Electrical Engineering
The program in electrical engineering systematically builds upon the knowledge acquired in basic sciences, mathematics, and engineering sciences to provide the students with a broad base in the various areas of electrical engineering. The program also offers a concentration in Computer Engineering under the B.S.E.E. degree. The program offers courses in electrical circuits, linear systems, computer programming, electronics, control systems, energy conversion, power systems, electromagnetic theory, communication systems, digital logic design, software engineering, computer structures, and microprocessors.
The students may further specialize in one of the areas of control systems, communication systems, power systems, or computer engineering through a choice of technical electives.
The educational objectives of the program are as follows:
The goal of the Department of Electrical and Computer Engineering at Tennessee State University is to offer high quality, a broad-based program in electrical engineering, complemented by basic and applied research and public service to prepare its graduates for starting positions in industry, government, and/or pursue graduate study in related fields. The Program Educational Objectives (PEO) of the Electrical Engineering (BSEE) program define the characteristics of most of its graduates about 4-6 years after graduation:
- Graduates will be engaged in multidisciplinary activities and achievements that demonstrate continuous learning, technology advancement, and/or professional development in electrical and computer engineering-related industries and/or advanced degrees.
2. Graduates will obtain recognition for their electrical engineering competency and leadership through career advancement (promotion), awards, education, and/or engagement in community and professional societies.
The student learning outcomes (SLO) of the program require that the graduating student demonstrate the following:
- The students will be able to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
- The students will be to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
- The students will be able to effectively communicate orally with a range of audiences and prepare written documentation.
- The students will be able to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
- The students will be able to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
- The students will be able to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
- The students will be able to acquire and apply new knowledge as needed, using appropriate learning strategies.
Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative). The fundamental elements of the design process are the establishment of objectives and criteria, synthesis, construction, testing, and evaluation, and should include a variety of realistic constraints, such as economic factors, safety, reliability, aesthetics, ethics, and social impact.
Engineering design experience is integrated throughout the curriculum, starting with the definition of engineering and engineering design in ENGR 1020 - Freshman Engineering Seminar (1) in the freshman year. Design experience continues in the sophomore year with ENGR 2250 - Transport Phenomena 3(3,0) and ENGR 2110 - Statics (3) courses. In the junior year, design process and methodology are covered in a required ENGR 3250 - Introduction to System Engineering (3) course that covers the development of specifications, realistic constraints, and consideration of alternate feasible solutions leading to design projects. During junior and senior years, design experiences continued through required design projects in EECE 2120 - Circuits II (3) , EECE 3100 - Design of Digital Logic System (3) , EECE 3101 - Design of Digital Logic Systems Lab (1) , EECE 3300 - Electronics (3) , EECE 3301 - Electronics Lab (1) , EECE 3410 - Energy Conversion (3) , EECE 3420 - Power Systems (3) , EECE 4000 - Control Systems I (3) , EECE 4001 - Control Systems Laboratory (1) , EECE 3500 - Communication Systems (3) , EECE 4300 - Digital Computer Structures (3) , EECE 4310 - Software Engineering (3) , EECE 4800 - Introduction to Microprocessors (3) and group design projects in EECE 4101 - Electrical Systems Design Lab (1) (100% design) courses. These design experiences lead to a culminating major, meaningful design experience in a required two-semester sequence of program-specific AITT 4500 - Capstone Design Project I (1) , AITT 4510 - Capstone Design Project II (1) courses in the senior year. Students’ communication skills are also developed through required written reports in laboratory courses, design project reports, formal oral presentations and bound written reports for AITT 4510 - Capstone Design Project II (1) course.
The B.S. degree program in Electrical Engineering is accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC of ABET), http://www.abet.org.
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