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Key Ingredients of Modern Electrical and Computer Engineering Undergraduate Programs M. R. Parker and M. S. Alam Department of Electrical and Computer Engineering, University of South Alabama Mobile, AL 36688, USA1 (Session number: 1532)

Abstract In this paper, we discuss the evolution of modern North American Electrical and Computer Engineering curricula designed to, among other things, satisfy guidelines consistent with ABET accreditation as well as those required by the increasingly common constraints of State Articulation. In the process of curriculum development, it is of critical importance to develop close ties with industrial partners. The particular ways by which this can be carried out effectively, including integrated industry-academe annual retreats as well as well-designed industrial surveys, are also discussed. Using the framework of the eleven learning objectives articulated by ABET, the effectiveness, or otherwise, of the learning process in undergraduate engineering has been evaluated in our program using a variety of assessment tools, essentially all of which are numerical in format and relatively simple to administer. A key feature of any assessment process should be an evaluation of self-consistency. That is also discussed here. Lastly, high rates of student attrition in any engineering program are of some concern. These, of course, tend to be particularly acute in large student-number programs. Evidence showing a simple but effective approach to help counter this is also shown.

1. Introduction The following describes in some detail the salient features of modern ABET-accredited undergraduate programs in electrical engineering (EE) and computer engineering (CpE) currently in operation. The CpE program is modern in every sense in that it was introduced relatively recently and was submitted for accreditation for the very first time in the Fall of 1999 and, after attention to identified weaknesses, awarded full ABET accreditation under the new EC2000 criteria in 2002. Both programs are also modern in the sense that their overall structure was fashioned in such a way as to comply with state-imposed articulation requirements, implemented for the first time, as recently as 1998. Most recently, both programs were thoroughly revised to incorporate state-of-the-art material followed by the implementation of the EE program in Fall 2003 and CpE program in Spring 2004.

Any successful modern undergraduate engineering degree programs should include, among other things, an organizational structure allowing continual curriculum development consistent with the current and near-term future needs of the profession; an effective academe-industry partnership; a comprehensive assessment/evaluation paradigm; and effective student retention within the program.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition 1 Copyright © 2004, American Society for Engineering Education

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Alam, M. (2004, June), Key Elements Of Modern Electrical And Computer Engineering Undergraduate Programs Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13465