Our goals are that graduates from the URI Electrical Engineering program will:
Successfully practice electrical engineering to serve state and regional industries, government agencies, or national and international industries.
Work professionally in one or more of the following areas: analog electronics, digital electronics, communication systems, signal processing, control systems, and computer-based systems.
Achieve personal and professional success with awareness and commitment to their ethical and social responsibilities, both as individuals and in team environments.
Maintain and improve their technical competence through lifelong learning, including entering and succeeding in an advanced degree program in a field such as engineering, science, or business.
Student outcomes are statements that describe what students are expected to know and are able to do by the time of graduation, the achievement of which indicates that the student is equipped to achieve the program objectives. The generalized outcomes for the electrical engineering program are given below. Specific student outcomes are found here.
To Understand - to understand the mathematical and physical foundations of electrical engineering and how these are used in electronic devices and systems. An understanding that engineering knowledge should be applied in an ethically responsible manner for the good of society.
To Question - to critically evaluate alternate assumptions, approaches, procedures, tradeoffs, and results related to engineering problems.
To Design - to design a variety of electronic and/or computer-based components and systems for applications including signal processing, communications, computer networks, and control systems.
To Lead - to lead a small team of student engineers performing a laboratory exercise or design project; to participate in the various roles in a team and understand how they contribute to accomplishing the task at hand.
To Communicate - to use written and oral communications to document work and present project results.
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