School Profile and National Rankings
The School of Electrical and Computer Engineering (ECE) at the Georgia Institute of Technology is the largest producer of electrical engineers and computer engineers in the United States. Over 2,600 students are enrolled in the School’s graduate and undergraduate programs, and in the last academic year, 924 degrees were awarded. All ECE undergraduate and graduate programs are in the top six of the most recent college rankings by U.S. News & World Report.
In addition to the main campus in Atlanta, Georgia, ECE also has permanent operations at Georgia Tech-Lorraine in France and Georgia Tech-Shenzhen in China. Graduate students who spend at least one semester each at three Georgia Tech locations (Atlanta, Lorraine, and Shenzhen on three continents—North America, Europe, and Asia) can earn the Georgia Tech Global Engineering Immersion Program (GEIP) Certificate when they receive the Georgia Tech M.S. degree.
|National Academy of Engineering members||4|
|Optical Society of America Fellows||5|
|Named/ endowed professors||36|
|Georgia Research Alliance Eminent Scholars||10|
|Presidential Early Career Award in Science and Engineering recipients||6|
Over 110 ECE faculty members are involved in 11 areas of research and education – bioengineering, computer systems and software, digital signal processing, electrical energy, electromagnetics, electronic design and applications, microsystems, optics and photonics, systems and controls, telecommunications, and VLSI systems and digital design – and the School is either home to or a key player in 19 research centers and consortia. In FY 16, ECE faculty members acquired $51,712,185 in research grants and contracts from government and industrial sources and via philanthropic gifts.
ECE is key to Georgia Tech's growing reputation as an internationally recognized educational and research and development university. ECE is firmly committed to sustaining excellence in traditional areas of strength and venturing into burgeoning areas of opportunity.
Last revised March 14, 2017