The undergraduate Computer Engineering program provides an
education in the fundamentals of mathematics and the physical sciences,
coupled with a strong emphasis on analysis and design of computer
hardware and software that is essential for solving real-world
There is also a strong emphasis on the humanities and the development
of an appreciation for societal issues, which are introduced into the
curriculum through course work and seminars.
The program is accredited by the Engineering Accreditation Commission of ABET,
The overall objective of the Computer
Engineering Program is for our graduates to become successful professionals in
a diverse, global environment, and to be able to innovate and operate new
technologies, and adapt to shifting technologies, in the career path they
choose to pursue. This includes careers in computer engineering through
employment in industry, academic research, government or private practices, as
well as careers in other engineering, computing, science, or professional
disciplines such as bioengineering, electrical engineering, computer science, business,
law, or medicine. Our graduates will also pursue advanced study in
computer engineering or other engineering, science, or professional and
academic fields and be able to serve in leadership positions in industry,
academia, research, or government.
The most recent set of the ABET criteria (3a-3k), taken from the Criteria for Accrediting Engineering Programs Effective for Evaluations During the 2011-2012 Accreditation Cycle are:
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 multi-disciplinary teams;
Our interpretation of multidisciplinary teams includes teams of individuals with similar educational backgrounds focusing on different aspects of a project as well as teams of individuals with different educational backgrounds.
e. an ability to identify, formulate, and solve engineering problems;
f. an understanding of professional and ethical responsibility;
Our interpretation of this outcome includes the ethical reporting of experimental data, issues related to plagiarism (including self-plagiarism), academic and professional integrity/intellectual property (e.g., credit for work), and avoidance of intentionally harmful application of engineering knowledge, particularly in the context of design.
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;
Our interpretation of this outcome is to consider impacts of engineering practices on society. This outcome considers the long-term impacts of designs on various environments and socio-economic/cultural groups as ethical issues.
i. a recognition of the need for, and an ability to engage in life-long learning;
Our interpretation of this includes teaching students that the underlying theory is important because the technology will change. We interpret this outcome to require us to identify mechanisms that our students can use for continued learning such as professional societies, graduate school, etc.
j. a knowledge of contemporary issues;
Our interpretation of this outcome includes theory and practice of emerging research areas within a discipline. This outcome also requires us to present students with contemporary issues such as the impact of globalization, the outsourcing of both engineering and other support jobs as practiced by modern international companies.
k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
* Advanced Standing & Special Students
* Transfer of Credits
* Cross Registration
* Financial Aid
Students from the Freshman Engineering Program will be considered for admission into the Computer Engineering Program if they satisfy the following criteria.
1. Have completed the freshman engineering program curriculum.
2. Have maintained a cumulative QPA of at least 2.00/4.00.
The dates for submission of applications for admission to the Electrical and Computer Engineering Program are as follows:
The program totals a minimum of 128 credits.
Microelectronic Circuits + lab
Advanced Digital Design
Most advanced EE (ECE) and CS courses (intended for Engineering students) can count as COE Advanced electives. Classes offered in these departments designed for non majors do NOT count for credit as any kind of elective (not even as Open electives).
Examples are ASTRON 0089, STATS classes, ENGR (ECE) 1869 Intro to Electrical Engineering for Non-EE students, and CS 0004, CS 0007, CS 0134, CS 0334, CS 0590, and CS 0699.
For more information on EE classes see
http://engineering.pitt.edu/Departments/Electrical-Computer/_Content/Undergraduate/Electrical-Engineering/EE-Undergraduate/ under 'Courses and Electives' particularly core and elective courses.
For more information on CS classes see
this page for particularly upper-level courses for majors (all courses in groups IV and V do NOT count for CoE credit as any kind of elective).
Students must complete three additional technical electives. Technical electives can be any ECE/CoE elective or any other School of Engineering course (except
ENGR 1010) which has not been used to fulfill another requirement or does not substantially duplicate other required course material. Most courses in mathematics, physics,
chemistry, and computer science that can be taken by students majoring in those departments can be used as technical electives by CoE students.
Examples include (but are not limited to):
Enrollment in any of these courses is, of course, constrained by the space and prerequisite limitations of the host department.
**These lists are not exhaustive, however; courses not on these lists can be approved by the ECE Undergraduate Curriculum Committee
The Co-operative Engineering Education Program (or "co-op" as it is generally known) is a program within the Swanson School of Engineering whereby the student engineer's education experience is enhanced by a series of challenging, highly relevant "real world" work experiences. The program rotates semesters at work with semesters at school. Typically, the first work rotation is after the end of the sophomore year or the first term of junior year, and each rotating term lasts four months. This is a popular and highly successful program. Co-op salaries are excellent, and the work experience gained is invaluable. More information can be found on the co-op program website here.
CREDIT FOR CO-OP
During each co-op rotation, the student must work with the co-op department to register for one credit of ENGR1090. Students can use three rotations of co-op as one Open Elective.
COE students contact the COE Program Administrator, Alison Oros, for co-op schedule forms and instructions. Each co-op schedule should rotate every other term at work, and every opposite term in class (no double work rotations). Double rotations are not encouraged, and would require the approval of the co-op team, and the student's academic adviser.
Seminar (COE1885) is designed to acquaint the student with aspects of engineering that are not normally encountered in classes and school activities and include a wide range of topics such as the significance of engineering as a profession, ethical problems in engineering, and skills required for a successful engineering career.
Seminar is required of all students registered full-time in the fall and spring semesters. Students are required to attend a minimum of six seminars each semester.
If students are in the co-op program, they are not required to take Seminar during the fall and spring terms that they're working.
Any fall or spring term that a student is taking a part-time course load, they are excused from participating in Seminar during that part-time term.