Thursday 26, l SENG 4315 Embedded Systems Fall 2017 Engineering project to asses

Question

Thursday 26, l SENG 4315 Embedded Systems Fall 2017 Engineering project to assess ABET outcome E (ability to identify, formulate, and solve engineering problem). Example: We need to design an automatic embedded system that gives indication when the kitchen temperature is more than 95E It should also turn on an appropriate device to reduce the kitchen temperature. Identify: (Acknowledging the problem that it exists in domestic and commercial kitchens) Formulate: (Details of what needs to be done to address the problem (sensor, A/D, MC, display), considering the environment in which the solution will work (specification: input temperature) Solve: (Propose the detail hardware and sofiware that will take care of what needs to be done) Rubric: Exemplary (4) Accomplished Developing Beginning Barely identified problem Barely formulated problem Identify problem Clearly identified Identified problem Less clearly identified problem problem Formulated Less clearly Formulate problem Clearly formulated problem formulated problem problem Barely solved Clearly solved roblem Solved problem Less clearly solved problem problem Solve problem Submit a paper-based design. Consult section 13.3 of the text book to complete your design.

Explanation / Answer

btained from student surveys, student forums,

and

comments by faculty and students

, this paper addresses

four sources

of d

irect, formal

measurements

: senior design,

the

re

quired portfolio class, a small number of required courses

before the senior year, and surveys administered every semester by the college and completed by

employers of students on internships.

Data are collected from different types of measurements at

thre

e different levels.

The levels provide

a range of

information. Level 1 assessment uses high

-

level information from a cross

-

section of students in the program that can be used to identify

trends and potential problems. It is done frequently, automatically

, and with little overhead.

Level 2 assessment uses senior

-

level information from all students in

the

culminating capstone

courses. Students demonstrate attainment of outcomes through senior design projects and other

summative information in portfolios.

L

evel 3 assessment

uses sophomore

-

and junior

-

level

information from students in selected required courses. Student learning is assessed using rubrics

and assignments that focus on specific outcomes of interest. This is finer grained and more

specific than

the other levels.

It is done less frequently.

It provides more in

-

depth examination of

a student outcome earlier in the program at the time the student is learning about it.

The

multilevel approach supports efficient data collection while also providing su

fficient data to

make decisions.

The approach is similar to model refinement: Level 1 assessment provides the

most abstract assessment model, with each level refining it further.

Aspects of

this

approach

, though developed independently,

are similar to a process

reported

by

Auburn University.

8

Auburn was

very

selective in

courses

used for assessment.

Using a couple

of core courses,

they

focused on using student proje

cts and writing exercises for

assessment.

The approach presented in this paper

also

uses

senior design and laboratory

projects

,

and

writing

exercises

in senior design and portfolio courses

.

In other related work,

the

United States Military

Academy

describes a process

also

motivated by

efficiency and faculty involvement

.

11

,

12

The student outcomes

for

Iowa State

’

s

electrical and computer engineering

program

s

are

identical to the ABET

a

-

k

outcomes of the ABET 2012

-

2013 accreditation cycle as listed

below

.

1

(a)

an ability to apply knowledge of mathematics, science, and engineering

(b)

an ability to design and conduct experiment

s, 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 susta

inability

(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 lifelong learning

(j)

a knowledge of contemporary issues

(k)

an ability to use the techniques, ski

lls, and modern engineering tools necessary for

engineering pract

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