College of Engineering

Dean S. Hossein Cheraghi

Assistant Dean Richard Grabiec Jr.

The College 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 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 College 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.

The Mission of the College of Engineering

The College of Engineering’s mission is to provide undergraduate and graduate students an outstanding education in engineering through an environment of individual attention and support, dedicated and qualified faculty who are recognized in their fields, and modern facilities. Our graduates will possess the education and learning skills that enable them to put theory into practice, be professionally responsible engineers, and be leaders within the global community.

The Vision of the College of Engineering

The College of Engineering will be recognized as a premier engineering institution with an emphasis on a contemporary undergraduate education, preferred by undergraduate and graduate students, faculty, prospective employers and graduate schools nationally and internationally.

The Core Values of the College of Engineering

We support the core beliefs of Western New England University and in particular we value:

Student Centered Learning

Promoting a learning environment based on a student first approach to ensure the success of our students.

Discovery

Contributing to the research, development, dissemination and application of engineering knowledge, integrating theory and practice

Holistic Engineering and Leadership

Providing an active learning pedagogy integrating knowledge across disciplines to cultivate leadership and decision making in solving complex problems to better serve humanity

Responsibility

Demonstrating integrity and accountability in a11 of our dealings

Ethics and Professionalism

Leading by actions characterized by ethics and professionalism

Teamwork

Providing pedagogy and opportunity for the development of successful teaming skills

Community

Being an active and collaborative part of Western New England University and the local, national and global community

Diversity and Internationalism

Respecting the diversity of human kind, including but not limited to cultural, gender and nationality differences

Continuous Improvement

Demonstrating successful continuous improvement processes of our college and its programs

Programs of Study

The College 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 Inc., 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 College of Arts and Sciences, each program also integrates liberal and professional learning to provide the balance needed by modern engineering practitioners.

The College 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 College of Engineering.

While undergraduate courses are occasionally offered in the evenings, it is not possible to complete an entire degree program in the evening.

Transfer 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 College 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, joint admission agreements and/or transfer advising guides have been developed with the following community colleges: Greenfield, Holyoke, Berkshire, Hudson Valley, Manchester Technical, Quinsigimond, Asnuntuck, and Springfield Technical. Other agreements are being developed.

Department Chairs and Faculty

Department of Biomedical Engineering

Professor Judy Cezeaux, Chair

Assistant Professors Robert Gettens, Michael Rust

Department of Electrical and Computer Engineering

Associate Professor Neeraj Magotra, Chair

Professors Kourosh Rahnamai, Ronald Musiak

Associate Professors John Burke, James Moriarty, Steven Northrup

Professors Emeriti William Bradley, Stephen Crist, Rene Dube, James Masi

Department of Industrial Engineering and Engineering Management

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 Richard Mindek, Chair

Professors Said Dini, Mohammed Khosrowjerdi

Associate Professors Bart Lipkens, Glenn Vallee, Mary B. Vollaro

Professors 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

MATH 133 (Calculus I) and MATH 134 (Calculus II) have been designated as the two mathematics foundation courses by the College of Engineering. A minimum grade of C- is required in MATH 133 in order to be allowed to continue into MATH 134. Furthermore, a minimum grade of C- is required in MATH 134 and an average grade of C or better is required in the mathematics foundation courses in order to proceed into the sophomore level engineering courses (ME 204 and EE 205).

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, Arts and Sciences, or Business.

Learning Beyond the Classroom (Undergraduate Programs)

The University is committed to making learning beyond the classroom (LBC) a significant element of every full-time undergraduate students’ 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.