The Department of Computer and Communications Engineering (DCCE) at Antonine University (UA) has developed a well-defined set of Program Educational Objectives (PEOs) to assure the quality of our program and future success of our graduates. These objectives are broad statements that describe the professional accomplishments that a computer and communications engineer should attain or achieve within a few years after graduation.

The graduates are expected to:
1. advance in their careers as successful professionals in the field of computer and communications engineering;
2. pursue and complete post-graduate studies or professional development;
3. promote the engineering profession by adhering to ethical behavior, personal integrity, leadership, and civic responsibility.

To be eligible to pursue a degree in Computer and Communications Engineering, candidates must meet the following requirements:

• hold a Lebanese Baccalaureate or an equivalent diploma in Life Sciences or General Sciences exclusively;
• possess proficiency in both French and English for the French section, and proficiency in English for the English section.

The Department of Computer and Communications Engineering (DCCE) employs a variety of teaching methods to enhance the learning experience. These methods include:

• Lectures: These sessions are conducted for a large group of students and focus on imparting theoretical concepts. The lectures are designed to be highly interactive, encouraging full participation from students and stimulating their interest in the subject matter.
• Practicum (TP): This component provides students with hands-on participation in real-life experimental situations. It allows them to apply the theoretical notions they have acquired in a practical setting. Students’ performance in the practicum is assessed based on their ability to implement their acquired knowledge.
• Tutorials (TD): Tutorials provide students with opportunities to apply the knowledge gained from lectures through exercises and case studies. Students will be assessed according to their ability to apply these theoretical concepts to problem-solving tasks.
• Problem-based learning: In this approach, students work in groups to discover, study, and apply the elements of the subject by solving problems. They are provided with necessary resources to assist them in the process. Assessment is based on the students’ ability to work collaboratively, analyze problems, and propose solutions based on their acquired knowledge.
• Project-based learning: This method involves students undertaking a concrete project that integrates knowledge and skills gained from one or more courses. Students can work on the project either individually or in small groups. Assessment criteria include project management, teamwork, identification of needs, scientific research, proposing solutions to practical challenges, and the final project deliverable.
  
  Note: The adoption of these learning activities and teaching strategies may vary depending on the nature of the course.
  
  Final Year Project: This project allows students to demonstrate their specialization skills. They carry out a project that involves hardware or software implementation and go through different stages of project development. Each student is assigned a supervisor who provides guidance and support throughout the project.
  The registration for the Final Year Project takes place in Semester 8, and the entire duration spans over 9 months to complete the project requirements and its presentation. The project expected outcome is a concrete and complete product.
  
  The assessment process for the Final Year Project consists of 2 steps:
  - Progress assessment: conducted through an oral presentation, often referred to as mid-project monitoring;
  - Final project assessment: students are required to deliver a scientific report and defend their project before a jury composed of the supervisor, a reviewer, and an examiner.
• Student “workman” internship: This internship provides students with practical exposure to the real-world work environment. They observe the operations and implementation of activities and participate in several basic tasks under the supervision of an internship tutor designated by the company.
• Engineering internship: This internship allows students to apply their learned specialization skills within a company setting. Students join a work team and contribute to project implementation under the supervision of an internship tutor designated by the company, as well as an instructor from the University.
  
  Assessment of the internships primarily relies on the students’ personal or collective contribution and the originality of their written production; hence, each citation of external sources must be adequately referenced.

The assessment of competencies and skills occurs throughout the semester and includes the following components:

• Two-phase individual exams: These exams consist of a mid-term part exam and a semester final exam. The examination schedule will be communicated to students through an administrative circular.
• Learning assessment activities: These activities are conducted during course sessions such as tutorials, practicums, projects, quizzes, etc.

Each assessment carries a percentage value, and the total percentage adds up to 100% of the final grade for the subject.

The grade distribution of a course is determined at the beginning of the semester and is outlined in the syllabus.

In the events of absence from assessments, students should be aware that there are no automatic make-up (retake) examinations.

A course is considered validated when the final grade calculated is equal to or greater than the required average of 60%. If the final grade falls below this threshold, the student will be required to enroll in the course again.

Registration for any course depends on the validation of prerequisite and mandatory courses.

The Program Learning Outcomes, yet articulated as Student Outcomes, are aligned with the Program Educational Objectives and designed to support graduates in their transition to the professional practice of engineering. These outcomes are as follows:
1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
2. An ability to apply engineering design principles to produce solutions that meet specified needs, with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences.
4. An ability to recognize ethical and professional responsibilities within engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
5. An ability to function effectively within a team whose members together present leadership qualities, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.