Master of Science in Electrical Engineering Assessment Results

• Mission Statement

  The mission of the Master of Science Program in Electrical Engineering, in adherence to the core themes of the mission of Weber State University, is to provide students a high quality graduate-level education in Electrical Engineering. This education, which emphasizes advanced engineering principles coupled with hands-on experience, enables students to make significant contributions to society as professional engineers. The program stresses design and problem solving using math, science, and advanced electrical engineering principles.

• Student Learning Outcomes
  • Graduate Certificates (Not Applicable)

     

  • Bachelor's Degrees (Not Applicable)

     

  • Master's Degrees

    At the end of their study at WSU, students in this program will:

    • Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics beyond those explicitly addressed in coursework.
    • Design systems, components, or processes at a graduate level to meet specified technical, performance, and contextual requirements.
    • Analyze, synthesize, and present specialized engineering information clearly and effectively, selecting appropriate technical language, visual formats, and communication methods to convey results.
    • Integrate emerging technologies, advanced tools, and interdisciplinary knowledge to develop and implement effective engineering solutions.
• Curriculum Grid

  Update in Progress 
  We are currently transitioning to a new format. Please contact oie@weber.edu to request a copy of the current curriculum grid for this program.

  The MSEE program has no core courses and the requirements are fulfilled by completing 30 CR of electives, thus there can be easy flow through the IDMA process. Instead, we identify courses that students can take and identify which learning objectives are fulfilled in each class. Each course is either High or Low in assessment ability for each learning objective. As part of the 7 year plan, we asses each course marked High for our ability to assess that outcome through that courses projects that will be submitted as part of the portfolio. We then use the portfolio, MS project reports, and thesis to assess mastery at the end of the program. We could, as part of the 7 year plan, track the fulfilling portfolio items category (project, presentation, etc), but we have so far not found the need, as students still have to contextualize their work in their portfolio.

• Program and Contact Information

  Dr. Tye Gardner
  averygardner@weber.edu
  Weber State University
  Noorda Engineering Building
  Ogden, UT 84408
  801-626-6898

  Master of Science in Electrical Engineering Department Website

• Assessment Plan

  We are in the very early stages of a major assessment update, largely driven by an internal review of assessment and feedback from the MSCE biennial report last year. We anticipated the MSEE having significantly similar feedback as the MSCE, and are making changes in anticipation. A significant change is that we are going to be migrating from course level review to program level review.

  The MSEE has 3 tracks: 1) coursework 2) project 3) thesis. Students in each track produce a final report of some form, and will be one of a portfolio, project report, or thesis. The new learning outcomes were designed such that they can be evaluated at the final report, regardless of the track students took to graduation. 

  We offer each of our graduate courses on a 2-year rotating basis, so the assessment timeline has to be stretched a little. Thus, if a learning objective is assessed in year 1, changes implemented in year 2, we won’t be able to adequately assess the results until year 5. However, this means we can have a secondary improvement cycle from year 5 of this 7-year plan to year 1 of the next 7-year plan.

  • Year 1
    • Identify points in the curriculum at which outcomes 1 and 2 are addressed
      • Gather course artifacts
      • Gather Thesis, Project, and Portfolio reports
      • Gather ABET-style course rubrics for each of the relevant courses
    • Analyze data, propose changes
  • Year 2
    • Submit Biennial Report
    • Implement identified changes/updates for outcomes 1 and 2
  • Year 3
    • Identify points in the curriculum at which outcomes 3 and 4 are addressed
      • Gather course artifacts
      • Gather Thesis, Project, and Portfolio reports
      • Gather ABET-style course rubrics for each of the relevant courses
    • Analyze data, propose changes
  • Year 4
    • Submit Biennial Report
    • Implement identified changes/updates for outcomes 3 and 4
  • Year 5
    • Analyze effectiveness of implemented changes for outcomes 1 and 2
    • Assess 5000 vs 6000-level coursework
      • Gather portfolios
      • Form committee
      • Review appropriateness of additional work for 6000-level courses
  • Year 6
    • Submit Biennial Report
    • Analyze effectiveness of implemented changes for outcomes 3 and 4
    • Implement 6000-level coursework changes
  • Year 7
    • Self-Study Report
       
• Assessment Report Submissions

  To view assessment report submissions prior to April 2026, please visit our assessment archive.

• Program Review

  2023-24

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.