|What employers want||How Queen's ECE programs prepare successful graduates|
|Well-rounded technical knowledge and skills
- The breadth and depth of the technical courses in the ECE programs at Queen's provides the necessary fundamentals and more specialized technical knowledge for graduates to pursue successful technical careers.
- ECE students develop both analytical and practical skills related to the design, implementation, and testing of components and systems.
- The ECE programs at Queen's University are accredited by the Canadian Engineering Accreditation Board and exceed the expectations for technical content, enabling graduates to obtain professional engineering registration in any province in Canada.
|Ability to learn and adapt
- The dynamic nature of engineering knowledge and the state-of-the-art of technology, especially for rapidly evolving fields such as electrical and computer engineering, obligates students to develop and enhance the aptitude for life-long learning.
- The progression of academic courses from first year to the fourth year of the ECE programs enables students to enhance their learning skills as the conceptual and technical complexity increases.
|Team-oriented and leadership skills
- The common first year program in Applied Science includes team-building exercises and group-based project activities.
- ECE programs in second year incorporate projects in the full-year laboratory course.
- Numerous ECE lab courses in third year also require close collaboration with classmates.
- ECE students who pursue a 12-month or 16-month professional internship between their third and fourth years apply and enhance their collaborative skills in an industrial setting.
- The full-year capstone ECE project in fourth year is an excellent opportunity to apply all of the team-oriented and project management skills in a significant technical effort.
- All of these activities provide students with opportunities to take on leadership roles, whether among classmates in projects and laboratory work or within industrial settings on tasks that are assigned to students on professional internship.
|Strong work ethic
- The demanding nature of ECE programs at Queen's University requires students to develop and maintain a strong work ethic with the capacity to handle multiple tasks effectively.
- The structure of the ECE curriculum in second, third, and fourth year requires students to be industrious in their efforts so as to maximize their understanding of the material and its application, and to perform well on examinations.
- ECE students who pursue a professional internship will not only be able to translate their work ethic from the academic setting to an industrial setting, but they will also experience first-hand the expectations of industry.
- Reflecting industrial practise, close supervision by faculty members of students working on their capstone fourth-year ECE projects ensures diligence and commitment to the completion of the technical and non-technical tasks in such projects because students are evaluated on these aspects in addition to the technical contributions of their projects.
|Effective communication skills
- Project-related activities beginning in the common first year and culminating in the capstone ECE project in fourth year require students to develop their oral and written communication abilities.
- A dedicated course in the third year of the ECE program is focused exclusively on enhancing technical communication skills.