Responses to Student Questions
Curriculum.
1) Statistics and communication skills taught within Project Labs seem redundant with required courses on these topics.
The ABET requirements require that probability and statistics be taught through out the curriculum. Thus we need it in more than one course. With the new curriculum, the required probability and statistics course will be taken by all students. This will be used in the communications (EE 3323) course; some reduction of material in the project labs may be possible. Statistics material is incorporated currently into the lab projects and will remain there.
Communication skills, both written and oral, are one of the most important skill sets for all professionals. Development of communication skills requires time and lots of practice.
We stress communication through out the laboratory sequence because of its importance to the future success of our graduates. Although students always dislike the approach, alumni always praise the results. We will continue to stress communication skills through out the labs.
2) Did not feel that robotic projects in this summer/fall 2005 Project Labs 1 & 2 were sufficiently neither challenging nor relevant.
The lab projects are handled slightly different in the summer versus the long semesters. Some of the labs are combined since we do not have full enrollment in all project lab courses in the summer. Specifically, in the summer, we do some combining of the first 2 labs. In the 2nd lab, EE 3332, we always try to assure students get some exposure to other engineering areas mixed in with EE. Particularly since our students don’t normally take statics or dynamics, we try to insert some mechanical aspects to their projects. In addition, we try to expose the students to actually building things physically. This is frequently in the form of robotics projects of different types. We tell students that they are engineers first and should be prepared to tackle any problem whither it is electrical or not. The same is true between hardware and software. Students do not usually like doing things they aren’t familiar with. As to the projects being challenging, when a project is completed well and early, we remove it from our project list. We will continue to offer these robotics projects. We try to instill in students that not all work assignments are glamorous, but if you look below the surface there is always something to learn and a contribution to be made. We are always working to improve the labs and projects.
3) Project Labs don’t appear to be sufficiently funded. Components and testing equipment are not in good shape.
Significant equipment has been purchased in the last couple of years. Also the same money is used for updating the computers in the computer lab. We continue to try to upgrade equipment, but money is limited. In many cases we have older equipment that works very well but isn’t new, so naturally, everyone wants to use the newest equipment. We replace things as we can.
As to repair, we always try to assure the equipment is in working order. However, we rely to some extent one students telling us that the equipment isn’t working. In some cases, it is simply a matter of indicating the correct way to use the equipment. In either case, it is very important for the students to let us know what isn’t working so we can take action. We will try to find a way improve the process.
As to components and as we tell the students each semester, we do not attempt to maintain components. We can’t keep all the components students would want to use and we want the students to learn what is currently available, if it is really available and how much it costs. We but parts for all projects we keep (we keep 95%), we simply ask the students to seek permission and justify the purchase ahead of time.
4) Need more Lab availability on nights and weekends.
The main complaint seems to be on accessibility of the labs during the last couple of weeks in the semester. Mostly we do not get many complaints on lab access. The department will look into the some student help if this seems warranted. Before we attempt to switch to a 24/7 policy, we will try to determine the exact source, nature, and extent of the complaint.
5) Suggested a “EEs only” section of Linear System (?? Shouldn’t this be 3302 not 3303??). Combined classes not as valuable to EE student as could be.
The ECE department is moving in this direction. Discussions need to be conducted with other departments taking this class before we will begin making schedule changes. This is being put into motion.
Communication & Advising
6) Phase system needs to be more clearly explained to incoming students. Need more flexibility, especially concerning liberal arts classes.
The phase system was removed starting with the last catalog. Some of the prerequisites were changed so that the students would have the proper material before advancing in the curriculum. Some of our classes now require that you have a 2.25 adjusted GPA before being allowed to enroll for the class. The students are given numerous rules and these are spelled out at advising time and with information on the web.
7) The department needs to become more vested in its new students. Don’t feel that advising structure works for the Freshmen/Sophomores.
The students are told repeatedly in freshman and transfer orientation that they can request a meeting at any time with the faculty. More effort will be made to get this information across with more information on the web and through the IEEE student meetings.
8) Syllabus review at beginning of course would be valuable. Textbook and curriculum sometimes don’t match.
The faculty will be encouraged to more closely follow the required text. The University expects every instructor to hand out a syllabus on the first day of class and spend a few minutes discussing it. The SACS accreditation also requires that this happens. We are currently modifying the standard ABET syllabus to also conform to SACS requirements.
9) Professor assignment to courses changes.
This has to be done some times when class sizes are larger or smaller than anticipated. The department tries to keep these to a minimum, but they will always occur.
10) CS course scheduling conflicts with Project Labs for CS/EE double majors.
The department will make every effort to work this out with the students caught in this bind. We will work with the CS Department to minimize these problems.
11) What is the status for the joint program (degrees?) between College of Engineering and Business?
This will be helped with the hiring of a Bagley Chair in the College of Engineering. There is some cooperation starting with Richard Gale in the Spring 2006 semester. Candidates have been interviewed for the Bagley Chair. The search committee is still looking at candidates.
Other
12) Concerns expressed about ineffective teaching methods.
Some students were concerned about too much material being done with Power Point and things go to fast. This will be brought to the attention of the faculty.