Ece as a pre-professional undergraduate program
Bibliographic Data
| ID | 20296265 |
|---|---|
| Authors | Richard F Vaz (Worcester Polytechnic Institute), John A Orr (Worcester Polytechnic Institute) |
| Year | 2003 |
| Volume | 46 |
| Issue | 4 |
| Pages | 429-433 |
| Publication date | 2003-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2003.818751 |
| OpenAlex | W2127459115 |
| Language | EN |
| References cited | 4 |
Rapid changes and broadening scope in electrical and computer engineering (ECE) combine with other pressures to make BS degree-level preparation for the future increasingly difficult. The proposed solution is a pre-professional degree, focusing on broad educational outcomes and featuring nontraditional learning experiences, leading to a variety of graduate school career tracks. It is argued that this approach is potentially a productive way in which to address declining interest in engineering by its traditional students, as well as marginal increases in interest by women and minorities. The pre-professional degree is the logical result of the forces on undergraduate ECE education, and it can address the challenges of preparing students for leadership and success, not just survival, in a future in which the only constant will be change. Representative educational objectives and program outcomes for such a pre-professional program are presented
Baccalaureate Degree · Degree (music) · Degree program · Engineering ethics · Engineering management · Graduate degree · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Professional degree · Professional development · Scope (computer science) · Variety (cybernetics) · Artificial Intelligence · Computer Science · Engineering · Engineering Education and Curriculum Development · Engineering Education and Pedagogy · Experimental Learning in Engineering · Medicine · Psychology
| Highly cited | No |
|---|