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Corrective actions tied to FE exam topics are then proposed and the approach is presented as suitable for both developing and existing engineering curricula.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of the proposed methodology in the paper?","Question",{"text":63,"@type":64},"It presents a method to identify gaps in a newly developed Electrical and Computer Engineering program by aligning course learning outcomes with NCEES FE exam topics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the methodology connect FE exam topics to course content?",{"text":68,"@type":64},"It identifies FE exam topics relevant to a course, maps the course description against those topics, and uses the mapping to determine whether gaps exist.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the course used to demonstrate the methodology?",{"text":72,"@type":64},"The paper demonstrates the approach using ECE 341: Engineering Electronics I from the School of Engineering Technology at Eastern Michigan 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Engineering Research & Technology (IJERT) ISSN: 2278-0181\u003Cbr>Vol. 6 Issue 01, January-2017 |  |\n| --- | --- | --- |\n| Gap Analysis of a Newly Developed Electrical Engineering Program using NCEES FE Exam |  |  |\n| M. C. Greenfield\u003Cbr>Assistant Professor Eastern Michigan University Ypsilanti, Michigan, USA |  | Emad Y. Tanbour\u003Cbr>Assistant Professor Eastern Michigan University Ypsilanti, Michigan, USA |\n| Abstract-In this paper a methodology to identify gaps in a newly developed Electrical and Computer Engineering program, using Fundamentals of Engineering (FE) exam administered by the National Council of Examiners for Engineering and Surveying (NCEES), is presented. The methodology is applied to selected course in Electrical and Computer Engineering. This paper demonstrates that the methodology succeeded to identify gaps in course learning outcomes and corrective actions to topics covered is consequently proposed. The proposed methodology is adequate for programs under development or already developed and is recommended as a continuous improvement and review method for engineering curriculum.\u003Cbr>Keywords - Engineering Curriculum Development, FE exam, ABET and Course Learning Outcomes\u003Cbr>I. INTRODUCTION\u003Cbr>One of the widely accepted practices in assessment of degree student outcomes for the purposes of ABET accreditation is to survey graduating seniors FE Exam results. The FE Exam is administered in the USA by the NCEES [1] and [2] . Engineers with undergraduate degree are eligible to take the FE Exam starting the last semester prior to graduation without any additional requirement. However, some states has specific rules on eligibility such as New York State where engineering students are eligible to take the exam within 20 credits of graduation [1] . Upon successful completion of the FE Exam, Engineers receive a certificate of Engineer in Training (EIT) or Engineer Intern (EI) status upon the completion of additional requirements such as submitting a final transcripts documenting graduation from the program.\u003Cbr>The EIT/EI is the first step (prerequisite) towards Professional Engineer licensure (PE licensure) [2] .\u003Cbr>The NCEES FE exam used to be an all-day test with two sessions; a morning and afternoon session and offered only twice a year. Recently, however, the exam has changed to be a computer based approximately 6-hour exam long with a 25 minutes break [2] . NCEES site lists all topics for the morning and afternoon FE sessions for engineering majors. The new FE online exam started in January 2014 has changed the topics slightly. A list of the 2014 topics can be examined at the NCEES [1] . |  | II. METHODOLOGY\u003Cbr>This paper is based on the methodology proposed by Tanbour et. Al [1] . The proposed methodology for identifying course learning outcomes (CLOs ), syllabi, and Program Learning Outcomes is represented graphically in Fig 1 [1] . The steps are:\u003Cbr>1. Identify FE Exam topics related to the course offered in the curriculum.\u003Cbr>2. Map course description against FE exam topics\u003Cbr>3. Identify any gaps\u003Cbr>4. Redefine the course description to meet or exceed FE Exam topics\u003Cbr>5. Revise Course Learning Outcomes based on redefined course description\u003Cbr>6. Update course syllabus according to revised CLOs\u003Cbr>7. Aggregate revised CLOs to revise Program Learning Outcomes (PLO’s)\u003Cbr>III. METHODOLOGY DEMONSTRATION\u003Cbr>The proposed methodology is applied to one Electrical and Computer Engineering (ECE) course from the School of Engineering Technology (SET) at Eastern Michigan University (EMU) [3] .\u003Cbr>The newly under-development undergraduate ECE program curriculum at EMU is currently championed by one the authors, M. C. Greenfield. The course selected to demonstrate the methodology is “ECE 341: Engineering Electronics I”.\u003Cbr>EMU Course: ECE 341-Engineering Electronics I\u003Cbr>Step One: Identify FE Exam Topics Related to ECE 341- Table 1 lists t","cbCaivLCLc3tcaEg","https://ap.wps.com/l/cbCaivLCLc3tcaEg","pdf",255585,"English","# Abstract\n# I. Introduction\n# II. Methodology\n# III. Methodology Demonstration","[{\"question\":\"What is the purpose of the proposed methodology in the paper?\",\"answer\":\"It presents a method to identify gaps in a newly developed Electrical and Computer Engineering program by aligning course learning outcomes with NCEES FE exam topics.\"},{\"question\":\"How does the methodology connect FE exam topics to course content?\",\"answer\":\"It identifies FE exam topics relevant to a course, maps the course description against those topics, and uses the mapping to determine whether gaps exist.\"},{\"question\":\"What is the course used to demonstrate the methodology?\",\"answer\":\"The paper demonstrates the approach using ECE 341: Engineering Electronics I from the School of Engineering Technology at Eastern Michigan University.\"}]","Gap Analysis of a Newly Developed Electrical Engineering Program using NCEES FE Exam | PDF",13]