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Breaking Boundaries: An Organized Revolution for the Professional Formation of Electrical Engineers

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

NSF Grantees Poster Session

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Chris Ferekides University of South Florida

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Chris S. Ferekides received the Ph.D. degree in electrical engineering from the University of South Florida. He has been a faculty member in the Electrical Engineering Department since 1992. He is currently service as the department chair, and is the principal investigator of a NSF Funded RED Project that addresses the professional formation of electrical engineering students. His research is in the areas of electronic materials with a focus on photovoltaics.

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Carol Haden Northern Arizona University

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Gokhan MuMcu University of South Florida

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Ismail Uysal University of South Florida

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Joel Howell

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Chung Seop Jeong University of South Florida

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Wilfrido Moreno University of South Florida


Arash Takshi

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Dr. Arash Takshi graduated in electronics from Amir Kabir University of Technology in Iran in 1993. He received his M.Sc. in analog electronics from Sharif University of Technology in Tehran in 1996. He received his Ph.D. in the field of organic electronics from the University of British Columbia, UBC, (Canada) in 2007. From 2007 to 2009 he was a postdoc fellow at UBC working on biophotovoltaic devices. Currently, he is an Associate Professor of Electrical Engineering at the University of South Florida (USF) teaching Electronics I, II, and CMOS VLSI courses.

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Kevin Yee

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Paul Spector University of South Florida

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The Department of Electrical Engineering at the university of South Florida is at the second year of its RED program. The main goal of the project is to transform the current unidirectional Research-Teaching-Service model of the USF EE Department to a completely connected Research-Student-Practice; the key objectives in achieving the above goal are: • Investigate the impact of Interventions on student state-orientation (action vs. state) in order to improve student study habits and improve academic performance (to be presented at the same conference) • Create/Launch Track Focused Advisory Boards (TFABs) aligned with the department’s technical tracks to strengthen the involvement of industry in the various aspects of the Electrical Engineering program (curriculum, capstone projects, internships etc.). • Implement self-defined/self-guided Qualification Plans (QP) through the Professional Formation of Engineers (PFE) Course series. PFE students will develop their own QP to address certain skills and competencies they identify as critical to their future careers, and in which they see the need for self-improvement. The QPs will instill self-learning and continuous education among EE students. • Develop a novel Faculty Teaching Evaluation Process; one that engages all stakeholders (including industry & students). The new process will be based on developing training materials to prepare students on how to effectively evaluate teaching and teaching portfolios, and it is intended to become an integral part of the faculty promotion process. • Implement a new TRUE (Taking Responsibility to Understand Engineering) capstone process, one that emphasizes industry engagement. The TRUE concept aims to engage all stakeholders, faculty, students, industry, and local community, in identifying projects that will allow electrical engineering students to develop engineering solutions to real needs and problems. • Implement a PFE TRUE Lecture Series (TLS). The TLS will be an integral part of the PFE courses, and its intent is to bring together engineering students with practicing engineers in an interactive setting that will help inform students of the importance of curricular content on their future employment. Significant accomplishments to-date include: Baseline surveys for student action-state orientation have been completed; students across the various engineering disciplines as well as non-engineering majors have been surveyed. Instructors participating in the RED project are currently introducing student to strategies to help them become more action-oriented and improve their study habits. Several TFABs have been created and held their initial meetings with industry members. The Wireless TFAB has organized a student-led & organized forum with industry, academia, and government participation. A teaching evaluation training platform has been created and a team of undergraduate students is undergoing training to perform the first round of evaluations in various electrical engineering course during the Fall ’21 semester. Qualification Plans and TRUE Lectures are being implemented/organized in the PFE courses, and during the Fall ’21 semester all TRUE capstone projects were industry or TFAB defined for the first time.

Ferekides, C., & Haden, C., & MuMcu, G., & Uysal, I., & Howell, J., & Jeong, C. S., & Moreno, W., & Takshi, A., & Yee, K., & Spector, P. (2022, August), Breaking Boundaries: An Organized Revolution for the Professional Formation of Electrical Engineers Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41972

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