Accreditation Information for the BS EE Program
The Bachelor of Science in Electrical Engineering (BS EE) is accredited by the
Engineering Accreditation Commission of ABET, https://www.abet.org,
under the General Criteria and the Program Criteria for Electrical, Computer, Communications,
Telecommunication(s) and Similarly Named Engineering Programs.
Electrical Engineering Program Educational Objectives (PEOs)
| 2a. |
Engage in the productive practice of electrical engineering to identify and
solve significant real world problems across a broad range of application
areas.
|
| 2b. |
Ethically apply their electrical engineering knowledge and skills with an
understanding of realistic constraints for the overall benefit of a
diverse society.
|
| 2c. |
Enhance the economic well-being of both Kern County and the State
of California through a combination of technical expertise, social
responsibility, leadership, and entrepreneurship.
|
| 2d. |
Effectively define, lead, and manage electrical engineering industry driven projects to
deliver timely results.
|
Current Student Outcomes (SOs) effective 2018-19
Our institution also uses the term Student Learning Outcomes (SLOs) for ABET SOs.
| 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, 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.
|
|---|
Electrical Engineering Enrollments and Graduates
The Electrical Engineering program began in Fall 2012. Enrollments by class
level in the Fall term and overall number of graduates for the corresponding
academic years are given in the below tables:
Enrollment Data by Fall Term
| |
Freshman |
Sophomore |
Junior |
Senior |
Post-Bacc |
Total Enrollment |
| Fall 2012 |
7 |
3 |
2 |
2 |
0 |
14 |
| Fall 2013 |
18 |
13 |
7 |
8 |
4 |
50 |
| Fall 2014 |
19 |
14 |
17 |
19 |
3 |
72 |
| Fall 2015 |
47 |
15 |
27 |
31 |
3 |
122 |
| Fall 2016 |
32 |
23 |
37 |
34 |
4 |
130 |
| Fall 2017 |
46 |
24 |
28 |
48 |
3 |
146 |
| Fall 2018 |
50 |
23 |
31 |
54 |
2 |
160 |
| Fall 2019 |
63 |
22 |
30 |
54 |
2 |
171 |
| Fall 2020 |
55 |
37 |
29 |
60 |
2 |
181 |
| Fall 2021 |
37 |
38 |
32 |
53 |
2 |
162 |
| Fall 2022 |
46 |
32 |
30 |
44 |
3 |
155 |
| Fall 2023 |
53 |
25 |
36 |
46 |
3 |
163 |
Graduate Data by Academic Year
| Academic Year |
Number of Graduates |
| 2012/13 |
0 |
| 2013/14 |
6 |
| 2014/15 |
7 |
| 2015/16 |
10 |
| 2016/17 |
18 |
| 2017/18 |
14 |
| 2018/19 |
24 |
| 2019/20 |
26 |
| 2020/21 |
24 |
| 2021/22 |
30 |
| 2022/23 |
21 |
SOs for 2017-18 and Earlier
| 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. |
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
|