School of Engineering
Dean S. Hossein Cheraghi
Assistant Dean Richard Grabiec Jr.
Graduates of the School of Engineering, now numbering more than 3,000, are active throughout the engineering profession:
· serving the engineering needs of local, national, and multinational communities and enterprises
· applying their knowledge in an ethically responsible manner to provide solutions that meet society’s needs
· engaging in lifelong learning which keeps them abreast of contemporary issues and the state of the art in their disciplines, and are aware of how these solutions may impact society and the environment
· functioning on engineering teams and are effective communicators inside and outside of those teams; and
· successfully pursuing advanced degrees.
They have benefited from a learning environment that:
· considers student success to be of paramount importance and to be fostered by maintaining a positive and supportive climate
· offers personalized instruction with a high degree of faculty-student interaction
· is practice-oriented, and therefore has strong laboratory, project, and workplace components
· incorporates collaboration with industry in providing internships and industry sponsored projects as part of the undergraduate experience
· emphasizes nontechnical professional skills as well as technical competence
· has curricula responsive to the needs of industry and society and
· strives to make our students sensitive to the cultural and professional environments in which they work and live
The School of Engineering has been preparing students for successful engineering careers for over 50 years. Over that time we have been guided by an operating philosophy that acknowledges that our graduates will play significant roles fundamental to the health of our nation and of our globe. Throughout their careers they and their professional colleagues will advance the technological basis of our nation’s economic health, defend our nation, and our way of life with the products of our craft; provide for the improved health and welfare of our citizenry; and improve the quality of life for all humankind—as the engineering profession has always been charged to do. Our graduates assume serious obligations upon beginning their careers.
The School of Engineering recognizes that the professional education of students for such a task requires a partnership of faculty, staff, administrators, and students. It is only with all partners working hard together, and with mutual respect for each other, that our common goal of excellence in preparation of students for the engineering profession can be achieved.
Students in the School of Engineering are expected to bring to this partnership:
· a willingness to learn and to demonstrate their mastery of the subject material
· the intent and motivation to graduate and to achieve their stated degree objectives as optimally as possible
· an appropriate attitude regarding the seriousness of their studies and
· an appreciation of the value of their education
Throughout their academic careers in the School of Engineering, they should acquire not only the technical expertise that can be learned in the classroom and the laboratory, but also an esteem for the profession, a maturity of manner, a respect for colleagues, and a credo to guide both personal and professional behavior. These qualities are what makes a graduate of Western New England College’s School of Engineering desirable.
Faculty members of the School of Engineering are expected to bring to the partnership the experiences of having been students themselves and then having practiced in the profession, acquiring the expertise that only practice can perfect, and, very importantly, an eagerness to share this expertise with students.
The faculty is committed to seeing students succeed, with overall excellence in the teaching/learning enterprise being the primary goal. It is the faculty of the School of Engineering that is primarily responsible for developing and maintaining the environment supportive of learning for each student and for encouraging each student to reach for and achieve the highest goals possible.
Guided by the faculty’s commitment to that obligation, the School of Engineering has adopted the following statements to guide its development and to declare publicly who we are, what we see ourselves becoming, our core values, our educational philosophy, and our educational objectives. These formal statements are publicly displayed throughout Sleith Hall, the home of the School of Engineering.
The Mission of the School of Engineering
The mission of the School of Engineering is to provide its students with a supportive environment that facilitates the art, science, and responsibilities of engineering.
The Vision of the School of Engineering
The School of Engineering seeks to become nationally recognized for graduating highly qualified engineers who upon graduation can quickly assume their professional responsibilities, be immediate contributors, be innovative practitioners in their disciplines, and be successful in advanced studies.
The Values of the School of Engineering
The School of Engineering holds these values as core to its mission:
· maintaining curricula which emphasize problem solving skills, laboratory expertise, communication competency, interdisciplinary teamwork, and leadership, and which demand mastery of sound theoretical bases in mathematics, science and engineering fundamentals;
· assuring the relevancy of programs by utilizing communication channels among the faculty, alumni, industry leaders, and other institutions to seek pertinent advice;
· developing in each student a strong sense of professionalism, a set of high ethical standards, and the pride that comes from accomplishment;
· providing an environment in which each person, including nontraditional and disadvantaged students, can achieve personal excellence as part of a lifelong commitment to learning;
· sustaining the unique qualities of the school’s faculty by seeking practicing scholars with both advanced degrees and substantial professional experience;
· supporting and recognizing innovation and excellence in teaching;
· promoting applied research by the faculty and fostering scholarly interaction among faculty, college colleagues, students and practicing professionals; and
· exercising careful stewardship of resources provided to operate and improve the School’s programs.
The Educational Objective of the School of Engineering
This educational philosophy is summarized in the educational objective of the School of Engineering which is to produce engineers whose careers and professional behavior are marked consistently by:
· The highest standards of honesty and integrity;
· Creative, viable, and holistic solutions that reflect concern for social, political, economic, and environmental constraints and consequences;
· Personal accountability for their professional activities;
· A continuing quest for professional and personal advancement;
· A work ethic that embraces teamwork, accurate and thorough communication, and timeliness in task completion;
· An allegiance to employer and/or client; and
· A personal flexibility sufficient to adapt to rapid or major change.
Programs of Study
The School of Engineering offers curricula leading to the degrees:
Bachelor of Science in Biomedical Engineering (B.S.B.E.)
Bachelor of Science in Electrical Engineering (B.S.E.E.)
Bachelor of Science in Industrial Engineering (B.S.I.E.)
Bachelor of Science in Mechanical Engineering (B.S.M.E.)
Each of the four undergraduate degree programs are professionally accredited by the Engineering Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore MD, 21202-4012, (410) 347-7700.
The faculty realizes the typical tentativeness with which an entering freshman declares a major upon entry. Accordingly, all of the curricula share a common set of courses during the first two semesters of study. Students utilize this time to explore potential career directions and make informed decisions, declaring a degree objective before beginning their second year studies.
All curricula are based on mathematics and the basic sciences coupled with engineering sciences, with specialization beginning in the second year. Each program is structured to build upon preceding coursework, with successively more challenging courses, culminating with a capstone design experience during the fourth year. Each program is intended to prepare students for either entry into professional practice, or advanced formal studies. With 40% of required coursework taught by faculty in the School of Arts and Science, each program also integrates liberal and professional learning to provide the balance needed by modern engineering practitioners.
The School of Engineering believes that engineering as a discipline is better learned than taught, and that much of the maturing of students into engineers comes through personal hands-on experiences acquired in laboratory, project, and formal internships at industry sites throughout the Northeast. Through these avenues modern practice plays vital roles in the student’s education. Senior projects are very often suggested by, and sometimes conducted in association with, the technical community. The programs are quite flexible in arranging for joint industry-student efforts, and in accommodating the needs of full-time and part-time students. In addition, undergraduate research projects are arranged by the faculty of the School of Engineering.
While undergraduate courses are occasionally offered in the evenings, it is not possible to complete an entire degree program in the evening.
Articulation Agreements
Recognizing the important role of community colleges in the overall system of higher education and of cooperation among four-year colleges and universities with different emphases, the School of Engineering is making every effort to coordinate its programs with those of other institutions offering programs, such as engineering science, that provide the first two years of engineering study.
To date, transfer agreements have been developed with the following community colleges: Greenfield, Holyoke, Berkshire, Rhode Island, Hudson Valley, Manchester Technical, Mohawk Valley, and Springfield Technical. Other agreements are being developed.
Department Chairs and Faculty
Department of Biomedical Engineering
Professor Judy Cezeaux, Chair
Associate Professor Diane Testa
Assistant Professor Robert Gettens
Department of Electrical Engineering
Professor Stephen Crist, Chair
Professors Kourosh Rahnamai, Ronald Musiak
Associate Professors John Burke; James Moriarty, Steven Northrup
Professor Emeriti William Bradley, Rene Dube, James Masi
Visiting Assistant Professor: Sam M. Keene
Department of Industrial Engineering
Professor Thomas Keyser, Chair
Professors S. Hossein Cheraghi, Richard Grabiec, Eric Haffner
Associate Professor Abdul Kamal
Assistant Professor Julie Drzymalski
Professor Emeritus J. Byron Nelson
Department of Mechanical Engineering
Associate Professor Bart Lipkens, Chair
Professors Said Dini, Mohammed Khosrowjerdi, Carl Rathmann
Associate Professors Richard Mindek, Glenn Vallee, Mary B. Vollaro
Professor Emeriti Robert Azar, Wellen Davison, Alan Karplus, Walter Presz, Henry Sundberg, Richard Veronesi
Requirements
A common curriculum for the first two semesters is provided for all engineering students. Since the actual time required for completion of the curriculum will depend on the individual student’s ability and prior preparation, personal consultations with engineering faculty advisors permit students to participate in both the determination of their current status and the planning and scheduling of further course work.
Course prerequisites are used to identify the competencies required for enrollment in a course. As a result, enrollment in any course is contingent upon successful completion of all course prerequisites. A student may, however, petition the course instructor for a waiver of prerequisite(s). Applications for requesting an exception are available in the dean’s office. The application must be completed and signed by the student, faculty instructor, chair of the department that offers the course, and the Dean of Engineering.
Nonbusiness majors can apply no more than 25% of business coursework to their graduation requirements.
Mathematical Analysis
The School of Engineering has designated MATH 133 Calculus I, MATH 134 Calculus II, and MATH 236 Differential Equations as foundation courses (p. 35). Furthermore, each student must earn a minimum grade of C in at least two of these courses for graduation. Students are expected to complete this requirement prior to entering their junior year.
The College is committed to helping students succeed and seeks to challenge students with strong backgrounds and gives advanced placement for those who qualify.
Freshman Year
Fall Semester
ENGL 132 English Composition I
ENGR 102 First Year Engineering Seminar
ENGR 103 Introduction to Engineering
MATH 133 Calculus I
PEHR 151 Personal Health and Wellness
PHYS 133 Mechanics
Spring Semester
ENGL 133 English Composition II
ENGR 105 Computer Programming for Engineers
ENGR 110 Data Acquisition and Processing
MATH 134 Calculus II
PEHR 153-199 Lifetime Activity Series
PHYS 134 Electricity and Magnetism
Individual curricula in biomedical engineering, electrical engineering, industrial engineering, and mechanical engineering are given in the major programs section of the Catalogue.
Design Experience
In the freshman year, students are introduced to engineering design in the Introduction to Engineering courses. Sophomore and junior courses and laboratories provide progressively more sophisticated design experiences within the student’s discipline. All programs culminate in a capstone senior design project course in which students work on projects under the supervision of a faculty advisor. Topics for some projects are supplied by industry. Students who select one of these topics have the opportunity to work with the industrial sponsor in an actual engineering setting.
Electives (Undergraduate Programs)
General Education electives supplement the engineering student’s technical program. These electives must be selected in such a way that all General Education “perspectives of understanding” requirements are covered. In addition, technical, design, and general electives provide the opportunity for specialization within a chosen field. An assigned departmental faculty advisor must approve selection of electives from engineering, mathematics, science, or business.
Learning Beyond the Classroom (Undergraduate Programs)
The College’s Strategic Plan commits to a goal of making learning beyond the classroom (LBC) a significant element of every full-time undergraduate student’s academic program and personal experience. It is envisioned that through the process of applying their classroom learning to their experiences in the workplace, in the community, on the playing fields, and across the campus, our students will not only enhance their learning, but will also begin to connect their learning more directly to the world in which they live. For these reasons, all students will be required to complete one LBC experience for every two years of full-time study.