Background: The University of Mount Union has introduced new programs in Electrical and Computer engineering. In a liberal arts college with unique curriculum requirements, it is challenging to develop a new program in electrical and computer engineering. With several university mandates such as only 4- and 2-credit hours courses only, and Integrative Core liberal arts requirements, designing the new programs in engineering has been challenging.
Purpose: The purpose of this paper is to present the ongoing effort to develop new Electrical and Computer engineering programs at the University of Mount Union. The program curricula are unique as there are no 3-credit hour courses at the Mount Union. Hence, the curricula are content-based as each course content has to be carefully determined.
Design and Methods: First, we describe the philosophy we applied in developing the curricula, and then described the curricula themselves using concept diagrams. We point out where the curricula are the same, where they are similar; and where they are distinctly different. Finally, we present the overall plans for developing a comprehensive list of course offerings, course content, acquisition of the necessary laboratory equipment and technologies, teaching software, as well as a time-bound plan for phasing in the new courses every year.
Result: The preliminary result is that the first phase of the program's development is complete. Students are currently enrolled in the programs. In the 2019/2020 academic year, all of the first year to junior year courses have been developed and approved by the curriculum committee of the University. The associated laboratories for the new courses are being developed on yearly basis and are nearing completion. With the phased rollout of courses and laboratories, it is expected that all of the laboratories will be fully functional by the 2021-2022 academic year.
Conclusion: The ongoing development of Electrical and Computer engineering programs at the University of Mount Union is represented in this paper with the aid of concept maps and course flowgraphs. The roll-out of the programs has been successful and work will continue until the programs are accredited. Meanwhile, the curricula will continue to evolve in response to the rapid pace of technological change, new demands from stakeholders, and new challenges of remote teaching and learning due to the COVID-19 pandemic. We are confident that we can work out any challenges and eventually make the programs successful.