The ECE Program at SUNY Oswego is currently seeking accreditation from ABET. ABET accreditation review is currently underway.

Institutional mission statement

SUNY Oswego contributes to the common good by lighting the path to wisdom and empowering every person in the college community to pursue meaningful lives as productive, responsible members of society.

Vision statement

Inspired by a shared commitment to excellence and the desire to transcend traditional higher-education boundaries, SUNY Oswego will be a premier institution that provides a transformative experience to a diverse body of students, empowering them to live ethical and meaningful lives and build a better world.

ECE program educational objectives

The SUNY Oswego ECE program objective is to prepare students for successful careers in Engineering or related professional disciplines or the successful pursuit of graduate studies with contributions to the betterment of society and the global community as evidenced by:

  • Meaningful employment in industry, business, or government

  • Leadership positions in their profession or communities

  • Advanced degrees

  • Promotions, awards, and recognitions within their chosen profession and discipline

  • Positive contributions to their profession and to society

  • Overall satisfaction with their undergraduate engineering preparation

Student outcomes

The ECE program at SUNY Oswego has adopted the ABET engineering learning outcomes as its own.

  1. ability to apply knowledge of mathematics, science, and engineering

  2. ability to design and conduct experiments, as well as to analyze and interpret data

  3. ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

  4. ability to function on multidisciplinary teams

  5. ability to identify, formulate, and solve engineering problems

  6. understanding of professional and ethical responsibility

  7. ability to communicate effectively

  8. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

  9. recognition of the need for, and an ability to engage in life-long learning

  10. knowledge of contemporary issues

  11. ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

In order to ensure that graduates acquire the skills and qualifications derived from the program learning outcomes, the curriculum core ECE courses are designed to cover all the learning outcomes. The table below relates courses to learning outcomes.

Table 4.A.2. Curriculum Courses to EAC/ABET a-k Outcomes and ECE Criteria Matrix

Engineering Learning Outcomes
ECE Course - Title a b c d e f g h i j k
ECE 101 - Introduction to Engineering S           S        
ECE 211 - Electric Circuits S M                 S
ECE 233 - Signals & Systems S S                 S
ECE 271 - Digital Systems M S S M     M       S
ECE 314 - Microelectronic Circuits S S S   S   S       S
ECE 321 - Power Systems S           M S M M S
ECE 344 - Electromagnetics S       M   M M M    
ECE 365 - Control Systems S S S   M   M       S
ECE 375 Ð Microprocessor App. S M S S       M M   S
ECE 401 - ECE Seminar           S S S S S  
ECE 454 - Communication Systems S M                 S
ECE 475 - Computer Architecture M S S S     S S S S S
ECE 491 - Capstone Proposal* S S S S S S S S S S S
ECE 492 - Capstone Project* S S S S S S S S S S S

S: Course contributes Strongly to learning outcome.
M: Course contributes Moderately to learning outcome.

*Capstone courses: The capstone courses are listed as covering all learning outcomes. However, ECE students will engage in projects that naturally will cover a variety of ECE topics and applications. It should be understood that not all projects undertaken by students will relate to all outcomes. However, every project will cover a few outcomes as applicable to that particular project.

Program constituencies

The ECE Program constituencies consist of

  1. Students and their parents - The program objectives empower students for career success. That is also their parents' objective.
  2. Employers - Employers benefit from the training and education of a competent skilled engineering workforce, especially at the local level.
  3. Alumni – The value of their education and their degree is constantly enhanced by the continued success of the institution and the program graduates.
  4. Faculty – Faculty are an integral constituency that benefits from the success of the program and its graduates in various ways. Their goal is the success of their students and the constant improvement of their program.

The Engineering Advisory Board

The Engineering Advisory Board (EAB) helped establish the current Program Educational Objectives.  At its meeting on May 5, 2017, The EAB reviewed and approved the ECE program objectives with no proposed changes.

The Objectives are reviewed by the students, the faculty of the ECE program, and the Engineering Advisory Board every three years. The next review is therefore scheduled for Spring 2020.

The current membership of the Oswego Engineering Advisory Board includes industry representatives, engineering faculty, and university administrators, as listed on Table 2.E.  Note that, since ECE started at Oswego in Fall 2013, some members of the board are alumni of the institution, if any, not of the program.

Table 2.E – Composition of the Oswego Engineering Advisory Board – Spring 2017

Student enrollment and graduation information

Since its opening in Fall 2013, the ECE program has experienced a student enrollment growth that exceeded its initial estimates of 20 new students per year.  

Student enrollment progress

Fall 2013 – 20 majors
Fall 2014 – 71 majors
Fall 2015 – 97 majors
Fall 2016 – 140 majors
Fall 2017 – 137 majors

Student graduation progress

May 2016 - 2 graduates
May 2017 - 4 graduates
August 2017 - 3 graduates
December 2017 - 1 graduate