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Addressing The Future: Development Of An Electrical Engineering Curriculum

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

New Trends in ECE Education

Page Count


Page Numbers

10.132.1 - 10.132.9



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Paper Authors

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Steven Reyer

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Stephen Williams

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Glenn Wrate

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Joerg Mossbrucker

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Owe Petersen

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Addressing the Future: Development of an Electrical Engineering Curriculum Stephen Williams, Jörg Mossbrucker, Glenn Wrate, Steven Reyer, and Owe Petersen Department of Electrical Engineering and Computer Science Milwaukee School of Engineering Milwaukee, WI


The Electrical Engineering program at the Milwaukee School of Engineering (MSOE) has implemented a major revision of its curriculum for the purpose of assuring course content consistent with both present technological changes and long-term technology trends. In addition, the curriculum places an increased emphasis on developing the professional skills of our graduates.

Curriculum modifications include a greater focus on microprocessor based systems, interfacing, signal processing, and material science. Core electrical engineering topics are introduced during the freshman year and include both lecture and laboratory experiences. The curriculum has retained its broad range of content topics and its traditional strong design and laboratory focus.

The curriculum changes are intended to provide the breadth and depth of technical knowledge and the professional skills that will enable our graduates to: enter industry with immediate productivity, pursue changing career opportunities, adjust to life-long technological changes, and pursue graduate school studies.

I. Introduction

After satisfying all requirements associated with our last ABET EAC evaluation visit based on EC2000, the faculty of the Electrical Engineering program at the Milwaukee School of Engineering (MSOE) made the decision to thoroughly review and revise the EE curriculum. At the time the curriculum had opportunities for improvement as evidenced by both faculty and student feedback. While none of the known problems were major by themselves, the total accumulation was viewed as a significant impediment that hindered student learning. In addition, the passage of time requires periodic readdressing of the question of what should be the content and structure of a forward-looking curriculum.

Curriculum modifications had been continuously made over quite a few years for the purpose of addressing various problems as they arose. However, that approach has its limits as our constituencies’ needs change. In addition to solving the intended problem modifications often introduced difficulties. Examples are:

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Reyer, S., & Williams, S., & Wrate, G., & Mossbrucker, J., & Petersen, O. (2005, June), Addressing The Future: Development Of An Electrical Engineering Curriculum Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14383

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