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Session 2532

CONTINUOUS DEVELOPMENT OF A NEW ECE PROGRAM

John L. Schmalzel1, Shreekanth A. Mandayam1, Ravi P. Ramachandran1, Robert R. Krchnavek1, Linda M. Head1, Robi Polikar1, Peter Jansson1, and Raúl Ordóñez2 1. Department of Electrical and Computer Engineering, Rowan University 2. Department of Electrical and Computer Engineering, University of Dayton

Abstract - We have developed a new Electrical and Computer Engineering (ECE) program at Rowan University. The first class graduated in May 2000. Features include: a continuous Engineering Clinic sequence, a mixture of two-, three-, and four-credit courses, and technology focus electives. Project and laboratory based instruction are employed as a tool for motivating students and to demonstrate the relevancy of material. Multidisciplinary courses provide the opportunity for students in different disciplines to work together. Some of the approaches—and lessons learned—may be of interest to other start-ups and programs considering transformation. Introduction Rowan University’s engineering programs are the result of an endowment by Henry and Betty Rowan. The Rowan challenge was to create quality programs to develop engineers who could compete in the new global economy. Four engineering disciplines (Chemical, Civil and Environmental, Electrical and Computer, and Mechanical) were started in 1995; the first class enrolled in 1996; the engineering building was completed in early 1998. Accreditation under criteria 2000 was granted to all four engineering programs in 2001. ABET’s Criteria 2000 [1], the ASEE report, “Engineering for a Changing World,” [2] and discussions with engineering practitioners provide motivation for changing the way engineering is taught. Engineering education needs to be transformed to an outcomes-oriented, student-centered, total quality environment. We need to do a much better job of demonstrating relevance of the material we teach and more actively involve students in the learning process so that they can do. Unlike previous curriculum “fixes,” squeezing in a few new courses can’t solve the problem. Instead the entire curriculum content and structure need reengineering. Additionally, ABET’s new criteria defines a process modifying the way we evaluate program results. First, desired outcomes must be defined, then diagnostic measures taken in order to assess progress toward desired outcomes. Only “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright  2002, American Society for Engineering Education”

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Polikar, R., & Krchnavek, R. R., & Ordonez, R., & Jansson, P., & Schmalzel, J., & Mandayam, S., & Ramachandran, R., & Head, L. (2002, June), Continuous Development Of A New Ece Program Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10598