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https://killexams.com/exam_list/NortelKillexams : MS Program Plan
A program plan is an essential planning tool for both students and the department. At its most basic level, the program plan lists all the courses that a student plans on taking in order to complete all of the curricular requirements for a student's chosen degree program. Even at this most basic level, the process of constructing a program plan is of benefit, providing a forum for discussion between the student and the graduate advisors regarding university and departmental policies, degree curricular requirements and the student's educational and professional goals.
At a deeper level, the program plan also encompasses two other important components:
The term during which each of the courses a student has chosen will be taken
An indication of planned quarters of non-registration
Putting together a program plan that includes all of these elements affords a student the opportunity to consider not only academic policies, but also other issues that affect a student's path to degree including financial, professional and personal concerns. From the department's perspective these complete program plans assist with course scheduling and inform future degree program and course planning.
Given the value of this tool for both the student and the department, each student pursuing an MS degree in the ECE Department is required to develop, submit and have approved by the graduate advisors a program plan that:
Includes all courses to be taken during enrollment in the MS degree program at Drexel University
Indicates the term in which each course is to be taken
Lists all approved graduate transfer credit
Satisfies all curricular requirements for the MS degree program of choice
Clearly indicates all terms of planned non-registration
The following information and resources should help students pursuing an MS degree in one of the programs administered the ECE Department successfully construct a program plan that meets the above criteria. If at any point during the program planning process a student has questions or needs additional guidance, the student is encouraged to contact the graduate advisors.
Submission Process
The ECE Department utilizes DegreeWorks for program plan submission, review, and approval. DegreeWorks is an online program planning tool available to all students pursuing an MS degree within the department. This tool not only allows students and advisors to create, review, and save program plans, but also allows for tracking of progress towards degree completion by recording completed and currently enrolled courses and matching these courses against the curricular requirements for the degree program in which a student is enrolled.
Selecting the "STUDENT" tab at the top of the page
Selecting the "Graduation Requirements (DegreeWorks)" link in the "Student Records" box.
Once a student has constructed a program plan that the student wishes to be reviewed, the student should email the graduate advisors, requesting such a review.
Curricular Requirements
An important component of the program plan creation process is an understanding of curricular requirements of the student's chosen degree program. Curricular requirements for each of the MS degree programs can be found in the Drexel University Catalog.
Graduate Certificates
Depending on the curricular requirements of the MS degree program being completed, it may be possible for a student to earn a graduate certificate within the minimum credit hour requirement for said MS degree program or by completing of a small number of additional graduate credit hours above this minimum requirement. Enrollment in these graduate certificate programs are controlled by the offering academic unit. Students interested in pursuing such an option should become familiar with the eligibility and curricular requirements for the chosen graduate certificate program through information available from the offering academic unit. One such graduate certification program for students completing an MS degree program administered by the ECE Department is the Engineering Management Certificate.
Course Information
In order to select courses that meet the degree program curricular requirements and a student's educational and professional goals, the following additional course information resources may be useful.
The ECE Department strives to provide an accurate list of the likely departmental graduate course offerings for the current and upcoming academic years. These course lists can serve as a reference point for ensuring realistic placement of courses in specific terms on a program plan and for providing a reasonable estimate of what future departmental course offerings may include.
The ECE Department faculty members have identified undergraduate courses offered at Drexel University that provide the foundational academic background for departmental entry-level graduate courses. This information can help students determine the background that is suggested by the instructors for each of these courses and whether additional preparation may be necessary to take a particular course that a student is planning to take.
The official university catalog course descriptions for all graduate coursework can be accessed at this link. These descriptions provide a very brief overview of course content and are also an important resource of prerequisite course requirements. Please be aware that the ECE Department graduate courses are divided into six subject codes:
Non-academic Considerations
Besides the academic factors discussed in the previous sections, there are a myriad of other considerations that can have an impact on the program planning process. Some of the major areas to consider during this process are touched upon below.
Finances
It is important in the program planning process that students consider not only how the student plans on paying for educational and living expenses during tenure in the degree program, but also how the chosen funding sources may impact program planning factors such as number of credits to be taken per term, planned terms of non-registration, and course selection. Some of the considerations with regards to more common financing sources for students pursuing an MS degree are discussed below.
Federal Financial Aid
For students that are utilizing federal financial aid or have received federal financial aid in the past, it is important to understand the eligibility requirements, deadlines, and other restrictions associated with continued receipt of these funds or repayment of past funds. In particular, students should be aware of regulations, policies, and procedures that affect program planning aspects such as quarterly time status, graduate co-op participation, and registration for online coursework. Students with questions about these matters should consult the Drexel Central Financial Aid & Assistance page.
Employer Tuition Remission or Reimbursement
Some students are fortunate enough to receive some form of tuition assistance from an employer in order to pursue graduate degree completion. It is important that students who intend to take advantage of this type of benefit fully understand the eligibility requirements, deadlines, and other restrictions associated with said benefit. Some important program planning questions to consider in relation to this type of benefit are:
Is there a cap on the amount of money, the number of credits, or the number of courses that can be covered by the benefit over any given time period?
Are there restrictions on the delivery format - face-to-face, online, hybrid - of the courses that can be covered by the benefit?
Are there restrictions on the subject of the courses or the degree program that can be covered by the benefit?
Must a specific grade be earned in order for a course to be covered by the benefit?
Scholarships, Fellowships & Assistantships
Acceptance of scholarships, fellowships, and assistantships - whether from a private organization or from Drexel University - as part of an overall educational funding plan can have significant impacts on program planning. Like employer tuition remission or reimbursement benefits discussed above, it is important that students fully understand the eligibility requirements, deadlines, and other restrictions associated with acceptance of these types of funding sources. In particular, these types of funding may provide explicit requirements regarding such areas as student time status, course and degree selection, and sustaining minimum GPA. In addition, they may also require additional time commitments during or after degree completion in the form of research participation, teaching activities, and community service.
It is essential that students who are utilizing these funding sources consider the implications of these factors during the program planning process. Some important program planning questions to consider in relation to these types of funding are:
Is there a requirement for full-time student status associated with acceptance of this funding?
Are there restrictions on the subject of the courses or the degree program that can be covered by this funding?
Are there restrictions on the delivery format - face-to-face, online, hybrid - of the courses or degree program that can be covered by this funding?
Is there a minimum GPA required in order to continue receiving funding from this source?
What is the duration of this funding?
Are there additional time commitments associated with acceptance of this funding such as research participation, teaching activities, or community service? If so, must these commitments be met during tenure in the degree program?
Immigration
For students that are not U.S. citizens or permanent residents, additional considerations must be made in order to ensure compliance with applicable immigration regulations. In particular, students should be aware of regulations that affect program planning aspects such as quarterly time status, graduate co-op participation, registration for online coursework, and the timeframe for degree completion.
Professional Obligations, Personal Commitments and Life Events
Students also deal with a host of other less tangible factors that can have a significant impact on program planning. These can include things like professional workload, employment attendance policies, family commitments, and participation in extracurricular pursuits. Some important programming questions to consider in relation to these aspects are:
Are there particular times of year during which one's professional workload is particularly heavy, which may necessitate a reduced quarterly course load or planned terms of non-registration?
Are there times of year during which professional travel commitments may make online coursework a more feasible option that on campus offerings?
Will an employer permit flexible work hours to allow course attendance?
Are there important life events that will take place during the student's tenure at Drexel University that may necessitate planned terms of non-registration?
Does participation in extracurricular pursuits restrict the amount of time that can be devoted to coursework attendance, assignment completion, and study?
Fri, 24 Dec 2021 04:54:00 -0600entext/htmlhttps://drexel.edu/engineering/academics/departments/electrical-computer-engineering/resources/current-grad/constructing-a-program-plan/Killexams : Marketing Plan for Engineering
David Ingram has written for multiple publications since 2009, including "The Houston Chronicle" and online at Business.com. As a small-business owner, Ingram regularly confronts modern issues in management, marketing, finance and business law. He has earned a Bachelor of Arts in management from Walsh University.
Mon, 16 Jul 2018 23:38:00 -0500en-UStext/htmlhttps://smallbusiness.chron.com/marketing-plan-engineering-10169.htmlKillexams : Strategic Plan Download a PDF of the Strategic Plan
In January 2020, following more than one year of conversations, planning and collaborative effort of our faculty, staff, students, alumni and friends, we launched Drexel Engineering’s new strategic plan, “Building on Tradition for Tomorrow: Engineering Our Future Together.”
Initially, this work served as a critical mechanism of self-assessment and reevaluation of our college’s mission and goals. Today, it acts as a valuable roadmap in the implementation of our efforts to reimagine engineering education, and remain flexible and responsive in adapting our curricula and support systems to match student and workforce needs.
Our work is guided by the call: to respond efficiently to rapid change; to provide the tools and approaches for maximum impact on creating a sustainable future; to promote collaborative engineering solutions; and to advance engineering education through research on engineering pedagogy.
Aligning our efforts within this framework is how we will deliver on our mission, how we will provide a distinctly Drexel engineering experience and how we will build on our tradition for a better tomorrow as we collaborate and innovate together.
Sharon L. Walker, Ph.D. Dean and Distinguished Professor
Fri, 14 Aug 2020 22:52:00 -0500entext/htmlhttps://drexel.edu/engineering/about/strategic-plan/Killexams : Program History
1979: First Engineering class offered
Engineering courses have been offered at Hope College since 1979. Initial offerings were instituted by the Department of Physics in response to academic interests of students who were majoring in physics but whose career goals were in engineering. At that time, two faculty members, with interests and training in engineering, began offering a limited number of courses in basic mechanical and electrical engineering topics. During the decade of the 1980s, these courses included Solid Mechanics, Electronics, Thermodynamics, Fluid Mechanics, Material Science and Vibrations. This curriculum was designed and intended to prepare students for graduate study in engineering.
Another option for engineering students was the Hope College Engineering 3-2 Program, in which students combined three years of study at Hope College with two years at a traditional engineering school. Upon successful completion of this program, students received a Bachelor of Science degree from Hope College and a Bachelor of Engineering degree from the engineering school.
1989: A major in Engineering Physics offered
During the mid to late 1980s, the Department of Physics recognized that the current engineering offerings were not providing enough depth of coverage to ensure student success in graduate engineering studies. For this reason, a Bachelor of Science degree with a major in Engineering Physics was established in 1989. The objective of this degree program was to Improve the preparation of physics students for continuing on in engineering graduate school. In order to meet the requirements of this new major, the curriculum was modified to offer engineering courses on an alternate year basis. This arrangement allowed efficient use of the existing engineering faculty to provide students with a course pattern which more closely resembled that of a traditional four-year engineering school.
As a result of these improvements to the engineering curriculum, the popularity of the 3-2 Program diminished as a majority of engineering students decided to remain at Hope College for four years to pursue a major in Engineering Physics. Most of these students continued their studies in engineering graduate school, although a fair number of students began pursuing employment in industry directly from Hope College.
1992: Lab courses were added to better prepare students for engineering graduate school
In order to provide the students with an introductory engineering laboratory experience in strength of materials, mechanical testing laboratory equipment was purchased. A laboratory component to the solid mechanics and materials courses was added in 1992.
1994: Number of engineering faculty doubled to four
In 1994, the engineering faculty increased to four members through the addition of two new hires. This growth was partially supported by a grant from the Fund for the Improvement of Post-Secondary Education (FIPSE, administered by the Department of Education), which was granted to the college to develop a model for engineering programs at liberal arts colleges. The educational objectives of this expansion were to implement a capstone engineering design experience, provide core engineering classes on an every-year basis, and to increase the number of engineering syllabus courses offered. These objectives were successfully achieved with the implementation of several changes, including:
The development of a two-course capstone sequence in engineering design (ENGS 451, 452)
The switch of core engineering classes (ENGS 345, 346) from alternate year to every year basis
The development of a freshmen engineering course (ENGS 100)
The offering of syllabus courses in engineering (Finite Element Analysis, Multi-body Dynamics, Advanced CAD/CAE)
1994-1997: External reviewers encouraged pursuit of accredited program
From 1994 to 1997, as part of the FIPSE-sponsored study of the Engineering Program, a number of external reviewers from both small and large engineering colleges served as external advisors to the Engineering Program. Reviewers completed campus visits in order to assess the Engineering Program. Based partly on the largely positive reviews of the Engineering Program, the department requested permission from the administration of Hope College to pursue an accredited engineering degree. The motivation for pursuing accreditation was to further Improve the quality of engineering education at Hope College by formally implementing a system of continuous improvement via both internal and external review and assessment.
The Administration of Hope College approved the pursuit of an accredited engineering program in 1997, and the department established a new degree designation: the Bachelor of Science with a Major in Engineering. This new engineering major was designed and intended to fulfill the degree requirements as specified by the ABET 2000 criteria.
It was decided to retain the less rigorous engineering degree (which is not accredited and for which no accreditation is sought) the Bachelor of Science with a major in Engineering Science. This degree provides engineering education for students who have other interests, such as a second major in another degree program, that preclude their ability to complete the engineering major requirements within their time at Hope College.
Also in 1997, a fifth engineering faculty member was hired to continue building ties with local industry, to increase offerings in engineering syllabus courses (heat transfer and a thermofluids laboratory) and to provide necessary support for implementing assessment and outcomes instruments as required by ABET 2000 criteria. In 1998, the Hope College Curriculum Committee officially approved the new engineering major, and the Department of Physics changed its name to the Department of Physics and Engineering.
2000: Hope Engineering degree received ABET accredidation
The engineering program completed and submitted a self-study and underwent an accreditation visit and review during the fall 1999 semester. In 2000, the Bachelor of Science with a major in Engineering was accredited by the Engineering Commission of ABET (111 Market Place, Suite 1050, Baltimore, MD 21202-4012; telephone: (410) 347-7700).
Mid-2000s: Additional faculty added and Engineering department separated from Physics
As more faculty were hired and a wider ranger of courses were offered, the engineering department started to work toward forming their own department. In 2006, engineering and physics offically split, with Dr. John Krupczak serving as the first chair of the Department of Engineering. This added visibility likely contributed to the steady rise in majors over the next several years.
2016: Largest senior class ever
In the fall of 2012, Hope College enrolled its largest ever freshmen class, which corresponded to a large increase in the number of engineering majors. The growth of interest in engineering allowed the department to increase the number of faculty, and to offer more concentrations to supply students more career choices.
Fri, 16 Jun 2017 03:22:00 -0500entext/htmlhttps://hope.edu/academics/engineering/program-history.htmlKillexams : Plastics Engineering
Plastics are said to be the most versatile materials on Earth
UMass Lowell offers the first and largest ABET* accredited Plastics Engineering program in the U.S. and a research-oriented graduate program.
The Plastics Engineering Department is an internationally recognized leader in plastics engineering education. Founded in 1954, we offer the first and largest ABET* accredited Plastics Engineering program in the U.S. More than 3,000 graduates are working in the plastics industry, some with their own entrepreneurial businesses (see video), in leadership positions worldwide. Learn more.
Evan Yu
Plastics Engineering
Evan Yu didn’t know much about plastics engineering coming into college. He graduates with a deep appreciation for its role in helping the planet.
Yrvanie Joseph
Plastics Engineering
Yrvanie Joseph is grateful for alumni scholarships because they confirm the value of her hard work and academic achievements.
Kraig Scharn
Plastics Engineering
Thanks to his internship and co-op experiences, plastics engineering major Kraig Scharn ’20 discovered that sales was the right career path for him. He is now a junior technical service engineer for Entec Polymers in Charlotte, North Carolina.
Molly Tecce
Plastics Engineering
Plastics Engineering major Molly Tecce and partners from the 3D Club leapt into action to make PPE when the pandemic struck.
Cheryl and Paul Katen
Plastics Technology; Physics
Cheryl and Paul Katen are funding a scholarship to supply diverse students “a leg up.”
Sid Iyer
Plastics Engineering
Sid Iyer has taken advantage of internships, research opportunities, the DifferenceMaker program and more to pursue his goal: a career in biomedical research and development.
Madison Reed
Plastics Engineering
Madison Reed works as a research assistant with Plastics Engineering Prof. Ramaswamy Nagarajan in the UML Fabric Discovery Center.
Brianna Atwood
Plastics Engineering
Brianna Atwood came to UMass Lowell to study plastics engineering – but she’s done so much more. The honors student started a volunteer program that connects UML students with a local school. She has also participated in the professional co-op program, working on fire-resistant seals for airplanes.
Joey Mead
Plastics Engineering
For most of her professional life, Prof. Joey Mead has been interested in plastics.
Abby Mastromonaco
Plastics Engineering
Abby Mastromonaco’s passion for sustainability led to a Rist Institute for Sustainability and Energy fellowship and research experience in a plastics engineering lab.
Greg Reimonn
Plastics Engineering
Greg Reimonn found a faculty mentor to help him research microplastics in waterways, thanks to an honors fellowship.
Mark Saab
Plastics Engineering
Alumni donor Mark Saab's UMass Lowell education provided the foundation for a successful career. His gratitude to the plastics engineering program is expressed through the generous donations he's bestowed upon the University.
Leo Montagna
Plastics Engineering
Plastics Engineering alumnus Leo Montagna Jr. '70, '76 says he wouldn't be where is is today with the University. He is a devoted UMass Lowell donor and supporter of the Plastics Engineering Department.
Chris & Paula White
Engineering
The founders of what has become a multimillion dollar premium, all-natural cookie dough and ice cream sandwich company hold degrees in engineering.
Patrick McCallum
Plastics Engineering
Patrick McCallum got a leg up on his plastics engineering career with an internship at Wittmann Battenfeld, where he worked alongside the company's president, alum David Preusse '85.
Fri, 04 Aug 2023 07:23:00 -0500entext/htmlhttps://www.uml.edu/engineering/plastics/Killexams : Engineering Program Objectives
The Program Educational Objectives (PEOs) are:
The educational objectives for the AE program are to produce graduates who
PEO1: competently apply engineering methods to solve professional problems associated with the design, development, manufacture, and maintenance of aircraft and related systems and understand the social, ethical, and environmental context of their work.
PEO2: communicate clearly with diverse and international communities, collaborate competently in cross-functional teams, and assume leadership roles while meeting the expectations of their employers.
PEO3: habitually engage in professional development.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering science, and mathematics.
SO2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO3: An ability to communicate effectively with a range of audiences.
SO4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
SO6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
SO7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
The educational objectives for the ASE program are to produce graduates who
PEO1: competently apply engineering methods to solve professional problems associated with the design, development, manufacture, and maintenance of aerospace and related systems and understand the social, ethical, and environmental context of their work.
PEO2: communicate clearly with diverse and international communities, collaborate competently in cross-functional teams, and assume leadership roles while meeting the expectations of their employers.
PEO3: habitually engage in professional development.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering science, and mathematics.
SO2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO3: An ability to communicate effectively with a range of audiences.
SO4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
SO6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
SO7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
Program graduates are expected to:
PEO1: practice chemical engineering* in continuing and emerging fields and/or
PEO2: be successful in pursuing advanced degrees
PEO3: be motivated to continually develop their knowledge and skills by, for example, taking continuing education or industry training course(s), and acquiring professional engineering certification
PEO4: contribute to society and the engineering profession.
*Here we define chemical engineering as the discipline that requires a thorough grounding in chemistry and a working knowledge of advanced chemistry; material and energy balances applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass and momentum transfer; chemical reaction engineering; continuous and stage-wise separation processes; process dynamics and control; process design and appropriate modern experimental and computing techniques.
The Student Outcomes (SOs) are:
SO1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering science, and mathematics.
SO2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO3: An ability to communicate effectively with a range of audiences.
SO4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
SO6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
SO7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
The Program Educational Objectives support the mission of the Civil and Environmental Engineering Department, which is to educate talented and motivated people to become successful professionals through quality undergraduate, graduate, and professional continuing education programs that place a high priority on student access and interaction with faculty.
PEO1: Graduates will become civil engineering professionals who apply knowledge to meet the challenges of their field.
PEO2: Graduates will become civil engineering professionals who exhibit effective communication, teamwork, and leadership.
PEO3: Graduates will become well-rounded citizens who utilize their education to serve the public good, with an understanding of their professional and ethical responsibilities.[1]
PEO4: Graduates will become civil engineering professionals who exhibit intellectual growth, continued innovation, and a commitment to lifelong learning.
The Student Outcomes (SOs) are:
The Student Outcomes to Ensure Achievement of PEOs are:
SO1a: Students will have the ability to identify, formulate, and solve complex engineering problems through application of the principles of mathematics (including differential equations), calculus-based physics, chemistry, geospatial representation, applied statistics, and principles of civil engineering. (ABET CRITERION3, outcome 1) (addresses PEO1)
SO1b: Students will be experienced in, and have the ability to develop and conduct appropriate experimentation, including laboratory experimentation, to measure multiple phenomena, analyze and interpret data, and use engineering judgement to draw conclusions. (ABET CRITERION 3, outcome 6) (addresses PEO1)
SO1c: Students will have the ability to apply engineering design to produce solutions that meet specified needs for the public good[1]. (ABET CRITERION 3, outcome 2) (addresses PEO1)
SO1d: Students will have the ability to apply learning strategies and modern engineering tools, to identify, formulate and design solutions for complex engineering problems. (ABET CRITERION 3, outcome 7) (addresses PEO1)
SO1e: Students will have basic proficiency in at least four of the recognized civil focus areas. (Specific program criteria, IMPLIED IN ABET CRITERION 3, outcomes 1, 2, and 6. Addresses in part ABET Criterion 5(c)) (addresses PEO1)
SO1f: Students will have an ability to think creatively, consider risks, make trade-offs, and use informed judgement for the public good while functioning as an individual or on a team to solve complex engineering problems and produce engineering designs. (ABET CRITERION 3, outcomes 1, 4, 5, 7, and IMPLIED IN ABET CRITERION 3, outcomes 2 and 6.) (addresses PEO1)
SO2a: Students will have the ability to organize effective and concise engineering reports and memos for a range of audiences (ABET CRITERION 3, outcome 3) (addresses PEO2)
SO2b: Students will have the ability to organize and deliver engineering work in formal oral presentations to a range of audiences. (ABET CRITERION 3, outcome 3) (addresses PEO2)
SO2c: Students will have the ability to function effectively on diverse, multi-disciplinary teams, whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives towards engineering design solutions that meet specified needs with consideration of the public good. (ABET CRITERION 3, outcomes 3 and 5) (addresses PEO2)
SO3a: Students will have the ability to recognize and practice ethical, professional, and environmental responsibility in engineering problem solving, evaluation, and design based upon knowledge of the humanities and exposure to, and understanding of, environmental quality as well as the NSPE Code of Ethics for Professional Engineers. (ABET CRITERION 3, outcomes 1, 2, and 4) (addresses PEO3)
SO3b: Students will have the ability to understand the impact of engineering solutions on, and make informed judgements that consider the public good. (ABET CRITERION 3, outcomes 2, and 4) (addresses PEO3)
SO4a: Students will have an ability to acquire and apply new knowledge as needed, using appropriate learning strategies. (ABET CRITERION 3, outcome 7) (addresses PEO4)
[1] “The public good”: In the practice of engineering consideration of public health, safety, and welfare, as well as global, national, cultural, social, environmental, and economic factors.
The Program Educational Objectives (PEOs) are:
PEO1: Graduates of the Computer Engineering program are expected to have advanced their careers as contributing professionals who apply hardware and software knowledge strengthened with analytical problem-solving skills in a wide variety of practical applications.
PEO2: Graduates of the Computer Engineering program are expected to have become well-rounded citizens who rely on their engineering education to serve society with an understanding of their professional and ethical responsibilities.
PEO3: Graduates of the Computer Engineering program are expected to have become effective and responsible collaborators who function well in diverse team environments. Some graduates will have emerged as leaders in their field.
PEO4: Graduates of the Computer Engineering program are expected to have exhibited intellectual growth and pursue continual innovation in computing systems. Those graduates who are extraordinarily talented and motivated to pursue a graduate degree should be successful at entering and completing graduate studies.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
SO2: an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
SO3: an ability to communicate effectively with a range of audiences
SO4: an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
SO5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
SO6: an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
SO7: an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
PEO1: Electrical engineering graduates are expected to apply fundamental electrical engineering knowledge and analytical problem-solving skills in a wide variety of practical applications.
PEO2: Electrical engineering graduates are expected to become well-rounded citizens who rely on their electrical engineering education to serve society with an understanding of their professional and ethical responsibilities.
PEO3: Electrical engineering graduates are expected to contribute their Electrical Engineering expertise effectively as members of engineering teams in diverse environments through communications, teamwork, and leadership.
PEO4: Electrical engineering graduates are expected to continuously engage in professional development, to exhibit intellectual growth, and to pursue life-long learning through educational endeavors and participation in professional societies and organizations.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
SO2: an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
SO3: an ability to communicate effectively with a range of audiences
SO4: an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
SO5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
SO6: an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
SO7: an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
E&M graduates are educated and prepared to:
PEO1: Apply technical problem solving skills to develop innovative, effective, and sustainable solutions to complex problems.
PEO2: Lead multi-disciplinary teams to success by managing team dynamics.
PEO3: Effectively communicate information for decision-making both orally and in writing to both technical and non-technical audiences.
PEO4: Continuously balance simultaneous demands of today’s global environment through multi-tasking capabilities of planning, organizing, managing and controlling resources.
PEO5: Combine engineering and business core knowledge to apply quantitative and qualitative methods to process analysis in business systems.
PEO6: Make timely, ethical, and useful decisions in response to organizational challenges.
The Student Outcomes (SOs) are:
Students will:
SO1: Have the ability to apply calculus-based math, laboratory science, and engineering principles to technical problem-solving.
SO2: Gain the knowledge and abilities to lead multi-disciplinary teams.
SO3: Understand development and maintenance of relationships among people within and across organizations.
SO4: Build a skill set in written and oral communication through coursework, projects, and extracurricular activities.
SO5: Balance academic disciplines in science, engineering, business, and humanities to prepare for the changing workplace.
SO6: Understand financial and information flows within and across organizations.
SO7: Learn both quantitative and qualitative analysis methods.
SO8: Apply a foundation of business and management principles to making timely, ethical, and useful decisions.
SO9: Learn to lead and manage organization change.
These student outcomes address ABET Criterion 3 outcomes 1-7.
The Program Educational Objectives (PEOs) are:
The Program Educational Objectives support the mission of the Civil and Environmental Engineering Department which is to educate talented and motivated men and women to become successful professionals through quality undergraduate and graduate and professional continuing education programs that place a high priority on student access and interaction with faculty.
PEO1: Graduates will become environmental engineering professionals who apply knowledge to meet the challenges of their field.
PEO2: Graduates will become environmental engineering professionals who exhibit effective communication, teamwork, and leadership.
PEO3: Graduates will become well-rounded citizens who utilize their education to serve the public good, with an understanding of their professional and ethical responsibilities.[1]
PEO4: Graduates will become environmental engineering professionals who exhibit intellectual growth, continued innovation, and a commitment to lifelong learning.
The Student Outcomes (SOs) are:
The Student Outcomes to Ensure Achievement of PEOs are:
SO1a: Students will have the ability to apply knowledge of mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics), earth science, biological science, and fluid mechanics, formulate material and energy balances, and analyze the fate and transport of substances in and between air, water, and soil phases (ABET CRITERION3, outcome 1) (addresses PEO1)
SO1b: Students will be experienced in, and have the ability to develop and conduct appropriate experimentation, including laboratory experimentation, to measure multiple phenomena, analyze and interpret data, and use engineering judgement to draw conclusions. (ABET CRITERION 3, outcome 6) (addresses PEO1)
SO1c: Students will have the ability to apply engineering design to produce solutions that meet specified needs for the public good[1]. (ABET CRITERION 3, outcome 2) (addresses PEO1)
SO1d: Students will have the ability to apply learning strategies and modern engineering tools, to identify, formulate and design solutions for complex engineering problems. (ABET CRITERION 3, outcome 7) (addresses PEO1)
SO1e: Students will have basic proficiency in more than one environmental engineering focus area e.g. air, water, land or environmental health. (Specific program criteria, IMPLIED IN ABET CRITERION 3, outcomes 1, 2, and 6; Addresses in part ABET Criterion 5(c)) (addresses PEO1)
SO1f: Students will have an ability to think creatively, consider risks, make trade-offs, and use informed judgement for the public good while functioning as an individual or on a team to solve complex engineering problems and produce engineering designs. (ABET CRITERION 3, outcomes 1, 4, 5, 7, and IMPLIED IN ABET CRITERION 3, outcomes 2 and 6.) (addresses PEO1)
SO2a: Students will have the ability to organize effective and concise engineering reports and memos for a range of audiences (ABET CRITERION 3, outcome 3) (addresses PEO2)
SO2b: Students will have the ability to organize and deliver engineering work in formal oral presentations to a range of audiences. (ABET CRITERION 3, outcome 3) (addresses PEO2)
SO2c: Students will have the ability to function effectively on diverse, multi-disciplinary teams, whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives towards engineering design solutions that meet specified needs with consideration of the public good. (ABET CRITERION 3, outcomes 3 and 5) (addresses PEO2)
SO3a: Students will have the ability to recognize and practice ethical, professional, and environmental responsibility in engineering problem solving, evaluation, and design based upon knowledge of the humanities and exposure to, and understanding of, environmental quality as well as the NSPE Code of Ethics for Professional Engineers. (ABET CRITERION 3, outcomes 1, 2, and 4) (addresses PEO3)
SO3b: Students will have the ability to understand the impact of engineering solutions on, and make informed judgements that consider the public good. (ABET CRITERION 3, outcomes 2, and 4) (addresses PEO3)
SO4a: Students will have an ability to acquire and apply new knowledge as needed, using appropriate learning strategies. (ABET CRITERION 3, outcome 7) (addresses PEO4)
[1] “The public good”: In the practice of engineering consideration of public health, safety, and welfare, as well as global, national, cultural, social, environmental, and economic factors.
The Program Educational Objectives (PEOs) are:
The educational objectives for the ME program are to produce graduates who
PEO1: competently apply engineering methods to solve professional problems associated with the design, development, manufacture, and maintenance of mechanical systems and understand the social, ethical, and environmental context of their work.
PEO2: communicate clearly with diverse and international communities, collaborate competently in cross-functional teams, and assume leadership roles while meeting the expectations of their employers.
PEO3: habitually engage in professional development.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering science, and mathematics.
SO2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO3: An ability to communicate effectively with a range of audiences.
SO4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
SO6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
SO7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
The Program Educational Objectives (PEOs) are:
PEO1: Graduates of the Software Engineering Program are expected to have advanced their careers as contributing professionals in the software industry who apply fundamental software engineering knowledge and analytical problem-solving skills in a wide variety of practical applications.
PEO2: Graduates of the Software Engineering Program are expected to have become well-rounded citizens who rely on their education to serve society with an understanding of their professional and ethical responsibilities.
PEO3: Graduates of the Software Engineering Program are expected to have become effective and responsible collaborators who function well in diverse team environments in the software industry. Some graduates will have emerged as leaders.
PEO4: Graduates of the Software Engineering Program are expected to have exhibited intellectual growth and pursue continual innovation in software engineering. Those graduates who are especially talented and motivated to pursue a graduate degree should be successful at entering and completing graduate studies.
The Student Outcomes (SOs) are:
In order to prepare our graduates to attain these objectives, we have adopted the following student outcomes that we expect our graduates to achieve:
SO1: an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
SO2: an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
SO3: an ability to communicate effectively with a range of audiences
SO4: an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
SO5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
SO6: an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
SO7: an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Sun, 23 Jul 2023 21:07:00 -0500entext/htmlhttps://www.clarkson.edu/academics/schools-colleges/engineering/civil-environmental/about/engineering-program-objectivesKillexams : Celebrating 48 Years of Excellence
The Minority Engineering Program at Purdue University was initiated in 1974 as one of several initiatives to Improve diversity and inclusion in the College of Engineering, Purdue's Minority Engineering Program is committed to engineering research and knowledge sharing with the international community through peer-reviewed publications and conference presentations.
Although we strive to attract students from historically underrepresented groups, namely African American, Hispanic American, and Native American; our programs are open to all. MEP has been the key to Purdue's successful graduation of more than 3,000 engineering underrepresented minority students to date. It is because of this success that other colleges and universities across the country have adopted Purdue's Minority Engineering Program model.
Mon, 19 Dec 2011 08:24:00 -0600entext/htmlhttps://www.purdue.edu/mep/Killexams : Make your mark. Be part of the nation's first Women in Engineering Program.
Purdue University's Women in Engineering (WiE) Program helps women and girls discover their inner engineer. From mentoring to career development, WiE continually encourages current and future women engineering students by providing interesting and engaging programming relevant to their lives. WiE is a place to learn, discover, and explore aspects of engineering and connect with others who are also interested. WiE is a place of encouragement, support, and positive perspectives for those who are interested in following their dreams by pursuing an engineering degree. WiE programming is open to all races, genders, and backgrounds.
Tue, 19 Jun 2012 06:34:00 -0500entext/htmlhttps://www.purdue.edu/wiep/Killexams : Mechanical Engineering Major
The B.S. in Mechanical Engineering at UMass Lowell provides a solid science and engineering foundation in the fields of mechanics, fluid flow, heat transfer, energy, material science and dynamic systems.
Our program emphasizes hands-on experience based in the design-build-test methodology, providing opportunities to build and test your theoretical designs. In addition, you will take relevant courses in the humanities and social sciences.
Accredited by ABET, the mechanical engineering program features award-winning researchers and dedicated academics committed to providing students with a high-quality, comprehensive education.
Want to switch into a major in the Mechanical Engineering Department from another UML department? View the requirements.
View the Academic Catalog for a complete course listing.
Tue, 21 Feb 2023 02:27:00 -0600entext/htmlhttps://www.uml.edu/Engineering/Mechanical/Programs-of-Study/Undergraduate/mechanical-engineering-major.aspxKillexams : Chemical Engineering
In Bucknell's chemical engineering program, you'll be guided by professors who care about your development and offer undivided attention. More than three in four majors deepen their education by working alongside professors on research projects, often culminating in a presentation before an international audience. Experiences like these set Bucknell chemical engineering graduates apart, and nearly all get jobs or enroll in graduate school within six months. Our graduates report being well prepared for careers including food science and engineering, pharmaceuticals, environmental engineering, materials engineering, energy technologies and more.
