The Principles and Practice of Engineering (PE) test tests for a minimum level of competency in a particular engineering discipline. It is designed for engineers who have gained a minimum of four years’ post-college work experience in their chosen engineering discipline.
The PE Control Systems Engineering test is an 8-hour test with 80 questions. It is administered in pencil-and-paper format once per year in October.
For more information on the format of the test and the subjects covered, please refer to the NCEES website.
The CSE is a professional engineering (P.E.) license that can only be presented by a State Board of Engineering in the US CSE is a legal license to practice engineering and the test focuses on control systems. CAP is a certification program that documents a candidate's knowledge not only in control systems but in the broader area of automation. CAP will be offered and recognized internationally.
PE test specifications are posted 6 months before the test administration. Updates for the April exams are posted in November, and updates for the October exams are posted in May. To review the specifications, please refer to the NCEES website.
ISA offers study materials and courses for those preparing for the CSE exam. The CSE Study Guide reflecting the multiple-choice format of the examination, and the Control Systems Engineering test Reference Manual: A Practical Study Guide, are both available for order through ISA Publishing. ISA Training also offers a three-day exam review course, as well as other courses that may help you prepare.
Professional Engineering registration in the United States is administered by each State Licensing Board. The requirements for licensure vary from state to state. To receive information from your state on the requirements for the CSE examination, the National Council of Examiners for Engineering and Surveying (NCEES) has a listing of Licensure Boards by state. For more information on the CSE examination, visit NCEES or contact them at: 1 (800) 250-3196.
Purdue University's Women in Engineering Program (WIEP) helps women and girls discover their inner engineer. From mentoring to career development, WIEP continually encourages current and future women engineering students by providing interesting and engaging programming relevant to their lives. WIEP programs are a place to learn, discover, and explore aspects of engineering and connect with others who are also interested. They are a place of encouragement, support, and positive perspectives for those who are interested in following their dreams by pursuing an engineering degree.
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.
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 Excellerate 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.
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 subjects courses offered. These objectives were successfully achieved with the implementation of several changes, including:
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 Excellerate 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 subjects 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.
The world of electrical engineering is changing rapidly, creating opportunities to apply advanced skills to research and development driving growth.
The electrical engineering program delivers curriculum to expand your understanding of areas such as communications and signal processing, power systems, biometrics, control systems, microelectronics, metamaterials, and more. You'll also learn how to put your knowledge to work so you can make an immediate and long-term impact in your field.
This program is designed for:
Students with a Bachelor’s degree or equivalent take courses, attend seminars, and participate in research or project activities, and make progress towards graduate degrees of Master of Science (MS) or Doctor of Philosophy (PhD). Students will have the opportunity to engage in research with faculty and labs at the cutting-edge.
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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
First-year women majoring in engineering can choose to live on one of the designated engineering floors in Meredith South Hall. The students who live on the engineering floors have access to female engineering mentors on an informal basis, who provide them with support and encouragement. Since engineering students share a common first-year curriculum, the women on the engineering floors are easily able to form study groups and social networks. Many of the resident assistants assigned to the engineering floors are engineering students themselves, and are able to relate to the residents academically as well as socially. In addition, the WIEP-WISP (Women in Science Program) tutoring center is located in nearby Shreve Hall for convenience. Participants in the WIEP Residential Program can also participate in other Purdue Engineering learning communities if the residency requirement is co-located or optional, and many of them do so.
Learn more about the WIEP Residential Program.
Our Bachelor of Engineering Co-operative Education program integrates academic study with university-approved industrial experience. Graduation from this program requires satisfactory performance in both areas.
As a co-op student, you will complement your studies with three paid work terms. Work terms begin in your third year and typically last four months.
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|4||Work Term 2||Free
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Years 1 and 2 follow the core Engineering program. See the For Current Students section to view the full program curriculum.
You must be a current Dalhousie student to apply for co-op. Visit the For Current Students section for information on applying to co-op.
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SEPTEMBER 20, 2022 — A program dedicated to the success of first-year UTSA engineering students is making a difference in the lives of 24 Roadrunners this year.
The Engineering Freshman Interest Group (FIG), a program in the Margie and Bill Klesse College of Engineering and Integrated Design, serves as a support system and foundation for engineering students just starting out at UTSA through built-in-study groups, faculty mentoring and by bringing students with common interests together.
“We started the Engineering FIG in 2018 after research on FIG programs at other universities showed that 94% of FIG students re-enrolled for their second year, 3% higher than non-FIGs,” said Jill Ford, assistant dean for UTSA Student Success. “For example, six-year graduation rates increased by 6% for FIG students and 14% for underrepresented students at the University of Washington.”
Participants of FIGs report higher levels of faculty interaction, involvement on campus, appreciation of diversity and decreased risky behavior, Ford said.
Through the UTSA Engineering FIG, students are offered study groups and a peer advisor to help with self-efficacy. They are also connected with a faculty mentor at the start to serve as a resource and a guide. Students in the program are co-enrolled in classes together, including Calculus I, General Chemistry I and Engineering Projects in Community Service (EPICS).
The program serves as a networking opportunity for its students as they adjust during their first year at UTSA — something that Erin McNeil, a chemical engineering major, agrees does help in the long run.
“I joined the (Engineering) FIG because it looked like a great way to meet other engineering students and make friends, especially since I only knew one other person going to UTSA,” McNeil said. “So far, it's been great! I've made several friends and the study nights have been super helpful for Calculus. I've learned much more about the engineering program and about my field. “
McNeil adds, “I hope to gain more knowledge of the opportunities UTSA has for engineering students, gain new skills, and make friends. I'd highly suggest joining the FIG because it has helped me socialize and I've met some amazing people who have always been willing to help me when I ask questions.”
This year, Engineering FIG students are living in the Honors Residential College at Guadalupe Hall and enjoying the benefits of being members of the Honors College, including early registration.
While Honors College requirements do not apply to Engineering FIG students, their activities and programs are open to them.
Fourteen students from this year’s Engineering FIG cohort were a part of the new Engineering Summer Bridge Program piloted by the Klesse College.
“The program focused on math and chemistry review and ALEKS [Assessment and Learning in Knowledge Spaces] mastery, STEM study skills and time management workshops, presentations from campus offices and resources, academic coaching, lab tours and an overarching project,” Ford said.
Overseen by the college’s Student Success Center, the Summer Bridge program’s goal is to supply students from underrepresented backgrounds a solid start at UTSA by offering math preparation sessions and an introduction to campus resources before the semester begins to aid their transition to college and set them up for success in their engineering coursework. All of the program’s students are required to be a part of the Engineering FIG. This year’s sponsors were Zachry Construction Corp. and NACME (the National Action Council for Minorities in Engineering.)
“We would not have been able to run the program without their support. We covered all room, meal, and supply costs for the bridge students to live on campus for four weeks prior to the start of the semester,” Ford said.
Stephen Saenz ’26 mechanical engineering major with a business administration minor, is one of the students who had the opportunity to experience the benefits of the Summer Bridge program as well the Engineering FIG.
“So far it has been extremely fun. Genuinely, I hope to take away the connections made within the FIG,” said Saenz. “What I find very important about the FIG is we all share similar majors within the engineering department. So being able to know and have friends within my major and department is a huge takeaway.”
Saenz added that he encourages first-year engineering students to apply for the program when they come to UTSA.
“If any student ends up applying and attending next year, I say do it and be open to the students, professors, and other mentors you may be able to meet,” he said. “Networking is everything here at UTSA.”
The following are the learning outcomes of the program:
Students will have a deep appreciation for the ways their actions impact human society and the environment at large.
Students will be able to apply a breadth and depth of appropriate engineering sciences knowledge, skills, and techniques from different fields to solve complex engineering problems.
Students will apply their skills and knowledge through creative problem solving.
Students will have an appreciation for engineering as an inherently human endeavor, and will take a human-centered approach as engineers.
Students will be lifelong learners who have the ability and confidence to acquire new skills and knowledge, using technologies yet to be developed, in order to address problems yet to be identified.
Students will work fluently as active contributors in multidisciplinary teams to identify and implement engineering solutions nested within complex problems.
Students will be able to effectively translate their ideas through written, oral, visual, and other forms of communication.
Students will be entrepreneurially-minded and will have the confidence and competence to realize ideas.
Engineering teaches students to apply engineering methods for solving practical problems. The Department of Electrical and Computer Engineering (ECE) at Clarkson University offers three ABET-accredited programs. In addition to the Software Engineering undergraduate bachelor's degree program, the department administers computer and electrical engineering programs. Our faculty experts engage in the development of technology and innovation in areas such as next-generation identification technology, advanced cybersecurity for a safer world, metamaterials that can bend waves, and cutting-edge renewable energy systems for a greener tomorrow.
Clarkson's program integrates software engineering technology and engineering design with a robust set of communication and teamwork skills that industry leaders seek. Ultimately, the curriculum culminates in a capstone design project where student teams showcase their accumulated knowledge in the program. In addition, some of the design projects supply students opportunities to work with professors and graduate students and publish the work at academic venues. Overall, the software engineering program lays a solid foundation in our students for a successful career in today's vibrant IT industry.
Our classes are small, ensuring professors' personal attention on every student and collaborative learning among peers, so nobody falls behind. This unique quality of interaction between faculty and students is a hallmark of the Clarkson educational experience. The curriculum, combined with research and internship/co-op opportunities and career placement services, separates us from similar programs elsewhere.
Dedicated faculty and staff encourage technology development to serve humanity and express that mission throughout our software engineering undergraduate bachelor's degree program. This, combined with an extensive community of undergraduate students, graduate students, full-time faculty members, and an active alumni network, makes the software engineering program a great choice.
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