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SUNY Oswego’s Electrical and Computer Engineering (ECE) program is accredited by the Engineering Accreditation Commission (EAC) of ABET.

ABET is the global accreditor of college and university programs in applied and natural science, computing, engineering, and engineering technology.


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 a meaningful life as a productive, responsible member 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. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability 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

  3. an ability to communicate effectively with a range of audiences

  4. an ability 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

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

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
ECE Course Title 1 2 3 4 5 6 7
ECE 101              
ECE 211 X          
ECE 233 X          X  
ECE 271            
ECE 314         X    
ECE 321 X            
ECE 344 X            
ECE 365 X          X  
ECE 375          X  X  
ECE 401      X  X     X
ECE 454 X          X  
ECE 475   X      X    
ECE 491 X   X   X X X
ECE 492 X X X X X X X

*Capstone courses: The capstone course ECE492 is 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.

Engineering Advisory Board Members


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
Fall 2018 - 118 majors
Fall 2019 - 114 majors

Student graduation progress

May 2016 - 2 graduates
May 2017 - 4 graduates 
August 2017 - 3 graduates
December 2017 - 1 graduates
May 2018 - 14 graduates
December 2018 - 8 graduates
May 2019 - 16 graduates
August 2019 - 1 graduates