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The Maryland Associate’s Of Science In Electrical And Computer Engineering: Outcomes Based Transfer Degrees

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Rethinking Traditional Pedagogical Strategies

Tagged Division

Two Year College Division

Page Count


Page Numbers

15.1240.1 - 15.1240.9



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Paper Authors


Jumoke Ladeji-Osias Morgan State University

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DR. JUMOKE LADEJI-OSIAS is an Associate Professor and Graduate Program Coordinator in the Department of Electrical and Computer Engineering at Morgan State University. Kemi has experience in developing algorithms for synthetic vision systems. She teaches undergraduate and graduate courses in digital design. She has a B.S. degree in Electrical Engineering and a Ph.D. degree in Biomedical Engineering.

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Richard Cerkovnik Anne Arundel Community College

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DR. RICHARD CERKOVNIK is a tenured full-professor in Physical Sciences and Director of the Science, Technology, Engineering, and Mathematics (STEM) Center at Anne Arundel Community College (AACC). Rich has extensive experience in a variety of STEM disciplines, STEM program development and articulation, instructional technology, grant work, teacher development, on-line instruction, and educational research. He has a B.S degree in Chemical Engineering, a M.S. degree in Physics, and a Ph.D. in Science Education.

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Wesley Lawson University of Maryland

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DR. WESLEY LAWSON is a tenured full-professor and Associate Chair for Undergraduate Education in the Department of Electrical and Computer Engineering at the University of Maryland at College Park, Maryland. Wes has experience in high power microwave source and passive component research and development, medical device development, and educational research. He has a B.S. degree in Mathematics, a B. A. degree in Spanish Language, and B.S., M.S., and Ph.D. degrees in Electrical Engineering.

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Lan Xiang Montgomery College

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DR. LAN XIANG is an Associate Professor of Department of Physics, Engineering and Geosciences at Montgomery College. Lan earned BS and MS in Electrical Engineering from Xi'an Jiaotong University, China, and a Ph.D in Electrical Engineering from University of Pennsylvania. She currently teaches a variety of first two-year
Electrical and Computer Engineering courses.

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

The Maryland Associate of Science in Engineering: Outcomes-Based Transfer Degrees in Electrical Engineering and Computer Engineering


The Maryland Higher Education Commission (MHEC), citing a study that indicates a severe shortage of graduates in the electrical and computer engineering disciplines in the state, initiated an effort to develop an Associate of Science in Engineering (ASE) degree that would be accepted by all four-year institutions in the state without further review, removing the need for course-by- course articulation agreements for ASE graduates. Representatives from public and private institutions with electrical and/or computer engineering programs were invited to participate in the effort to define the ASE degree in these two disciplines. Early in the process, there was a consensus that an outcomes-based approach would allow the individual institutions to maintain their autonomy and diversity and that a course-by-course requirement would not, so the former approach was adopted. The degree has been defined and the regulation approved by MHEC. The effective date of the ASE is October 19, 2009. All four-year schools in Maryland have agreed to accept the ASE articulation agreement to facilitate graduates into their electrical engineering and computer engineering programs.

This paper describes the process for reaching consensus on critical outcomes and other requirements for state- programs in Maryland, both public and private. While the present requirements were determined by consensus, there were natural concerns regarding consistency of the level of outcomes across institutions, quality control, and the ability of this process to efficiently and effectively incorporate potential changes in outcomes being considered for implementation by individual four-year schools. The faculty committee met monthly for two years to discuss engineering, mathematics, physics, chemistry, and computer programming content that would allow incoming community college students to successfully compete with native engineering students in their junior year. Other issues such as admission requirements and block transfer of credits were addressed and agreed upon. Community college graduates with the ASE degree will have their credits transfer to participating institutions as a block, without subject to further course-by- course review. The student will then have more flexibility in selecting a four-year institution. To respond to changes in curricula, a continuous review committee comprised of faculty was created to review outcomes annually and facilitate communication among institutions. This paper will present details on: the process developed to identify the critical outcomes and indicators; the mechanism developed to adapt to changes in curricula; the application process for two-year schools; and feedback received from institutions with resulting adaptations to the ASE criteria.


In the United States, the transfer path from the community college to the four-year university is taken by a significant fraction of the graduating BS engineering students. This path is generally quite inefficient due to the fact that the interface between two-year and four-year institutions is generally defined by a course-by-course transfer, with differing requirements for each university.

Ladeji-Osias, J., & Cerkovnik, R., & Lawson, W., & Xiang, L. (2010, June), The Maryland Associate’s Of Science In Electrical And Computer Engineering: Outcomes Based Transfer Degrees Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15952

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