program Mission and Goals Yes: Pages 16, 17

b. Curricular Content of Degrees, Minors, and Certificates

Yes: Pages 1, 2, 13, 14, 46 to 60

c. Service Courses No Page 2

2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS

No Pages 2, 3

a. Progress on action plan of previous program review

Pages 2, 3

b. Significant changes to the program and context

Yes: Pages 1, 2, 44, 45

3. ASSESSMENT OF STUDENT LEARNING

Yes: Pages 5 to 7, 17 to 45, appendices G and H

a. Program Learning Objectives (PLO)

Yes: Pages 17, 18, 22, 23

b. Map of PLOs to University Learning Goals (ULG)

Yes: Pages 18, 23

c. Matrix of PLOs to Courses Yes: Pages 27, 28

d. Assessment Data Yes: Pages 20, 21, 32, 34 to 37, appendices G and H

e. Assessment Results and Interpretation

Yes: Pages 20, 21, 24 to 45

f. Placement of Graduates No Page 4

4. PROGRAM METRICS AND REQUIRED DATA ELEMENTS

Yes: Pages 58 to 60, Appendix D-4

Pages 4 to 6

a. Enrollment, b. Retention, and Graduation rates

Yes: Appendix D-4 Page 5

b. Headcount in Sections Yes: Pages 58 to 60

c. FTES, Induced Load Matrix No Page 6

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. ii

d. FTEF, SFR, Percentage T/TT Faculty

No Page 6

5. PROGRAM RESOURCES Yes: Pages 61 to 93

a. Faculty Yes: Pages 61 to 72

b. Support Staff Yes: Pages 91 to 93

c. Facilities Yes: Pages 73 to 84

6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES AND CHALLENGES

Yes: Pages 63, 67, 86, 95

7. DEPARTMENT ACTION PLAN Pages 7 to 9

8. APPENDICES CONTENT Pages 10 to 17

a. Required Data Elements Pages 10 to 17

b. Accreditation Report No Attached

c. (Example) Curriculum flow charts, and mappings

Yes: Pages 54, 55, 58 to 60

d. (Example) Assessment rubrics Yes: Pages 19 to 21, 25, 26, 34 to 40

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 1

1. PROGRAM DESCRIPTION The Electrical Engineering Department at San José State University (SJSU) was initially established in 1947 as Communication Engineering with Artium Baccalaureus (A.B.) degree. In 1949 the department changed the degree title to Bachelor of Science (B.S.). In 1952 the department changed its name to Electronic Engineering and then to Electrical Engineering in 1958. The Bachelor of Science in Electrical Engineering (BSEE) program had its initial ABET accreditation in 1959. The department established the Master of Science (M.S.) program in 1956. The Bachelor of Science in Electrical Engineering (BSEE) had its recent ABET review concluded in 2018.

The Bachelor of Science in Electrical Engineering program at San José State University does not have an official option, track or concentration. However, students are required to take 12 semester units of approved technical elective courses (four courses). An example of program study and technical elective courses for technical areas can be found on EE department website at http://ee.sjsu.edu/content/graduation-requirements. Most of the technical elective courses are in the following technical areas as listed below:

1. Digital and Embedded System Design 2. Analog Electronics 3. Digital Signal Processing 4. Integrated Circuit Design and Fabrication 5. Networking and Communication 6. Power Electronics, Energy and Control System

The Bachelor of Science in Electrical Engineering program at San José State University is offered in day mode with traditional in-class lecture and laboratory located at San José State University main campus. The department address is:

Electrical Engineering Department San José State University Charles W. Davidson College of Engineering, ENGR349 One Washington Square San Jose CA 95192-0084 Phone: (408) 924-3950 Fax: (408) 924-3925 Email: electrical.engineering@sjsu.edu

The Electrical Engineering department website is at http://ee.sjsu.edu/. On the EE department website, the undergraduate program webpage is at http://ee.sjsu.edu/content/undergraduateprogram and the Program Educational Objectives (PEOs), the Student Outcomes (SOs), and the University Learning Outcomes (ULOs) are listed at http://ee.sjsu.edu/content/programeducation-objectives-and-outcomes

1a. Program mission and goals

Available in External Accreditation Report

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 2

Listed below

1b. Curricular Content of Degrees, Minors, Certificates, and Credentials Available in External Accreditation Report

Listed below

1c. Service Courses

Available in External Accreditation Report Listed below

The 3-unit EE098 (Introduction to Circuit Analysis) and 1-unit EE097 (Introductory Electrical Engineering Laboratory) courses are the two EE courses that also serve other engineering programs in the College of Engineering. The EE098 is required for Aerospace Engineering, Biomedical Engineering, Chemical Engineering, Computer Engineering, General Engineering, Material Engineering, and Mechanical Engineering undergraduate programs. The EE097 laboratory course is required for both Electrical Engineering and Computer Engineering undergraduate programs. The 1-unit EE198A (Senior Design Project I), 3-unit EE198B (Senior Design Project II), 1-unit ENGR195A (Global and Social Issues in Engineering), and 1-unit ENGR195B (Global and Social Issues in Engineering) courses together satisfy the General Education Areas S (Self, Society & Equality in the U.S.) and V (Culture, Civilization & Global Understanding) for EE major.

2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS 2a. Progress on action plan of previous program review

Available in External Accreditation Report Listed below

Previous action plan was signed by previous EE Department Chair (Dr. Ray Chen) and previous College of Engineering Dean (Dr. Andrew Hsu) on December 4, 2014, and was approved by previous university Provost (Dr. Andrew H. Feinstein) on December 5, 2014. The plan has 5 main tasks and their outcomes can be summarized as below: 1. Work with IEA to develop a plan for the systematic assessment of students in the EE

undergraduate degree program to determine where the issues in retention and graduation are and implement a strategy to improve these rates.

This task was no longer valid. IEA changed its website in 2016 with more useful data and automatically provided program planning data to all the departments as needed.

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 3

2. Work with IEA to develop a set of data elements to help identify student needs prior to the students taking EE upper division courses so that they are better prepared and ready for the courses.

Since the previous EE Department Chair retired on August 2017, there is no record of this task.

3. Work with the Dean of Engineering to develop enrollment plans for resident and non-

resident students.

Since the previous Engineering Dean left the university in June 2016 and the previous EE Department Chair retired on August 2017, there is no record of this task.

4. Develop guidelines for comprehensive exam option for the graduate degree and post

these on the department webpage.

This task was fully completed in the Fall 2016 semester 5. Next department review to coincide with next ABET accreditation, Fall 2018.

This task was no longer valid due to University Policy S17-11. According to University Policy S17-11, the program review and planning is required for all SJSU programs every seven years or the semester after professional external accreditation reviews, if the cycle is seven years or fewer. Since the undergraduate Electrical Engineering program had 6 years accreditation by ABET and the program had ABET accreditation review in Spring 2018, the next program review and planning is Fall 2018 according to University Policy S17-11.

2b. Significant changes to the program and context, if any

Available in External Accreditation Report

Listed below 3. ASSESSMENT OF STUDENT LEARNING

3a. Program Learning Objectives (PLO) Available in External Accreditation Report

Listed below

3b. Map of PLOs to University Learning Goals (ULG) Available in External Accreditation Report

Listed below

3c. Matrix of PLOs to Courses Available in External Accreditation Report

Listed below

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 4

<Show matrix illustrating courses in which each PLO is supported and assessed.> 3d. Assessment Data

Available in External Accreditation Report

Listed below

3e. Assessment Results and Interpretation Available in External Accreditation Report

Listed below

3f. Placement of Grads

Available in External Accreditation Report Listed below

The 2016-2017 survey data from the career center shows that career outcomes for EE undergraduate students are similar to the College of Engineering averages. The survey results show that 42% of EE undergraduate students got employment offers before graduation, 56% students are still looking for employment, and 3% are continuing in education. On the average, similar data was found in 2015, 2016, and 2017 college surveys. More than 80% of graduates got jobs from companies located in California with engineer titles such as test engineer, design engineer, product engineer, manufacturing engineer, development engineer, etc. According to the 2015, 2016, and 2017 surveys from the college, 30% to 60% of graduates have job lined up related to EE when they graduate, and most of the companies are in California. The surveys also show that about 50% of freshmen graduates agreed that one of the reasons in delaying in graduation is due to unavailability of courses while only 20% of transfer agreed so, which mean that the availability of lower division courses can be major factor in delaying graduation issue. Regarding the Program Educational Objectives (PEO), the survey results show that 81% to 96% of graduates rated all 4 PEOs to be either important, every important, or extremely important, which are very good. Graduates also commented about the strengths and weaknesses of the program, which can be summarized as below:

Strengths: Some great full-time and part-time faculty and advisors; some great courses, labs and projects; IEEE student club and study/project areas; networking with fellow students and colleagues.

Weaknesses: Some bad faculty, advisors, and teaching associates; some courses, labs, and equipment need to be updated; lack of programming, data structure and algorithm courses; limited hours to access engineering building and laboratories; lack of courses offered in the summer

4. PROGRAM METRICS AND REQUIRED DATA

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 5

The Required Data Elements discussed in this section are provided to the department by the Institutional Effectiveness & Analytics (IEA) office and is included in the Appendix of this report. 4a. Enrollment, retention, (4 and 6 year) graduation rates, and graduates, including comparisons to college and university averages and university targets for total, URM, and Non-URM populations

Available in External Accreditation Report Listed below

The total EE undergraduate student headcount increased from 533 in Fall 2013 to 607 in Fall 2016 and reduced to 585 in Fall 2017. The new freshmen enrollment has not changed much in the past 5 years but there was slow reduction in new transfer enrollment.

During the past 5 years, the 1st year retention rates fluctuated between 90% and 95% for new freshmen and between 80% and 90% for new transfers. The average 1st year retention rate of non-URM new freshmen was approximately 95% and of URM new freshmen was approximately 85%. For new transfers, the 1st year retention rates of non-URM students increased from 85% in Fall 2012 to 93% in Fall 2016, but there was no improvement for URM students. The 1st year retention rates of URM new transfers fluctuated between 65% and 92% with the average of 82%. In general, there is no specific trend in retention rates and the differences in retention rates of URM and non-URM are not significant.

There were improvements in both 4-year and 6-year graduation rates of EE freshmen. The 4-year graduation rates of EE freshmen were similar to graduation rates of the college of engineering and were little below the SJSU average. The 6-year graduation rates of EE freshmen however were somewhat better than the college of engineering average and were similar to the SJSU average. All the 4-year and 6-year freshmen graduation rates of the department, college, and SJSU average were below the university goals. The 6-year graduation rates of URM freshmen from the EE department, the College of Engineering, and the university averages, were all lower than non-URM freshmen, respectively. For freshmen students who entered in Fall 2006 to Fall 2011 semesters, the differences in 6-year graduation rates of URM and non-URM (gaps) varied from 1% to 38% for Electrical Engineering, from 14% to 25% for the College of Engineering, and from 11% to 17% for the university. Overall, the average gap for EE was about 20%, for College of Engineering was about 19%, and for the university was about 13%. There were improvements in 2-year and 4-year graduation rates of EE transfer students. The 2-year and 4-year graduation rates of EE transfer students were similar to graduation rates of the College of Engineering and were below the university averages. All the 2-year and 4-year transfer graduation rates of the department, college, and university averages were below the university goals.

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 6

4b. Headcount in sections Available in External Accreditation Report

Listed below

4c. FTES, Induced Load Matrix

Available in External Accreditation Report Listed below

Both the lower and upper divisions FTES increased from Spring 2012 to Fall 2017 and then reduced in Spring 2018 and Fall 2018. The average lower division FTES was 47 in AY 2011/2012 and increased to 62 in AY 2017/2018. The average upper division FTES was 150 in 2011/2012 and increased to 261 in AY 2017/2018. From Fall 2011 to Fall 2015, 94% to 96% of upper divisions FTES were generated by EE students and this percentage increased to about 99% from Fall 2016 to Fall 2018. From Fall 2011 to Fall 2013, 20% to 23% of lower divisions FTES were generated by EE students and this percentage increased to 35% to 45% from Fall 2014 to Fall 2018. Since less than 25% of undergraduate FTES are from lower division courses, the reduction of FTES by non-EE students does not contribute much into total EE FTES, so planning for EE undergraduate program can only concentrate on the EE students

4d. FTEF, SFR, Percentage T/TT Faculty

Available in External Accreditation Report Listed below

The EE faculty headcounts continuously increased from 23 in Fall 2012 to 37 in Fall 2017. However, the EE full-time equivalent faculty (FTEF) continuously reduced from 15.6 in Fall 2012 to 14.1 in Fall 2017 (with the exception of 17.1 in Fall 2014). The tenure density (% of payroll FTE in tenure lines) fluctuated between 35% and 45% from Fall 2012 to Fall 2017 with the average of 40%. The student-faculty ratio (SFR) increased from 28 in Fall 2012 to 48 in Fall 2017. The data shows that the EE department needs to hire more full-time tenure-track faculty to improve the tenure density and student-faculty ratios.

5. PROGRAM RESOURCES

5a. Faculty number and qualifications Available in External Accreditation Report

Listed below

5b. Support staff Available in External Accreditation Report

Listed below

5c. Facilities Available in External Accreditation Report

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 7

Listed below 6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND CHALLENGES

Available in External Accreditation Report

Listed below 7. DEPARTMENT ACTION PLAN The EE department has a comprehensive plan of action for execution in the upcoming program planning cycle. The objectives of the plan are to comply with accreditation organization, to update the program curricula due to emerging technology trends, to increase faculty and student research activities, to better collaborate with local companies, technical organizations, alumni, international institutions, to increase enrollment by increasing the number of admission applications and improving student retention rates, and to improve graduation rates by having better academic advising and class schedule. 7.1 Re-evaluate Student Outcomes in Undergraduate Courses for New Set of ABET Student

Outcomes a. The set of ABET Student Outcomes (SO) has been revised such that 11 student outcomes

(a to k) are now replaced by 7 new student outcomes (1 to 7). The department needs to re-evaluate all undergraduate courses in order to make sure that the BSEE curriculum satisfies the new set of ABET student outcomes. The department also needs to identify which mandatory course is a major contributor to which ABET student outcome in order to make a plan for future assessment and evaluation. This task should be completed by Spring 2019 semester.

b. Software/programming skill is now required for most of electrical engineering positions. Moreover, the new ABET criteria allow courses in computer science to be included in the EE curriculum. The department needs to adjust some EE mandatory courses to include more topics in software and tools. This task should be completed by Fall 2019 semester.

7.2 Develop an Upper-Division Elective Software/Programming Course in EE

During Spring 2018 semester, the department had a meeting with Department Advisory Council (DAC) to discuss technology trends in electrical engineering. All DAC members shared the same comments that programming and software skills are needed in all engineering fields. Similar comments have been stated from industry leaders and National Science Foundation (NSF) officials during the 2018 Electrical and Computer Engineering Department Head Association (ECEDHA) conference. The department is in the process of revising existing upper-division EE elective course (EE104 - Numerical Methods in Electrical Engineering) to include Python programming with applications in electrical engineering. The course will be taught in Spring 2019

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 8

semester and assessment will be made together with student feedbacks. The department plans to complete the course revisions in Spring 2020.

7.3 Develop Curriculum Templates for Undergraduate Students Based on Career Choices or Future Specialization in Graduate Studies Since most of students go to college to get a degree and to gain skills in particular technical areas of their career choices, students need to have good advice in choosing technical elective classes. By having curriculum templates available for some popular electrical engineering positions in Silicon Valley will help students in planning for their courses based on their career interest. Some examples of specializations include “Micro and Nano Technologies,” “Chip-Scale Integration,” “Embedded Hardware & Software System,” “Controls, Robotics and Autonomy,” “Power Electronics and Energy Systems,” “Communication and Machine Learning,” “Networking and Cybersecurity,” etc. This task includes the possibilities of revising some elective courses as well as developing some new elective courses. This task should be completed no later than Fall 2020.

7.4 Re-assess Undergraduate Program for Better “Hands-on” by Emphasizing More Lab

Activities in All Undergraduate Courses

Since “hands-on” is one of the keywords that represents EE undergraduate program at SJSU, the department plans to re-assess all undergraduate courses for the percentage of lab-related work in order to improve student hands-on ability. This task should be completed by Fall 2021.

7.5 Evaluate for Possibility of Having 1-unit EE098W and EE110W Workshop Courses

Since EE098 is one of the 2 EE classes that have a high DFW rate and EE110 is an important fundamental EE course, the EE department plans to look into the option of having 1-unit workshop courses EE098W and EE110W for low GPA students. These are CR/NC courses and the units earned will not be counted toward the BSEE degree. This task should be completed by Fall 2020.

7.6 Investigate for Possibility of Having BSEE/MSEE Fast-Track Option

Since less than 5% of MSEE students are EE graduates from SJSU, the EE department needs to create incentives to encourage EE undergraduate students at SJSU to continue their graduate studies at SJSU. The department would like to look into the possibility of creating a BSEE/MSEE fast-track program for qualified and motivated undergraduate students. If decided, the fast-track option should be available by Fall 2021 semester.

7.7 Start Research Seminar Program for Faculty and Graduate Students

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 9

To better support RSCA faculty and to encourage faculty and students to involve more in research activities, the department plans to reserve several time slots during each semester for research seminars. Researchers from other institutions or industry who have interests and/or potential of collaboration with EE faculty will be invited for research presentations. Each area committee will be responsible for the invitation of guest speakers in its area. This task should be performed continuously during the planning cycle.

7.8 Redesign Department Website to Better Represent Faculty and Student Research

Activities

To better present faculty and student research activities to the public as well as to better outreach to potential future students, the department website needs to be redesigned. This task should be complete by Fall 2020.

7.9 Develop EE Alumni Database and Organize Annual Alumni Event

Creating an engaged, supportive alumni network is crucial to the department’s success. Good alumni relationships bring many benefits to both the department and the alumni. The EE department is in the process of establishing an EE alumni database so that EE alumni will be invited to annual alumni events and our bi-annual student project symposium. This task should be completed by Fall 2019.

7.10 Develop Annual EE Department Newsletters

Located in Silicon Valley, the EE department needs to market itself to Silicon Valley companies. Since newsletters are a valuable marketing tool for the EE department to maintain contact with Silicon Valley companies and EE alumni, the department plans to develop an annual EE newsletter. The first newsletter should be available in Fall 2019 semester.

7.11 Faculty Recruitment

The department plans to hire 2 tenure-track faculty members at assistant professor level with specialization in embedded systems. The candidate will be selected based on experiences in emerging technologies which include modern processor microarchitectures, hardware/software co-design, high-speed and low-power circuits, system on chip, testing and verification, and hardware/firmware aspects of mobile computing platforms. This task should be completed by Fall 2019.

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 10

APPENDICES A. Required Data Elements

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 11

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 12

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 13

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 14

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2018 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 23 4.60 4.60

Biomedical Engineering 22 3.25 1.35 0.75 5.35

Bus Admin, Management 1 0.20 0.20

Bus Admin/Marketing 1 0.20 0.20

Chemical Engineering 3 0.40 0.20 0.60

Computer Engineering 84 12.87 2.10 3.00 17.97

Computer Science 1 0.50 0.50

Electrical Engineering 835 20.80 245.23 267.55 533.58

Engineering 7 0.72 0.90 0.50 2.12

Industrial/Syst Engineering 1 0.20 0.20

Materials Engineering 10 1.80 0.20 2.00

Mechanical Engineering 70 13.80 0.25 14.05

Philosophy 1 0.07 0.07

Undeclared 1 0.20 0.20

Total 1060 59.10 250.23 272.30 581.63

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2017 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 19 3.80 3.80

Biomedical Engineering 22 3.57 1.12 4.68

Bus Admin, Entrepreneurship 1 0.20 0.20

Chemical Engineering 2 0.40 0.40

Computer Engineering 84 19.07 0.40 19.47

Electrical Engineering 979 22.60 262.28 343.55 628.43

Engineering 2 1.00 1.00

Materials Engineering 7 1.40 1.40

Mechanical Engineering 77 15.00 0.25 0.25 15.50

Physics 2 0.25 0.25 0.50

Undeclared 2 0.67 0.67

Total 1197 66.70 264.30 345.05 676.05

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2016 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 4 0.80 0.80

Biomedical Engineering 17 3.47 0.20 3.67

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 15

Chemical Engineering 13 2.60 2.60

Chemistry 1 0.20 0.20

Computer Engineering 119 17.47 0.73 6.50 24.70

Electrical Engineering 1032 29.73 225.68 403.50 658.92

Engineering 1 0.47 0.47

Materials Engineering 5 1.07 1.07

Mechanical Engineering 55 11.07 11.07

Software Engineering 2 0.27 0.27

Undeclared 1 0.67 0.67

Total 1250 66.67 227.75 410.00 704.42

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2015 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 11 2.20 2.20

Biomedical Engineering 27 3.47 2.35 5.82

Chemical Engineering 25 5.00 5.00

Civil Engineering 2 0.40 0.40

Computer Engineering 152 17.80 4.93 1.50 24.23

Electrical Engineering 1057 25.20 209.15 442.75 677.10

Engineering 15 1.40 0.57 2.00 3.97

Industrial/Syst Engineering 5 1.00 1.00

Materials Engineering 2 0.40 0.40

Mechanical Engineering 59 11.60 0.25 11.85

Meteorology 1 0.07 0.07

Physics 1 0.25 0.25

Political Science 1 0.07 0.07

Undeclared 4 0.60 0.87 1.47

Total 1362 69.07 218.00 446.75 733.82

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2014 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 11 2.20 2.20

Biomedical Engineering 34 2.75 4.70 7.45

Chemical Engineering 16 2.87 0.40 3.27

Civil Engineering 8 1.40 0.33 1.73

Computer Engineering 106 13.60 3.00 1.50 18.10

Computer Science 1 0.33 0.33

Electrical Engineering 992 23.93 178.70 439.47 642.10

Engineering 12 1.00 0.87 1.25 3.12

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 16

Industrial/Syst Engineering 11 2.07 0.07 2.13

Interdisciplinary Studies 1 0.25 0.25

Materials Engineering 5 0.80 0.20 1.00

Mechanical Engineering 58 10.80 0.20 0.75 11.75

Physics 1 0.20 0.20

Undeclared 6 0.87 0.93 1.80

Total 1262 62.48 189.73 443.22 695.43

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2013 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 13 2.60 2.60

Biomedical Engineering 27 3.00 3.38 0.50 6.88

Bus Admin/Management 1 0.20 0.20

Chemical Engineering 18 3.60 3.60

Chemistry 1 0.20 0.20

Civil Engineering 25 4.80 0.27 5.07

Computer Engineering 84 9.47 2.20 6.50 18.17

Electrical Engineering 721 11.87 172.05 276.42 460.33

Engineering 12 0.67 1.20 2.75 4.62

Industrial/Syst Engineering 19 3.80 3.80

Materials Engineering 8 1.20 0.73 0.25 2.18

Mechanical Engineering 46 8.67 0.65 9.32

Software Engineering 2 0.20 0.07 0.27

Undeclared 2 0.53 0.53

Total 979 50.80 179.90 287.07 517.77

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2012 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 8 1.40 0.50 1.90

Biomedical Engineering 13 0.75 2.50 0.50 3.75

Chemical Engineering 12 2.40 2.40

Chemistry 2 0.40 0.40

Civil Engineering 43 8.60 8.60

Computer Engineering 82 11.07 1.73 3.95 16.75

Electrical Engineering 613 10.13 151.73 220.08 381.95

Engineering 22 0.92 2.48 2.50 5.90

Industrial/Syst Engineering 18 3.60 3.60

Materials Engineering 4 0.80 0.80

Mechanical Engineering 46 8.80 0.07 0.25 9.12

Bachelor of Science in Electrical Engineering - Program Planning Report - Fall 2018 Pg. 17

Physics 2 0.20 0.33 0.53

Software Engineering 1 0.20 0.20

Undeclared 8 1.00 1.93 2.93

Total 874 50.27 161.28 227.28 438.83

Induced Course Load Matrix (ICLM) - FTES Rebenched

Fall 2011 All Courses Offered by College of ENGR with Prefix: EE

Student Major

Courses Offered Total

Undup.HC Lower Division Upper Division Graduate

Aerospace Engineering 14 2.80 2.80

Aviation 1 0.20 0.20

Chemical Engineering 9 1.80 1.80

Civil Engineering 41 8.00 0.07 8.07

Computer Engineering 80 11.87 2.67 1.50 16.03

Electrical Engineering 634 11.30 144.77 205.90 361.97

Engineering 22 1.67 0.32 4.50 6.48

Industrial/Syst Engineering 8 1.60 1.60

Materials Engineering 2 0.40 0.40

Mathematics 1 0.25 0.25

Mechanical Engineering 64 12.80 12.80

Undeclared 12 1.40 2.07 3.47

Total 888 53.83 149.88 212.15 415.87