Howard A. Blair, Tomislav Bujanovic, Ilyas Cicekli, Nihan Cicekli, Stephen J. Chapin, Biao Chen, C.Y. Roger Chen, Shiu-Kai Chin, Jun Hwan (Brandon) Choi, Wenliang (Kevin) Du, Sara Eftekharnejad, Ehat Ercanli, Makan Fardad, James W. Fawcett, Prasanta Ghosh, Jennifer Graham, Mustafa Cenk Gursoy, Can Isik, Mina Jung, Mehmet Kaya, Andrew Chung-Yeung Lee, Jay Kyoon Lee, Duane L. Marcy, Patrick McSweeney, WonKyung Park McSweeney, Chilukuri K. Mohan, Jae C. Oh, Susan Older, Vir Phoha, Qinru Qiu, James S. Royer, Tapan K. Sarkar, Q. Wang Song, Sucheta Soundarajan, Jian Tang, Yuzhe (Richard) Tang, William C. Tetley, Pramod K. Varshney, Senem Velipasalar, Li Wang, Yanzhi Wang, Edmund Yu, Reza Zafarani
The Bachelor of Science in Computer Engineering (BSCE) program at Syracuse was originally established in 1969 through the former Department of Electrical Engineering and was the second such program of its kind in the nation. This program has been accredited by the Accreditation Board for Engineering and Technology (ABET) since 1973. Currently the BSCE program is housed in the Department of Electrical Engineering and Computer Science (EECS) which is a department in the College of Engineering and Computer Science (E&CS).
Computer Engineering (CE) at Syracuse University has two primary foci: Computer Hardware Design: including an understanding of design methodologies for electronic circuits, digital systems, computer architecture and integrated circuits, and Computer Software Design: including an understanding of design methodologies for algorithms and data structures, operating systems, and a wide variety of software applications across various computer languages. In addition to design methodologies, test and verification principles are studied, as well as performance estimation and the underlying computation theory. There is an excellent opportunity in laboratories to put the theory and design methods into practice by using digital components, design simulators, and microcontrollers.
Part of the department’s mission is to enable CE graduates to use computer engineering and other knowledge to solve relevant societal problems as described by the BSCE Educational Objectives. This is accomplished by a rigorous curriculum that prepares students to achieve the BSCE Educational Outcomes prior to graduation and the BSCE Educational Objectives after graduation.
Educational Objectives for the BSCE Program
The educational objective of the Bachelor of Science in Computer Engineering (BSCE) program in the Department of Electrical Engineering and Computer Science (EECS) at Syracuse University is to prepare well-rounded graduates that are ready for work and ready for change.
- Well-rounded graduates of the BSCE program are known by their professional competence, innovative thinking, willingness to further enhance their education, ability to work individually and in diverse teams, leadership abilities, communication skills, and integrity.
- Graduates of the BSCE program who are ready for work are engaged in applying the knowledge acquired in Computer Engineering, combined with their problem solving abilities, to produce feasible solutions to problems, in a timely manner, which are deemed important in industry, government, or academia.
- Graduates of the BSCE program who are ready for change exhibit the intellectual flexibility necessary to solve new problems in innovative ways by integrating multiple viewpoints from several disciplines in search of the best possible solutions or applying their knowledge to different professional disciplines.
This program is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org
Student Outcomes for the BSCE Program
In addition to successfully completing the requirements for the BSCE program which are described further on in this handbook, graduates from this program must also achieve the following educational outcomes prior to graduation:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an 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
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
(l) an ability to verify design correctness and evaluate performance of computing systems.