Department

Department Chair: Dr. Ashraf Zaher

E-mail: azaher@auk.edu.kw

The world we live in has become increasingly dependent on advances made in part by electrical, computer, and systems engineering. The impact of these three engineering fields span a wide spectrum of life aspects ranging from energy, electrical power, sustainable development, and communications, to computers and computer networks, to instruments for all sectors of society from entertainment to healthcare, and from space exploration to ocean exploration. Computer engineers are improving the ability of computers to ‘see’ and ‘think’. They are making computers more mobile, and even incorporating computers into fabrics, clothes, and almost all industries. Electrical engineers are exploring renewable energy sources, leading sustainable development, promoting modern control of industrial machinery, to name a few. Systems engineers are concerned with managing medium to large-scale engineering projects and the effective design, production, deployment, operation, maintenance, and refinement of reliable industrial systems within constraints.

The electrical, computer, and systems engineering programs at AUK prepare future engineering leaders through an innovative engineering education that bridges science and engineering, enterprise, and the society. Their curricula are built on four pillars: math & science; electrical, computer, or systems engineering design; arts, humanities & social sciences; and entrepreneurship. The math & science sequence teaches fundamental ideas and techniques whose application makes engineering possible. Under the design pillar, students complete design projects that enable them to apply technical and non-technical knowledge and skills, develop understanding of design process, identify and define problems and muster the resources necessary to realize solutions. This process comes to a synthesis in a yearlong capstone design course. Under the arts, humanities & social sciences pillar, students develop a broad knowledge of social, cultural, and humanistic contexts and foster the ability to apply contextual thinking in the study of electrical, computer, or systems engineering and other disciplines. Entrepreneurship is the process of identifying opportunities, fulfilling human needs, and creating value. Under this pillar, AUK’s electrical, computer, or systems engineering students will demonstrate a capacity to identify social, technical, and economic opportunities to predict challenges and the cost associated with the pursuit of opportunities, and to make decisions about which opportunities are worthy of pursuit.

Typical industries hiring electrical, computer, and/or systems engineers include both private & government sectors such as financial services, computer software & hardware companies, petroleum & chemical companies, defense & interior contractors, consulting, transportation, power, manufacturing, and consumer goods, to name a few. Electrical, computer, or systems engineers are equally successful in large multinational firms and small startups.

The American University of Kuwait offers a dual degree program in conjunction with Dartmouth College’s Thayer School of Engineering, which allows AUK students to earn a Bachelor of Engineering (BE) degree in Computer Engineering at AUK, and a Bachelor of Engineering (BE) degree in General Engineering from the Thayer School of Engineering after five years of study. Refer to the dual degree engineering program section for more information.

Undergraduate Programs

The Department of Engineering offers three undergraduate programs that lead to the degree of Bachelor of Engineering:

  • Computer Engineering (CPEG)
  • Electrical Engineering (ELEG)
  • Systems Engineering (STEG)

The Department of Engineering strives to provide high-quality engineering education centered around the key principles of liberal arts, specifically, lifelong learning, critical thinking, and effective communication. The Department prepares students to become successful engineers and be able to contribute effectively to their profession and community.

The Department of Engineering aspires to be recognized locally, regionally, and internationally for providing quality engineering education.

  • Freedom of thought, expression, and intellectual inquiry.
  • Respect for individual identity and rights, and cultural diversity.
  • Adherence to the standards of modern and high-quality engineering education.
  • Commitment to professional and ethical responsibility.
  • Promoting innovation and successful contributions to the society.

Department: Engineering (CPEG/ELEG only)
Term: Fall 2019
Date of Report: January 16th, 2020

Enrollment and Graduation Statistics

Declared and Intended Majors
AY 09-10 AY 10-11 AY 11-12 AY 12-13 AY 13-14 AY 14-15 AY 15-16 AY 16-17 AY 17-18 AY 18-19 AY 19-20
CPEG 21 77 136 242 329 348 370 357 317 311 272
ELEG 0 0 0 0 20 109 172 250 375 398 398
TOTAL 21 77 136 242 349 457 542 607 682 709 670
Number of Graduating Majors
CPEG - - - 12 40 42 47 46 41 34 48
ELEG - - - - - - - 2 21 37 33
Total - - - 12 40 42 47 48 62 71 81
  PERSONNEL
Faculty Members - Academic Count %
Full-time 11 84.6%
Part-time 2 15.4%
Staff – Academic Count %
Instructional Assistants (Full-time) 4 80%
Teaching Assistants (Part-time) 1 20%
Staff – Administrative Count %
Lab Technicians (Full-time)  2 67%
Administrative Assistant 1 33%
           
TEACHING
Majors/Minors Computer Engineering Electrical Engineering
Not Declared - UG Only
Intended^ (Non-Govt. Scholarship) 65 106
Govt. Scholarship 74 78
  TOTAL 139 184
Declared
Non-Govt. Scholarship 85 78
Govt. Scholarship 94 175
  TOTAL 179 253
Minors
Minors (if applicable) - -
Graduates
Awarded* 22 19
^Intended refers to students who reported upon admission an intended major, which does not guarantee major declaration.
*Awarded refers only to students who met all graduation requirements and were awarded a degree for the term indicated in this report.
     
Student Enrollment in Courses Initial (Census Data) End of Term*
Sections Enrollment Sections Enrollment
CPEG210 4 99 4 95
CPEG220 3 82 3 81
CPEG330 2 39 2 39
CPEG340 2 38 2 38
CPEG350 3 83 3 82
CPEG390 2 50 2 49
CPEG422 1 3 1 3
CPEG430 1 9 1 9
CPEG475 2 37 2 37
CPEG480 1 20 1 20
ELEG220 4 79 4 77
ELEG270 4 87 4 87
ELEG300 1 28 1 28
ELEG310 2 55 2 55
ELEG320 3 81 3 81
ELEG323 2 61 2 60
ELEG330 2 38 2 38
ELEG389 0 0 1 1
ELEG421 1 27 1 27
ELEG470 1 1 1 1
ELEG471 1 15 1 15
ELEG475 2 41 2 41
ELEG480 1 10 1 10
ENGR210 2 54 2 54
ENGR310 3 73 3 73
ENGR330 2 46 2 46
Grand Total 52 1156 53 1147
   
Student Enrollment in Labs Initial End of Term*
Sections Enrollment Sections Enrollment
CPEG210L 4 95 4 91
CPEG303L 1 1 1 1
CPEG330L 2 35 2 35
CPEG331L 1 28 1 28
CPEG340L 1 25 1 25
ELEG220L 4 84 4 81
ELEG270L 3 81 3 81
ELEG301L 1 18 1 18
ELEG310L 4 61 4 60
ELEG320L 3 72 3 72
ELEG330L 2 36 2 36
ELEG421L 1 13 1 13
Grand Total 27 549 27 541
*Please note that the above items provide the data available at the time the report was ran.