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Feedback highlights strengths such as teamwork rotation, oral presentations, and design-oriented learning, while criticizing “cookbook” labs, rushed or disconnected lab-workflow, inadequate TA preparation, and limited application or design depth in later courses. Students also request stronger career exposure, research and company awareness, reactivated IEEE Student Branch involvement, and an improved senior capstone design pathway.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exit-interviews-ece-graduating-seniors/391362/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exit-interviews-ece-graduating-seniors/391362.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-25",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What aspects of ECE courses were most appreciated in the exit interviews?","Question",{"text":112,"@type":113},"Students valued teamwork structure, oral presentations, and design projects that made ECE material feel meaningful. Several also praised specific courses when they finally connected concepts to applications and design.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the main complaints about labs and teaching support?",{"text":117,"@type":113},"Criticism focused on “cookbook” labs lacking design, labs that were rushed, and lab/lecture connections that arrived too late. TA preparation was repeatedly called critical, with poorly prepared TAs leading to worse learning experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What career development improvements were requested by students?",{"text":121,"@type":113},"Students requested more career exposure, including preparation for industry presentation questions, research project and company exposure, and a senior capstone design course aligned with job interview questions. They also suggested seminar-style offerings and better advising for undergraduate development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},391362,1790718401,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Exit Interview 1 – Student A (grad school), B & C (both employed in field)  \nECE 100-good intro to teamwork; good idea to rotate teams  \n-technical writing skill is important, but was more work than peers had in other majors  \n-oral presentations were good learning experience  \n-maybe \"first one free\", i.e. , 5/5 for effort with immediate critique of each presentation led by instructor, but still have students fill out review sheet for training  \n-industry presentations were good motivation, but students don't yet know what questions to ask-prepare students for industry presentations-start thinking about jobs/career  \n-how about asking senior CPE/EE students to give a talk, instead of all industry people  \nECE 218: why not make it a first year, second semester course? Then it could have a lab with some design projects that would motivate students.  \nECE 211: last week of class (sort of final project): go to lab and design a circuit (fun!)  \nECE 213: ping-pong lab was rushed, need more time (PLAs were black boxes and sometimes didn't work)  \nTA preparation is critical! A good TA would check-in to make sure you were on-track and stop  \nyou if something was wrong, long before the end of the session ECE 307: learned to apply calculus (lots of integrals... )  \nECE 308: more applications please! Can't assume that student will continue to communications, control or signal processing electives.  \nECE 311/312: cookbook labs, no design; PSPICE tutorials would help ECE 319: cookbook labs, lots of details, but no design; boring labs!  \nECE 429: enjoyed course, finally made sense of 311/312; some design in final project, but didn't necessarily add anything to previous labs, just tough  \nECE 441: finally understood how computer peripherals work;  \n-would have been nice to get involved in some practical stuff earlier in the degree program;  \n-definitely enjoyed the design (the design material sticks with you, the rest fades away)  \n\"If there wasn't a design project, then I forgot the material.\" [design project gives content meaning, otherwise ECE content seems like a collection of random facts]  \nECE 407: cookbook labs; lecture and lab didn't come together until end of course  \nECE 449: C++ applied to ECE 429 content; good programming course, finally got exposure to C++; Why does CS 115+116 use Java? [out of our control: CS Dept decides what to teach]  \nECE 485: VHDL was useful, but lab sequence was strange: 1) MUX and then 2) CPU--need some labs in between to build up to CPU  \n-early part of course was review of ECE 242  \n\"I wish I had a senior capstone design course! All my job interviews had a question along the lines of 'what was your senior design project?' . Why can't we have a senior design project?!\"  \nCareer exposure and career development are missing; Would like exposure to research projects and companies  \nEngineering Themes was a step in the right direction (connection to the real-world), but how about an ECE seminar series?  \nAdvising change (getting faculty involved) was good, but some faculty do a poor job--only send out the Alt PIN, don't care about student development  \nSome students are able to find a faculty member to talk to; Borkar teaches courses at all levels 200-400, so by senior year you can approach him; Saniie knows everything about advising, always a good source of info; in general, faculty don't seem to care about undergraduates, only seem to care about their research  \nIEEE Student Branch- it should be reactivated; it should include first-year students, since they need community engagement more than anyone; graduate student leadership is intimidating and out of touch with UG issues; undergraduates will be reluctant to get involved if grad students are in control  \nHow about specialities in ECE? CAEE has specializations. Maybe ECE could suggest clusters of courses that would provide a good grounding in a particular area   This would help student mastery of subject material and could make it easier to get a job.  ","cbCaig318iDEXQME","https://ap.wps.com/l/cbCaig318iDEXQME","pdf",93241,"English","# Exit Interview 1\n## ECE 100, 211, 213, 218, 307, 308\n## ECE 311/312, 319, 429, 441, 407, 449, 485, 407\n## Career development and advising\n# Exit Interview 2\n## Air Force cybersecurity training school feedback\n## ECE 100, 211, 319, 311/312\n# Email Feedback\n## Student E: survey and study abroad experience\n## Student F: ECE 100, 211/213, 218/242 feedback","[{\"question\":\"What aspects of ECE courses were most appreciated in the exit interviews?\",\"answer\":\"Students valued teamwork structure, oral presentations, and design projects that made ECE material feel meaningful. Several also praised specific courses when they finally connected concepts to applications and design.\"},{\"question\":\"What were the main complaints about labs and teaching support?\",\"answer\":\"Criticism focused on “cookbook” labs lacking design, labs that were rushed, and lab/lecture connections that arrived too late. TA preparation was repeatedly called critical, with poorly prepared TAs leading to worse learning experiences.\"},{\"question\":\"What career development improvements were requested by students?\",\"answer\":\"Students requested more career exposure, including preparation for industry presentation questions, research project and company exposure, and a senior capstone design course aligned with job interview questions. They also suggested seminar-style offerings and better advising for undergraduate development.\"}]","Exit Interviews - ECE Graduating Seniors | PDF",1790352614,15]