B.Eng Programme Framework

Proposal Framework for aBachelors Degree in Electrical

EngineeringSchool of Engineering

University of Technology, JamaicaOct 23 & Nov. 18th 1998a (rev)

B.Eng (Electrical) Programme Features

A four-year, full-time First Degree Programme designed for Global Competitiveness in the 21st Century

Intended to contribute to Jamaica’s Industrial Renewal, by Developing:

– World-class Engineers equipped for en/intrapreneurship

– Industrial partnership & Renewal– pioneer/”sunrise” industries, targetting emerging

opportunities for Jamaica

Context 1: The Engineering Profession

Engineers apply their knowledge of Mathematics and Sciences, with Professional Judgement, to economically harness the materials and forces of nature for the benefit of man

Electrical Engineers work with systems that produce, process and propagate electromagnetic signals, and with those that generate, transmit, distribute and apply electrical energy

Context 2: Engineering Education & Accreditation

The required knowledge, judgement & skills to effectively practice Electrical Engineering are built up through study and experience

Electrical Engineers are governed by Professional Bodies (e.g. JIE), which Register Professional Engineers, and may Accredit Programmes (PERB & EPAC)

Well-designed Electrical Engineering Programmes must fit these contexts and constraints

Context 3: Need for Industrial Renewal

Jamaica’s GDP grew at 6% p.a., average, 50’s - mid-70’s; it has been flat overall since, and many industries are clearly in decline

We are now moving into a globally competitive, hi tech era dominated by information and communications technologies

If Jamaica is to progress, we must develop “sunrise” industries; this will require us to train and retain a corps of highly competent Electrical Engineers

Context 4: Student/Graduate Needs/Objectives

First-level Engineering jobs & Enterprises: Design, Development, Operations & Maintenance, Tech. Management, etc.

Access to full Professional status, which must be internationally recognised [Washington Accord]

Access to Further Studies (Accreditation & Substantial Equivalency are vital!)

En-/In-trapreneurship and contribution to Jamaica’s Industrial renewal

Critical Constraints: Accreditation & Registration

Typically, (Accredited Programme + Work Experience + Exams + Registration) lead to full Professional status for an Engineer

Locally: UCJ-JIE through EPAC Internationally: the Washington Accord and

“Substantial Equivalency” Recent Trend: ABET & Criteria 2000: Programme

Quality Assurance by continuous process monitoring and improvement

Programme Rationale

Given the importance of - and requirements for - (1)Engineering competence & full Professional status; (2) Engineering Programme Accreditation, The new B.Eng (Electrical) will:

– Develop Engineers of World-Class standard, in light of ICT’s and the emerging Mechatronics paradigm

– refer to the award-winning CMU ECE Programme as a key exemplar of cutting edge, world-class Engineering Programmes

– Obtain Accreditation under UCJ-EPAC– Achieve Substantial Equivalency under the

Washington Accord– Integrate Enterprise Incubation, R & D and

Consultancy, towards national industrial renewal

B.Eng. Programme Goals

World-Class Engineering Graduates at the First-Degree Level

– Accreditation & Professional Body Requirements towards “Substantial Equivalency” under the Washington Accord

Contribution to Jamaica’s industrial renewal through– The impact of our Graduates in Industry– Industrial partnership, R & D and Consultancies– Enterprise Incubation

B.Eng Programme Options

Power Instrumentation & Controls (I & C) Telecommunications Industrial Electronics Later (as soon as practicable):

– Computer Systems Engineering– Audio & Recording and New Media Technologies– Biomedical Electronics & Instrumentation (possibly

linked to a broader Biological Engineering Programme)

Entry Level Requirements

CXC’s at Grade II in Maths, Physics, and Chemistry; English A (III), and at least one other Subject, Sci/Tech. preferred

CXC + 1’s in Math, Physics, Chemistry (various modes) A Levels and other advanced courses will lead to course

exemptions in the Freshman/First year Profile of Academic Achievements at Secondary level: Maths,

English, Sciences, Arts & Humanities, etc. Profile of Skills and Core Competencies: IT, TD, Engineering

Workshop, Sci. Method/Research, Communication, Reasoning/Critical Thinking

Profile of Aptitudes for Engineering: Scholastic, Visual-Spatial, Mechanical, Social (Communications, Teamwork, Leadership, Safety orientation) [for diagnostic purposes]

Success in Intake Interview

Programme Intake “Tee”-Profile

CORE:•cognitive•comms

•aptitudes

TECH.:•TD

•Shop•Elec/Mech Tech.

CXC’s:•Maths

•Sciences•English, etc.

DEPTH:CXC + 1’s in

•Maths•Physics•Chem

CXC+1’s may be acquired in multiple ways, such as:

•PCS (U.Tech)•CAPE I/AS Levels•N1’s•A Levels (Transfer Cr.)

Programme Structure

4-year/8-Semester First Degree, CXC + 1 Entry level 5 Courses/Semester (15 - 18 Credits) Gen. Ed. (30%), Adjunct 15.8%, “Specialisation”

62.4%, Electives 6.8% 133 Credits + 1000 Hours Industrial Experience Linked to present industries in Jamaica, and to

Enterprise Incubators

B. Eng Programme Architecture

PRELIMINARY STANDING PROFILE

BASIC MATH, SCI. COMPUTING & GEN. ED. [41]

ENG’G PRAXIS: MECHATRONICS F/W [12]

ENGG[48]

M/S/C

[15]

MGT

[9]

ELEC

[9]

MAJOR PROJECT [3] &INDUSTRIAL EXPERIENCE [1000 hrs]

Programme Component Balance

COMPONENTS CREDITS PERCENT

Gen. Ed.: Comms. 8Professional Conduct 3Soc. Sci. 9 Math & Stats (d/c) (6)Computing/IT (d/c) (4)Sci & Tech (d/c) (8) (30)

Adjunct: Basic Physics & Chem. 11Intro. Computing 4Math/Sci/Comp. (3rd Yr.) 6 15.8

‘Specialisation’: Core (2nd yr. Engg) 12Adv. Eng’g 39Eng’g Praxis 12Engg Graphics 2Eng’g Math 18 62.4

General Electives: 9 6.8

133 100.0

Further breakdown of “Specialisation.”

COMPONENT YEAR CREDITS PERCENTAGE School Core: Engg Prax. 1, 2 1 8 Eng'g Graphics 1 2 Math. 1, 2 1 6 12 Programme Core: Engg Praxis 3 2 4 Math 3, 4 2 6 Math 5, 6 3 6 Major Project 4 3 14.3 Specialization: Core 1- 3 2 12 Jnr. Eng'g 1 - 4 3 16 Snr. Eng'g 1 - 5 4 20 36.1

Delivery, Assessment & Quality

The Programme is designed to be flexible at input (CXC + 1, Profiling); to emphasise active learning (use of IT, hands-on Design & Development, Industrial Experience, etc.); and to accommodate varied interests through options & electives

Student assessment starts with the intake profile, and continues through the programme and beyond (tracer studies); a “second loop” of assessment will look at the programme and its support resources

Quality, under Accreditation requirements, will focus on continuous quality improvement (cf. ABET Criteria 2000); this will require significant resource injections [which we are pursuing in light of the strategic importance of the Programme for national renewal]

Freshman/First Year Summary

This year is the School Core year, and aims to:•Substantially provide the necessary base in basic science, math & Comp.•Introduce students to real-world Engineering science, design and praxis•Satisfy several aspects of the University Core Requirements.

SEMESTER 1 lec/wk lab/wk crCommunications 1 2 0 2EP I: Intro to Engg Syss 3 3 4Computers in Engg 3 3 4Math. I 3 0 Engg Graphics I 1 3 2Pickup Elective 1 TOTALS: 12 9 15

SEMESTER 2 lec/wk lab/wk cr Communications 2 2 0 2EP II: Structs. & Mats. 3 3 4Physics I 3 3 4Math. II: Calculus II 3 3 4Chem I 2 3 3Pickup Elective 2 ___TOTALS: 13 12 17

Sophomore/Second Year Summary

Completes the Lower Division, and aims to:•Continue providing the base in science, mathematics, computing and Eng’g Praxis.•Begin the process of specialisation.•Continue the process of satisfying university Gen. Ed. Core requirements.•Meet Accreditation Body requirements for Professionalism and related issues.

SEMESTER 3 lec/wk lab/wk crComms 3 2 0 2EP III: Mecha. Syss 3 3 4Physics II 3 3 4M 3: Algebra Topics 3 0 3Spec. Core I 3 3 4 TOTALS: 14 9 17

SEMESTER 4 lec/wk lab/wk crComms 4 2 0 2EP IV: Profess'l Conduct 3 0 3Spec. Core III 3 3 4 M 4: Diff. Eqns. & Apps. 3 0 3Spec Core II 3 3 4_TOTALS: 14 6 16

Junior/Third Year Summary

Begins the Upper Division, and aims to:•Meet Engineering Depth, Breadth & Coverage requirements.•Complete the math course sequence, and cover adjunct math/science/computing.•Introduce Management and Engineering Economics.

SEMESTER 5 lec/wk lab/wk crIntro. M'gt for Engineers 3 0 3Engg 3 3 4Engg 3 3 4M/S/C* Elective 1 3 0 3M5: Prob., Stat. & Quality 3 0 3TOTALS: 15 6 17

SEMESTER 6 lec/wk lab/wk crEngg Econ 3 0 3Engg 3 3 4Engg 3 3 4M/S/C* Elective 2 3 0 3Math 6: Num. Anal. 3 0 3TOTALS: 15 6 17

Senior/Fourth Year Summary

Completes the programme, and aims to:•Complete Professional Engineering requirements, in a market-targetted context.•Provide an integrating capstone experience via a major project.•Develop Enterprise Management know-how.•Provide three free electives.

SEMESTER 7 lec/wk lab/wk crEngg Enterprise M'gt 3 0 3Eng'g 3 3 4Engg 3 3 4Engg 3 3 4Elective 3 0 3TOTALS: 15 9 18

SEMESTER 8 lec/wk lab/wk crElective 3 0 3Major Project 2* 3 3Engg 3 3 4Engg 3 3 4Elective 3 0 3TOTALS: 14 9 17

Programme Matrix

FRESHMAN/FIRST YEAR SOPHOMORE/SECOND YEAR JUNIOR/THIRD YEAR SENIOR/FOURTH YEAR

SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 SEMESTER 7 SEMESTER 8

COMMUNICATIONS COURSE SEQUENCE [8] MANAGEMENT [9] ELECTIVE [3]

ENG’G PRAXIS (Mechatronics Framework) [12]PROFESSION-AL CONDUCT[3]

MATH/SCIENCE/COMPUTINGELECTIVES [6]

MAJORPROJECT[3]

ENG’GGRAPHICS[2]

PHYSICS [8] SPEC. CORE[4]

COMPUTERSIN ENG’G[4]

CHEMISTRY[3]

SPECIALISATION CORE [8]

ADVANCED ENGINEERING COURSES [36]

MATHEMATICS FOR ENGINEERING [18] ELECTIVES [6]