Accreditation

The bachelor’s degree program in Electronic Systems Engineering Technology has been accredited by the Engineering Technology Accreditation Commission of ABET, http://www.abet.org. With ABET accreditation, students, parents, employers and the society we serve can be confident that a program meets the quality standards that produce graduates prepared to enter a global workforce.

IMAGE ABET LOGO ET

Vision Statement

To be a nationally recognized educational leader in innovative electronic product/systems development and applied research solutions.

Mission Statement

The Electronic Systems Engineering Technology program prepares graduates for immediate impact and long-term career success by providing a real-world experiential education coupled with personalized undergraduate experiences in electronics product development, test, system integration, and engineering research.

Program Educational Objectives

The Electronic Systems Engineering Technology Program at Texas A&M has as its program educational objectives to produce graduates who, after three to five years:

  • Possess the technical skills to be highly productive and have successful careers in regional, state or national electronic product and system development industries.
  • Demonstrate increasing levels of leadership and responsibility during their careers.
  • Exhibit a commitment to professional ethics in their career.
  • Display a desire for life-long learning through continued education, technical training, and/or professional development. 

Student Outcomes

At the time of graduation, an Electronic Systems Engineering Technology student has:

  • An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;
  • An ability to select and apply knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;
  • An ability to conduct standard tests and measurements; to conduct, analyze and interpret experiments, and to apply experimental results to improve processes;
  • An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;
  • An ability to function effectively as a member or leader on a technical team;
  • An ability to identify, analyze, and solve broadly-defined engineering technology problems;
  • An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;
  • An understanding of the need for and an ability to engage in self-directed continuing professional development;
  • An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;
  • A knowledge of the impact of engineering technology solutions in a societal and global context;
  • A commitment to quality, timeliness, and continuous improvement;
  • An ability to apply circuit analysis and design, computer programming, associated software, analog and digital electronics, and microcomputers, and engineering standards to the building, testing, operation, and maintenance of electrical/electronic(s) systems;
  • An ability to apply physics or chemistry to electrical/electronic(s) circuits in a rigorous mathematical environment at or above the level of algebra and trigonometry;
  • An ability to analyze, design, and implement control systems, instrumentation systems, communications systems, computer systems, or power systems;
  • An ability to apply project management techniques to electrical/electronic(s) systems; and
  • An ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical/electronic(s) systems.

Bachelor of Science Enrollment and Graduation Data

Academic YearFall Semester Undergraduate EnrollmentBachelor Degrees Awarded
2016-17 270 NA
2015-16 218 49
2014-15 212 39
2013-14 181 44
2012-13 177 21

Enrollments for AY 2014 and after do not include freshmen. The data for AY 2013 and before included freshmen.