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College of Engineering and Computing

Unifying Goal: Promote a vibrant learning and discovery environment that produces extraordinary student and scholarly outcomes.

Objective 1: Prepare students for success at Miami and beyond through a liberal and applied education emphasizing inquiry-based experiential learning that integrates many disciplines.

Metric 1: Miami will achieve a six-year graduation rate of 85% and a four-year graduation rate of 75%.


  • Increase the size of CEC faculty to decrease the student – faculty ratio, provide smaller classes, and enhance advising and mentoring.
  • Enhance collaboration with the departments of physics, mathematics, and chemistry to improve students’ performance in those important courses, and enhance their preparation for rigorous courses in CEC programs.
  • Review the content, format, course objectives, and delivery mode of the introductory CEC 101 course, “Engineering, Computing and Society,” and revise it to improve retention.
  • Embed retention strategies in the recently developed, department-based, introductory (102) courses.
  • Design curricular and other strategies to improve the sophomore to junior retention rate.

Challenges and Opportunities:

  • Tracking students across divisions and major.

Metric 2: Within one year after graduation, 90% of graduates (excluding those enrolled in graduate or professional school) will be employed.

The most recent statistics compiled by Miami’s Institutional Research reveals that all CEC students who graduated in August 2012 were employed one year later. Present successes, nonetheless, will not prevent us from enhancing our partnerships with Career Services and the University Advancement Corporate and Foundation team.


  • Implement strategies related to internship placement (see also metric 6).
  • Enhance partnerships with major employers (see also metric 28).
  • Provide support to faculty to network with alumni.
  • Enhance career mentoring and advising, particularly for bioengineering majors.
  • Develop more corporate-sponsored capstone projects.

Challenges and Opportunities:

  • Securing reliable, statistically significant, and timely data from the Office of Institutional Research to better trace career developments of our recent graduates.

Metric 3: One year after graduation, 80% of students who apply to graduate or professional school will receive at least one offer of admission.


  • Increase opportunities for undergraduate research.
  • Provide guidance on the admission and application processes for graduate schools.
  • Explicitly offer help to our seniors in applying to graduate schools, asking for references, writing a statement of purpose, etc.
  • Inform students of graduate school fairs.
  • Offer faculty mentoring about these issues to students.

Challenges and Opportunities:

  • Securing reliable, statistically significant, and timely data from the Office of Institutional Research to better trace graduate school admission rates of our recent graduates.

Objective 2: Immerse faculty, undergraduate, and graduate students in research and creative scholarship that forms a vital part of the learning experience.

Metric 4: Continue to increase the quality and impact of scholarship or creative performance.


  • Regularly assess the research efforts of all faculty members (not just candidates for tenure or promotion) on the quality and impact of their scholarly work through such means as journal rankings, impact factor, h-factor, etc.  Take steps for improvement based upon assessments.
  • Differentially lower faculty teaching loads for research productive faculty members.
  • Provide additional support for faculty travel.
  • Strategically assign faculty service responsibilities to maximize research opportunities.
  • Provide additional support for undergraduate and graduate students’ engagement in faculty research activities.
  • Enhance mentoring of junior faculty by senior faculty and chairs.
  • Strengthen existing graduate programs by increasing the size of CEC faculty.
  • Redesign MS in Computational Science and Engineering.
  • Develop new MS programs in Mechanical Engineering and Electrical and Computer Engineering.

Challenges and Opportunities:

  • Faculty teaching loads exceeding those mandated by Miami University.
  • Lack of MS programs in Mechanical Engineering and Electrical and Computer Engineering.

Metric 5: Upon graduation, all Miami students will have participated in a research (40%) or a similar experiential learning activity (100%), e.g., fieldwork, field or clinical placement, service-learning, public or private sector engagement, performances, and other applied learning activities.

In CEC, experiential learning activities include, but are not limited to, service learning, ethics /leadership/environmental training, active participation in professional organizations and  advisory councils, and other activities listed under metric 7. Capstone senior design projects are not included in this category.


  • Revise appropriate courses to incorporate research-oriented outcomes.
  • Encourage quality undergraduates to enroll in introductory graduate courses.
  • Provide opportunities for faculty to mentor promising students.
  • Augment research opportunities with scholars within and outside CEC.
  • Engage the Engineering and Computing Scholars in research activities as early as possible in their undergraduate careers.
  • Increase student involvement in conferences, seminars, workshops, and exhibitions.
  • Increase budgets for undergraduate research during the fall and spring semesters and in the summer and winter terms.
  • Create courses that require service learning (e.g., courses that involve students in the Myaamia project).
  • Increase current levels of students’ involvement in Lockheed Martin Leadership Institute, Agile Launchpad and the Mobile Learning Center.
  • Operationalize the Augmented Reality Center.

Challenges and Opportunities:

  • It is difficult to administer service learning in Oxford because of limited options in the community.

Objective 3: Engage students with substantive co-curricular and internship opportunities that augment their learning and establish a strong foundation for lifelong success, growth, and adaptability.

Metric 6: 75% of Miami students will complete an internship before they graduate.


  • Enhance networking with key employers in engineering and computing fields.
  • Provide clear information to students about available internships.
  • Partner with Career Services to enhance customized support for students.
  • Leverage alumni connections.
  • Incorporate opportunities in the fall and spring advisory council meeting for alumni-student networking.

Metric 7: 95% of Miami students will have two or more co-curricular experiences before they graduate.

In addition to being engaged in CEC activities addressed in our response to metrics five and six, many of our students:

  • are members of Miami student organizations and clubs;
  • play an intramural sport;
  • are engaged in creative activities;
  • serve on university committees;
  • serve as tutors;
  • are engaged in community organizations;
  • organize events and field excursions, etc.


  • Provide increased support for student chapters of major professional and honors societies.
  • Reinvigorate student advisory groups within the CEC.

Objective 4: Offer flexible pathways to and through the University, including interdisciplinary, E-learning, and multiple degree options, to help students achieve timely and cost-effective completion.

Metric 8: 20% of our students will graduate with multiple degrees/majors, and 5% will graduate with a combination Bachelor and Master's degree.

Currently, about 14% of CEC students pursue two or more majors, co-majors, or degrees. Research suggests that double-majoring does not necessarily give our students an edge in the job market. On the other hand, students graduating with a master’s degree do have an edge in the job market. Appropriately, we will continue our efforts to enroll undergraduate students into 4+1 programs and keep the percentage of students pursuing double majors at the current level.


  • Encourage students to pursue double majors when it is appropriate to their career plans and has the likelihood of enhancing their success (e.g., combining BS majors in mechanical engineering and engineering management).
  • Assist appropriate students to pursue relevant co-majors (e.g., energy co-major).
  • Attract appropriate students to pursue 4+1 programs.
  • Develop articulation agreements for dual bachelor-master’s degree programs such as the one recently signed with the College of Mount Saint Joseph.

Challenges and Opportunities:

  • Meeting this metric given the rigor, demands, multi-year sequencing of engineering programs and steep credit hours programmatic requirements

Metric 9: 60% of degree programs can be completed in three years or less through curriculum revision and by using different pedagogical approaches and modes of delivery.

Although three (or 30%) CEC programs (computer science, software engineering, and general engineering) could hypothetically be completed in three years (if students matriculate with a high number of college credit), the rigor, demands, multi-year sequencing of engineering programs and steep credit hours programmatic requirements make it very difficult for our students to graduate in less than four years.

Metric 10: Increase the online and hybrid credit hours to 10% of the total credit hours.

All four CEC departments projected, independently, that online and hybrid courses will produce 4-6% of the total credit hours generated by the departments. Hence, CEC projects that 5% of the total credit hours will be generated by online and hybrid courses.


  • Engage the recently hired assistant provost for e-Learning and her staff in the development of a relevant CEC strategic plan.
  • Identify courses that are taken by Miami students at other institutions, and explore the possibility of offering highly demanded courses in online format by Miami faculty.
  • Develop a curricular plan for progressing high priority courses from a traditional to a hybrid and/or to an online format. Priority courses include those that already have an online component and that students are likely to take elsewhere if the Miami course are not available online.
  • Encourage faculty participation in relevant e-learning workshops offered by CELTUA or the E-Learning Office.