Albright, R. J. (2013, June), The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22610

\bibitem{asee_peer_22610}
  Albright, R. J. (2013, June), \emph{The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22610

Robert J. Albright P.E..  "The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22610 Internet.  12 Dec, 2024

\bibitem{asee_peer_22610}
  Robert J. Albright P.E..
  "The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22610 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_22610
author = "Robert J. Albright P.E."
title = "The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22610}
number = {10.18260/1-2--22610}
}

TY  - CPAPER
AB  -           The Perpetual Challenge: Finding a Complementary Balance               of Depth and Breadth in an Engineering Curriculum --                   Approach of the Electrical Engineering Faculty                                            AbstractThe faculty of the School of Engineering conducted a thorough review of its ABET-accreditedundergraduate degree programs during the 2011-2012 academic year. The aim of the intensiveyear-long study was to assess and evaluate possible changes to our curricula, both School-wideand ones specific to the programs, that would maintain the principal strengths of depth, yet allowmore opportunities for students to gain additional breadth in preparation for success in a widerange of professional careers during the increasingly global nature of engineering in the 21stcentury.As engineering educators, we are certainly aware that finding such an appropriate balancebetween depth and breadth of education, especially one with complementary aspects, is anongoing challenge. The balance point is not stagnant, but varies from time-to-time and place-to-place depending on societal needs and technological developments.The focus of this paper will be to summarize our curricular changes, with their rationale,beginning with the ones that apply to all of our School's curricula, including reinstituting acommon first-year of study to aid students in selecting a major, enhancing the capstone designsequence to encourage and facilitate more multi-disciplinary projects, and designating ninesemester hours of existing credits as "professional electives" that can be, for example, inengineering, business, or foreign languages. The specifics of these curricular changes as adoptedand adapted for our Electrical Engineering program are detailed in this paper.
AU  - Robert J. Albright P.E.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - The Perpetual Challenge:  Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum -- Approach of the Electrical Engineering Faculty
UR  - https://peer.asee.org/22610
DO  - 10.18260/1-2--22610
ER  -