Concordia University

Department of Electrical and Computer Engineering

ELEC/COEN 490 Graduate Attributes 2023-24
September 2023

The course aims at developing the graduate attributes as defined by CEAB.

Design
An ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified needs with
appropriate attention to health and safety risks, applicable standards, and economic, environmental, cultural and societal considerations.

Students can... Rubrics

Indicators
Grade Definition

Identify key issues in the design that will impact the client.
Can describe the needs of the client beyond what they say
they want. Readily gather relevant information and
develop elegant models to apply to their design.

Can identify the needs of the client in the design. Shows

e Consult client and ask questions
e Gather information and describe the problem
e Gather information on prior solutions
1. Define the objective
e Find out about social and environmental needs
e Define the objective of the corporate (owner of the design)
how these needs have guided the design. Can articulate the
needs of the client related to the need being addressed by
the current project. May include extraneous information,
but ultimately find correct ones and develop model(s) to
apply to their designs.
Can identify what the client says they want in the design.
Can identify few needs of the customer relative to the
design. Have difficulty deciding what information to use,
but may develop a close to correct model to apply to their
design.

Cannot identify how the needs of the client relate to the

design of the current project. Cannot identify relevant
information or develop models to apply to their design.

Critique alternative solutions
Demonstrate thinking outside the box
Create new, unique, untried solutions
2. Idea generation and Generate many possible diverse solutions, followed by a rational
selection process of selection
Use techniques to help evaluate different solutions with a good
argument (e.g., brainstorm, lateral thinking, and for selection (e.g.,
decision grids, force-field analysis)
Extends a novel or unique idea, question, format, or
product to create new knowledge or knowledge that
crosses boundaries. Thoroughly analyzes different
solutions and carefully evaluates the relevance of contexts
when presenting an argument.
Creates a novel or unique idea, question, format, or
product. Identifies own and others' assumptions and
several relevant contexts when presenting a position.
Identify different solutions and evaluates the relevance of
contexts when presenting an argument.
Experiments with creating a novel or unique idea,
question, format, or product. Identify limited solutions and
evaluates the relevance of contexts when presenting an
argument.

Reformulates a collection of available ideas. Shows

awareness of different solutions. Begins to identify some
contexts when presenting an argument.

Reviewed number reasonable alternatives before finalizing

design decisions. Initiated appropriate design iterations.
Excellent cost estimates. Design principles applied
appropriately and without error.

Identified some alternative approaches before finalizing

design decisions. Design iterations initiated occasionally
Describe a complex solution that allows implementation or done with prompting. Provides reasonable cost
Synthesize solutions to sub-problems estimates. Design principles appropriately applied to
Substantiate achieve reasonable solution.
3. Detailed design Show details (For example, software engineering: system specs =
Few if any alternative approaches explored for design
architecture - block specs)
decisions. Serious deficiencies in iterating through the
For software engineering: Produce architectural design
design process. Reasonable cost estimates. Used design
principles but with serious errors.

Did not consider alternatives when making design

decisions. No appropriate iterations in the design process
considered. No review of prior work. Sound design
principles are not used or used incorrectly. No cost
estimates.
Validate design against specs (does it meet all requirements, e.g.,
Design meets or exceeds requirement & constraints.
4. Validation and cost, efficiency, codes, etc.?) Insightful evaluation supports conclusions and
implementation Check accuracy recommendations.
 Weigh solution against multiple, objective criteria of evaluation
For software engineering: Write code, build, manufacture
For software engineering: Code validation and Compliance
Use of engineering tools
An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools to a range of engineering activities, from
simple to complex, with an understanding of the associated limitations.
Students can...
Indicators
. R
e Show competence in using 11br§ry tools . B
1. Ability to use appropriate * Demonstrate the usage 9f tOOIS. in lab EARC ML
engineering tools, techniques | ® Show competence ¥n using Varlo}ls engmeerl.ng software
and resources e Show competence in understanding of experiments
e Select appropriate technical documentation
e Demonstrate knowledge of/awareness of standards
2. Ablht_}’ to select . e Evaluate suitability of the tools for the task
appropriate tools, techniques, | ¢ In Jabs, choose the right tools/techniques for problem
and resources o In projects, demonstrate ability to select appropriate tools and
techniques
B Design meets requirements & constraints with moderately
effective use of resources. Sound evaluation of design
supports conclusions.
C Design barely meets requirements and constraints.
Evaluation of design incomplete or partially erroneous.
F Design does not meet requirements and constraints. No
evaluation of design done or done incorrectly.
Rubrics
Grade | Definition
Successfully connected, adjusted and performed the
A experiment involving the spectrum analyzer and correctly
documented all required results.
Successfully connected, adjusted and performed the
experiment involving the spectrum analyzer, but correctly
documented some of the results.
Few errors made in connection, or adjustments of the
C experiment involving the spectrum analyzer leading to
errors.
Unable to connect, neither adjust nor perform the
F experiment.
A Authoritative argument used to defend assumptions and
approximations made.
B Selects and applies appropriate quantitative model to solve
problems, using reasonable approximations and
assumptions.
 C Model selected but some errors and inappropriate
assumptions.

F No model is selected, or selected model is inappropriate.

A Shows excellent understanding of the system operating

procedures, accuracy of the sensors and limitations of the
e Students demonstrate awareness of limitations of tools used experiment in the analysis and discussion of the
e Address limitations of given tools by extending tools and experimental results.
X)drgblmrig t(.)()l? £ oi Isb . 0 B Shows good understanding of how the system works.
3. Demonstrate awareness of | ¢ Tess ?m?tat?ons ot given ORI 237 creatlr}g new fons Considers and takes into account the experimental errors.
limitations of tools, create e Address limitations of given tools by choosing different tools
and extend tools as necessary | e Create small sgftware tools (mpre complicated tools can be builtby | Can reasonably operate the system. Shows satisfactory
some students in Capstone projects) understanding of major experimental errors.

F Lacks understanding of the system operation. Does not

analyze experimental results in light of accuracy of data or
experimental limitations.

Individual and team work

An ability to work effectively as a member and leader in teams, preferably in a multi-disciplinary setting.

Students can... Rubrics

Indicators
Grade | Definition

Actively participates in team meetings; Assists the team

members when needed; Respects the team members and
e Actively participating in meetings A their ideas; Displays a positive attitude within the team;
e Communicate within the group Respects the deadlines; Respects the commitments and is
e Cooperate within the group cooperative to other team members.
i e Assist teammates when needed . . . . .
L. (;ooperatlon 2T TS Participates in team meetings; Assists the team members;
)
ethics e Volunteer for tasks
B Respects the team members; Respects the deadlines;
e Respect team-mates .
Cooperative to other team members.

Tries to participate in the team meetings; Assists the team

C members few times; respects the deadlines; is generally
respectful to other team members and their ideas.

2. Contribution:
Practical/Conceptual
3. Initiative and leadership
Research and gather information
Ensure the quality of individual contribution
Suggest ideas
Write reports or section of reports
Provide constructive feedback on the report(s) or presentations
Contribute to the presentation
Conceptual contribution as measured by peer-evaluation
Demonstrates leadership and initiative
Supports shared leadership?
Does not attend the team meetings regularly; Does not
communicate with other team members; Disrespectful to
other team members; Does not meet the deadlines.
Completes all assigned tasks by deadline; work
accomplished is thorough, comprehensive, and advances
the project. Proactively helps other team members
complete their assigned tasks to a similar level of
excellence. Helps the team move forward by articulating
the merits of alternative ideas or proposals.
Completes all assigned tasks by deadline; work
accomplished is thorough, comprehensive, and advances
the project. Offers alternative solutions or courses of
action that build on the ideas of others.
Completes all assigned tasks by deadline; work
accomplished advances the project. Offers new
suggestions to advance the work of the group.
The ideas and work provided do not advance the work of
the group.
Takes initiative to do most of the activities of the project;
voluntarily take the leadership of the team; organize the
meetings; Respect other team members and their ideas;
Volunteer to do the project presentation; manage any kind
of conflicts within the group.
Takes initiative to do different activities of the project;
voluntarily take the leadership of the project team;
organize the meetings; Respect other team members and
their ideas; Try to manage any kind of conflicts within the
group.
Takes initiative to do some of the activities of the project;
upon discussion with the group take the leadership of the
project team; organize most of the meetings; Usually
respects other team members and their ideas; Try to
manage any kind of conflicts within the group.
Does not take initiative to do the activities of the project;
Does not have the leadership skill; Sometimes not
respectful to other team members and their ideas; Does not
volunteer to do the project presentation; Cannot manage
conflicts within the group.
 Student delivers an extemporaneous presentation, with
clearly defined objectives, an easy-to-follow structure, and
A a simple straightforward presentation style. Student
responds to questions with confidence and ease. The
presentation respects the time specifications.

Student delivers a presentation that may or may not rely on

notes, or may be memorized. The objectives of the
presentation may be buried in unnecessary information,
B but are available to the audience. Presentation style is
e Has the group delivered the expected results in a timely manner? easy, but may be awkward at times, OIF i unpracticed.
o Will the group members work together on a new project in the Student responds adequately to questions. The
4. Delivering results future? presentation may run under or over the time limits.
Student delivers a presentation that relies heavily on notes,
or is stiffly memorized. The objectives of the presentation
are unclear, and the audience is not able to follow the
presentation structure. Presentation style is awkward, and
student attempts but may not respond directly to questions.
Presentation is over or under time restrictions.

Student delivers a presentation that is read. The objectives

of the presentation are unclear, impossible to follow, or
F not present. Presentation style is uncomfortable, and the
student fails to respond to audience questions. Presentation
does not follow the time restrictions.

Communication skills

An ability to communicate complex engineering concepts within the profession and with society at large. Such abilities include reading, writing, speaking and
listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear instructions.

Rubrics
Students can... .
Indicators Grade | Definition
e Demonstrate understanding of cognitive and conceptual differences
Language choices are imaginative, memorable, and
between oral and written presentation
compelling, and enhance the effectiveness of the
Create appropriate scope for treatment of topic in oral presentation
presentation. Delivery techniques make the presentation
. * AdapF wE 1tt§n DL al. e Lo compelling, and speaker appears polished and confident. A
4. Oral presentation e Identify audience needs, interests and level of knowledge A variety of types of supporting materials make appropriate
* Plgg, design gnd effective!y utilize yisual materials reference to information or analysis that significantly
o Utilize effective presentation techniques supports the presentation or establishes the presenter's
Identify strategies to overcome linguistic difference credibility/authority on the topic.
 Adapt tation to het di .
* APt PIESCIIAtON 10 AlelOBEHcOUs audichees Language choices are thoughtful and generally support the
effectiveness of the presentation. Delivery techniques
make the presentation interesting, and speaker appears
B comfortable. Supporting materials make appropriate
reference to information or analysis that generally supports
the presentation or establishes the presenter's
credibility/authority on the topic.

Language choices are mundane and commonplace and

partially support the effectiveness of the presentation.
Delivery techniques make the presentation understandable,
C and speaker appears tentative. Supporting materials make
appropriate reference to information or analysis that
partially supports the presentation or establishes the
presenter's credibility/authority on the topic.

Language choices are unclear and minimally support the

effectiveness of the presentation. Delivery techniques
detract from the understandability of the presentation, and
F speaker appears uncomfortable. Insufficient supporting
materials make reference to information or analysis that
minimally supports the presentation or establishes the
presenter's credibility/authority on the topic.

Life-long learning
An ability to identify and to address his/her own educational needs in a changing world, sufficiently to maintain his/her competence and contribute to the advancement
of knowledge.

Rubrics
Students can... B
Indicators Grade | Definition

Can successfully solve advanced engineering system

e Knows his/her shortcomings to tackle a challenge A problems that requires the understanding of subjects not
1. Identifying missing e Able to identify new or advanced fields/opportunities in his covered at the undergraduate level.
knowledge and learning engineering discipline i i .
e e Can make educated predictions for the future technological and Cantldentlfy the need for adc.htlon.al knowledge and
PP . ep partially solve advanced engineering system problems that
scientific advancements B ) . )
requires the understanding of subjects not covered at the
undergraduate level.
 May identify the need for additional knowledge but not
able to solve advanced engineering system problems that
requires the understanding of subjects not covered at the
undergraduate level.

Cannot tackle advanced engineering system problems that

requires the understanding of subjects not covered at the
undergraduate level.

Can successfully solve advanced physical engineering

problems that requires the understanding of subjects not
covered at the undergraduate level.

Can identify the need for additional knowledge and

partially solve advanced physical engineering problems
Assess a physical problem and identify the knowledge necessary to
that requires the understanding of subjects not covered at
solve it
the undergraduate level.
2.Continuous improvement Self-acquire necessary information from different sources
and self-learning Show awareness of various engineering organizations for training May identify the need for additional knowledge but not
opportunities able to solve advanced physical engineering problems that
requires the understanding of subjects not covered at the
undergraduate level.

Cannot tackle advanced physical engineering problems

that requires the understanding of subjects not covered at
the undergraduate level.