Self-Study Report
for the
Table of Contents
BACKGROUND INFORMATION..............................................................................................................3
CRITERION 1. STUDENTS .......................................................................................................................7
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES................................................................11
CRITERION 3. PROGRAM OUTCOMES ...............................................................................................15
CRITERION 4. CONTINUOUS IMPROVEMENT .................................................................................21
CRITERION 5. CURRICULUM ...............................................................................................................23
CRITERION 6. FACULTY .......................................................................................................................40
CRITERION 7. FACILITIES ....................................................................................................................50
CRITERION 8. SUPPORT ........................................................................................................................57
CRITERION 9. PROGRAM CRITERIA ..................................................................................................62
APPENDIX A COURSE SYLLABI........................................................................................................65
APPENDIX B FACULTY RESUMES..................................................................................................194
APPENDIX C LABORATORY EQUIPMENT ....................................................................................252
APPENDIX D INSTITUTIONAL SUMMARY ...................................................................................254
Self-Study Report
Computer Engineering
Bachelor of Science
Illinois Institute of Technology
BACKGROUND INFORMATION
Contact information
The primary pre-visit contact person is Dr. Mohammad Shahidehpour, Chair of the
Department of Electrical and Computer Engineering Department (ECE Department).
Dr. Mohammad Shahidehpour
Department of Electrical and Computer Engineering
Illinois Institute of Technology
3301 S. Dearborn St.
Chicago, IL 60616
voice: 1-312-567-5737
fax: 1-312-567-8976
email: ms@iit.edu
Program History
The Bachelor of Science in Computer Engineering program (hereafter referred to as the
BSCPE program) at IIT was founded in 1993 as a joint effort of the Electrical Computer
Engineering (ECE) Department and the Computer Science and Applied Mathematics
(CSAM) Department. The program's first graduates finished their degree programs in
1995 after changing their major to Computer Engineering from other majors (primarily
Electrical Engineering) or entering the program as transfer students.
The basic structure of the program has remained fairly constant since it was first
offered, with modest adjustments of the curriculum occurring over time. These changes
are described below.
Initially the curriculum required selection of either a hardware specialization or a
software specialization. The two specializations both required a common core in the
major that included shared elements of hardware as well as software, but requirements
for additional major courses differed between the specializations. The software
specialization mandated a set of upper division (400-level) computer science courses,
while the hardware specialization required additional junior-level electrical engineering
science courses. Toward the latter part of the 1990s, the distinction between a hardware
and a software specialization was eliminated. The previous common core was retained,
but the additional major courses for all students in the program now required a slightly
reduced version of the additional junior-level electrical engineering science courses
previously used in the hardware specialization and also an expanded number of
professional electives that enabled students to focus their program in an area of interest.
At the same time as this change, the university revised its general education
requirements to include six credits of interprofessional projects. These were
incorporated into the BSCPE curriculum by eliminating a three credit hour science
elective and reducing the number of hours of junior level engineering science by three.
The general education requirements also no longer mandated an English composition
course as long as students demonstrated basic writing proficiency. The total number of
credits in the program dropped by three (the equivalent of one course).
During 2003, the administration of the computer engineering program was moved
entirely within the Department of Electrical and Computer Engineering, subsequent to
an increase in the number of faculty within Electrical and Computer Engineering whose
specializations were in computer engineering areas. At that time, a required course in
computer architecture during the senior year was shifted from CS 470 (Computer
Architecture) to a newly developed course ECE 485 (Computer Organization and
Design). The three credit science elective, eliminated several years prior, was moved
back into the curriculum, with the additional credit hours partially offset by the
consolidation of the introduction to the professions requirement from two courses
totaling four credits to a single, three-credit course, and by the elimination of a onecredit chemistry lab.
Options
There are several minors available to include in the BSEE program. The minors are
defined by a set of courses that the student completes as part of the program. The basic
degree requirements for the BSEE do not change when a student undertakes a minor,
and students do not have to select any minor.
The available minors include three that are associated with Reserve Officer Training
Corps (ROTC) programs: Air Force Aerospace Studies, Military Science, and Naval
Science. Other minors include Energy/Environment/Economics (the E3 program);
Management; and Telecommunications. Specific courses required for each minor are
listed in the 2006-2008 Bulletin of Undergraduate Studies on pp. 136-138.
Organizational Structure
The BSCPE program resides within the ECE Department. The Chair of the ECE
Department administers the BSCPE program, with the assistance of an Associate Chair.
The ECE Department, along with four other engineering departments, resides within
Armour College of Engineering, which is administered by a Dean. The Dean of Armour
College reports to the Provost, the chief academic officer for IIT.
All required courses in the BSCPE program are offered on the IIT Main Campus. Some
senior level ECE professional electives are offered at the Rice Campus in west suburban
Wheaton, with these available on the IIT Main Campus via two-way audio/video
conferencing facilities. Senior level ECE courses are offered during the day or evening.
Sophomore and junior level ECE courses are offered during the day at least once per
academic year, and they are offered in the day or evening in a second offering during
the academic year. Though courses can be available during evenings, weekends, or via
distance learning, the program is delivered as a traditional lecture/laboratory offering
during days.
Like other engineering programs at IIT, the BSCPE program is available with a co-op
option. Students can work from three to seven work periods with time for degree
completion ranging from four to six years, depending on the number of work periods.
Co-op work terms are not used to satisfy any academic requirements for the degree.
The last general evaluation also noted a concern regarding Criterion 5 (Faculty) and
Criterion 7 (Institutional Support and Financial Resources) in that additional faculty,
space, and support services would be required as the program continued to grow. This
concern was resolved during the due process response given additional faculty hires and
institutional approval to improve laboratory space and equipment. The faculty has
grown again since then, and further improvements and additions to lab space and
equipment have been made. Also, the number of students in the program has decreased
somewhat since that time.
CRITERION 1. STUDENTS
Student Admissions
As with other engineering majors at IIT, students may be admitted directly into
electrical engineering or into undeclared engineering. Admission decisions are based
on academic performance, standardized test scores, teacher/counselor recommendations
and evidence of promise to succeed, which includes co-curricular activities, interests
and hobbies, and personal maturity.
Students must have attended an accredited high school (although we do accept home
schooled students) and have completed a minimum of 16 units of high school work and
a minimum of 3 units of mathematics that must include 2 units of algebra through
pre-calculus, 1 unit of geometry and unit of trigonometry. Calculus is strongly
recommended but not required. Additionally, students must have completed 2 units of
laboratory science (preferably physics and chemistry). Students are encouraged to take
an additional laboratory science. Additional requirements include 4 units of English,
and 2 units of History or Social Studies.
It is expected that students select a rigorous high school program that includes AP, IB or
honors courses when they are available at the students school. Students are encouraged
to take college courses to supplement their education while they are enrolled in high
school.
Students with unweighted grade point averages greater than or equal to 3.0 and ACT
test scores greater or equal to 24 math and 24 composite, or SAT scores greater or equal
to 1150 may be admitted without a faculty committee review. Students who fall below
these floors are generally denied admission, but may be, on an individual basis, selected
for admission by a faculty review committee.
Advising Students
The advising and monitoring of students in the BSCPE Program includes an advising
system within the ECE Department that provides guidance of individual students
throughout their degree program. Monitoring of a students progress through the
curriculum is integral to ensuring that program objectives can be realized. This function
is performed by the Office of the ECE Advisor under the supervision of the ECE
Departments Associate Chair, who serves as the Director of ECE Undergraduate
Programs.
The Office of the ECE Advisor monitors all ECE undergraduate students for ECE
undergraduate degree requirements, course prerequisites, and minimum GPA
requirements. Advising records for each student are maintained in student files. Along
with copies of academic records, this file contains a curriculum checklist that is filled in
to record student progress, and the record what the student was advised to take during
each advising session.
Each student must seek permission for course registration, and this permission is
granted after meeting with the ECE Advisor. This meeting includes a review of the
student's current progress, a discussion of any problems that are occurring, and a
discussion of the courses to be taken by the student in the upcoming semester. At the
end of the advising session, the ECE advisor updates the curriculum checklist and
indicates approval of the proposed schedule by signing the students paper registration
form or by placing an electronic advising approval in the Student Information System
(SIS the electronic database of student academic records). Student advising sessions
are held during pre-registration periods that normally take place in November and April,
at the beginning of each semester, and at other times by appointment.
In addition to registration advising, the Director of ECE Undergraduate Programs is
also available during the semester to discuss problems with students and handle
situations such as course drops, probation status, and excessive stress. When approving
drop forms, the ECE Advisor discusses the consequences of dropping an excessive
number of courses with respect to progress toward graduation and financial aid
eligibility. Students on probation status are advised with respect to course load limits
during registration, study habits, and possible tutoring. Students showing signs of
excessive stress are referred to the IIT Counseling Center, which provides counseling
and help with academic, career, and personal concerns.
Substitutions in the curriculum are generally allowed only when (a) the required course
is not available in a time frame that would allow timely graduation of a student and (b)
a course can be found that provides a roughly equivalent contribution to the same area
(e.g. mathematics, engineering science, engineering design, etc.) as the course it will
replace. Each substitution is documented in a memorandum that is placed in the
students file in the Office of the ECE Advisor and in the Office of Educational
Services.
and professional electives is given only for courses completed at schools accredited by
the EAC of ABET.
Transfer credit is granted on a course equivalency basis, i.e. the nature, content, level
and prerequisites of the course must be comparable to those offered at IIT. Students
may transfer a maximum of 68 applicable credits from a 2-year college. Transfer
students must complete their last 45 credits at IIT with at least 50% of the course work
at the 300 and 400 level in their major discipline. Transfer credit will be accepted for
courses completed with the equivalent of a grade of C or better.
Graduation Requirements
The Office of Educational Services is responsible for certifying that an individual
student has satisfied the prescribed curriculum for the Bachelor of Science degree in
electrical engineering. When necessary, the Associate Chair provides assistance in the
verification process.
An academic audit provides a summary of a students academic status to date and lists
the courses to be completed in order to receive a degree. Students who have completed
at least 60 semester hours (including applicable transfer credit) will receive an audit
from the Office of Educational Services. After receiving their first audit, students may
request periodic updates. Faculty advisors have access to the same database of student
information that is used by the Office of Educational Services.
After a student submits an application for graduation, a graduation audit is completed
and a letter, which indicates the remaining requirements for the degree, is sent to the
student. The final audit is completed when the grades for the semester are recorded and,
if all requirements are completed, the degree is awarded.
A cumulative and major GPA of at least 2.000/4.000 is required for graduation.
Table 1-1.
Fall of
Academic
Year
2007-8
2006-7
2005-6
2004-5
2003-4
Composite ACT
MIN.
AVG.
21
28
19
28
22
28
20
28
22
27
Composite SAT
MIN.
AVG.
970
1273
930
1291
960
1304
1000
1263
1000
1278
Number of
New Students
Enrolled
47
40
27
42
38
Table 1-3. Undergraduate Enrollment Trends for Past Five Academic Years
Academic Year:
2003-4
2004-5
2005-6
2006-7
2007-8
10
Numerical
Identifier
Year
Matriculated
Year
Graduated
Certification/
Licensure
(If Applicable)
Initial or Current
Employment/
Job Title/
Other Placement
electrical associate
10237737
2002 Spring 2007 Fall
none
10255356
2002 Fall 2007 Fall
10306925
2003 Fall 2007 Fall
none
unemployed
10370845
2003 Fall 2007 Fall
10370962
2003 Fall 2007 Fall
none
project engineer
10372270
2004 Spring 2007 Fall
10372341
2003 Fall 2007 Fall
10372454
2004 Fall 2007 Fall
10415483
2006 Spring 2007 Fall
10393714
2004 Fall 2007 Summer none
sales advisor
10203218
2003 Fall 2007 Spring
10234831
2002 Fall 2007 Spring
10249975
2002 Fall 2007 Spring
10254929
2002 Fall 2007 Spring
10279032
2003 Fall 2007 Spring
10292891
2002 Fall 2007 Spring
10321285
2003 Fall 2007 Spring
10334082
2003 Fall 2007 Spring
none
graduate student
10370420
2001 Spring 2007 Spring
10370634
2002 Fall 2007 Spring
10370933
2003 Fall 2007 Spring
10371907
2002 Fall 2007 Spring
none
graduate student
10372042
2003 Fall 2007 Spring
10372160
2003 Fall 2007 Spring
none
system engineer
10394074
2004 Fall 2007 Spring
(NOTE: ABET recognizes that current information may not be available for all students)
11
Mission Statement
The mission statement of Illinois Institute of Technology is published on the IIT web
site at http://www.iit.edu/about/mission.html. The IIT mission statement reads
as follows.
To educate people from all countries for complex professional roles in a changing
technological world and to advance knowledge through research and scholarship.
The mission statement of the Armour College of Engineering is published on the
Armour
College
section
of
the
IIT
web
site
at
http://www.iit.edu/engineering/about/mission.shtml.
The
mission statement reads as follows.
The mission of the Armour College of Engineering is to:
Provide state-of-the art education and research programs; educate a new breed
of engineers with a strong fundamental knowledge of engineering principles, the
capability to apply their knowledge to broad interdisciplinary areas, and an
understanding and appreciation of the economic, environmental, and social
forces that impact intellectual choices; and enhance Armour's reputation as an
internationally recognized engineering school (Transforming Lives).
12
Program Constituencies
The program constituencies are
the faculty of the Department;
the current students of the program;
alumni of the program;
the ECE Department Advisory Board (who are selected from industry and
academia).
13
with the ECE Advisory Board or with representative members of the board to discuss
the report and to obtain input from the ECE Advisory Board regarding the objectives.
The most recent action of the ECE Faculty regarding the formal statement of objectives
took place at its meeting of 6 May 2008, based on recommendations contained in the
ECE Undergraduate Program Committees BSCPE Program Objectives Assessment
Report of 2 May 2008. No substantial modifications of the objectives were made, but
the distinction between objectives and outcomes was made clearer in the formal
statement of objectives adopted by the faculty.
For the review, the ECE Undergraduate Program Committee assembles all instances of
the above sources of information that have become available since the last review. The
ECE Undergraduate Program Committee meets to discuss these materials and prepares
a report that presents its findings to the ECE Faculty. The report includes a discussion
of the data that has been gathered, conclusions drawn there from regarding the success
of the degree program in meeting the program objectives, recommendations regarding
any required actions, and a report on the status of actions associated with any adopted
recommendations from earlier objectives report. Recommendations may include
14
Program Outcomes
The program outcomes are the following.
(a) An ability to apply knowledge of mathematics, science, and engineering.
(b) An ability to design and conduct experiments and analyze and interpret the resulting
data.
(c) An ability to design a system, component, or process to meet desired needs within
realistic constraints.
(d) An ability to function on multidisciplinary teams.
15
16
The science and mathematics courses of the curriculum relate to outcome (a).
The humanities and social science electives are integral to the achievement of outcomes
(g), (h), and (j).
17
Outcome
ECE
100
ECE
211
ECE
212
ECE
213
ECE
214
ECE
218
ECE
242
ECE
307
ECE
308
ECE
311
ECE
312
ECE
319
(a)
(b)
(c)
X
X
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(l)
(m)
Table 3-1(a). Relationship of program outcomes to ECE 100, 200, and 300 level
courses.
Outcome
(a)
ECE
401
X
ECE
403
X
ECE
404
X
(b)
(c)
ECE
406
X
ECE
407
X
ECE
408
X
ECE
411
X
ECE
412
X
ECE
419
X
ECE
420
X
ECE
421
X
ECE
423
X
X
X
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(l)
(m)
Table 3-1(b). Relationship of program outcomes to ECE 400 level courses, part 1 of 2.
18
Outcome
ECE
425
ECE
429
X
ECE
436
X
ECE
437
X
ECE
438
X
ECE
441
X
(g)
(h)
(a)
ECE
446
X
ECE
448
X
ECE
449
X
(b)
(c)
ECE
481
X
ECE
485
(d)
(e)
(f)
(i)
(j)
(k)
(l)
(m)
Table 3-1(c). Relationship of program outcomes to ECE 400 level courses, part 2 of 2.
Documentation
Samples of course materials and samples of graded student work have been collected
for ECE courses offered during the 2007-2008 academic year. These and other display
materials (such as outcome and objectives assessment reports) have been assembled
into electronic (html and pdf) format for review. The samples of graded student work
have been organized both by course and also by program outcome. Browsing the
material under a program outcome heading will enable review of course work
associated with that outcome. Course syllabi include a listing of course learning
objectives, with associated program outcomes noted for each such learning objective;
thus, an examiner will be able to see what program outcomes are targeted by work in a
particular course.
19
21
Concurrent with those actions, the ECE Department developed during the 2003/2004
academic year the ECE Guide to Laboratory Report Writing. The Guide was
developed with cooperation from IITs Communication Across the Curriculum
program. The ECE Faculty at its 5 May 2004 meeting voted to approve the guide and to
mandate its use in laboratory courses beginning in Fall 2004. The goal of adopting the
Guide is to provide a framework in which the writing skills in major coursework can be
improved over the four-year program. The Guide states to students the need for clear
writing, defines the audience, provides a structure, and stresses the importance of
language and style. A Graders Checklist is included to ensure the evaluation of the
communication component of the laboratory report grade. A component of the report
grade in all ECE laboratory courses is based on the communications component. The
laboratory reports, together with the Guide, are also available for use as writing samples
provided to the Communication Across the Curriculum program for their assessment of
communication skills of the students.
The impact of the adoption of the report writing guide is not yet clear. The 2 May 2008
outcomes assessment report noted that 20 of 21 faculty course assessments of
communications related objectives indicated satisfactory achievement in
communications skills. However, there is no comparable data from the 28 March 2005
report. Though the Communications Across the Curriculum (CAC) program had
provided evaluations of writing samples (predominantly laboratory reports) in May
2002, no further reports from the CAC program have been provided to the ECE
Department.
Also in regard to further strengthening success in achieving program outcomes relating
to communications skills, the outcomes assessment report dated 2 May 2008 proposed a
formal definition for the design project included in 400-level professional electives with
laboratory component. This proposal formalized the characteristics of the design
experience that were already in place, but it also added requirements regarding written
and oral project reports. The proposal was debated an amended at the ECE Faculty
meeting on 6 May 2008, where the following communications skills characteristics
were adopted for inclusion in each such course:
The project requires a written report that clearly describes the design process,
the procedures used to measure performance, and the design results and their
interpretation. The report must be a stand-alone document that is readable by an
informed person without reference to other materials (including but not limited
to the document that defines the project assignment and the course's laboratory
manual).
The project requires a presentation or demonstration of the project results. (This
is an oral communication component to the project assignment.)
The project grade must include component evaluating performance on the
written and oral communication aspects.
In the 28 March 2005 assessment report, a recommendation was made to the ECE
Faculty that a plan be developed to use the student branches of HKN and IEEE as a
formal, structured means to encourage in BSEE students the recognition of the need for,
and an ability to engage in, life-long learning. The ECE Faculty adopted this
22
recommendation at its 30 January 2008 meeting. The plan will be developed during the
Fall 2008 semester.
In the 28 March 2005 assessment report, a recommendation was made to the ECE
Faculty that course coordinators review their courses objectives and add, if appropriate,
a course objective that links specifically to the outcome of an ability to design and
conduct experiments, and to add, if appropriate, a course objective to analyze and
interpret data. The ECE Faculty adopted this recommendation at its 30 January 2008
meeting. This recommendation was intended to strengthen the component of the
curriculum that targets this program outcome. Implementation of the recommendation is
in progress.
In addition to efforts stemming directly from the assessment reports, the ECE
Department has taken other actions to improve the program. A major focus of these was
the development and improvement of instructional laboratories. Rooms 311 and 001 of
Siegel Hall now host undergraduate teaching laboratory facilities (Room 311 is used for
ECE 212, 214, 311, and 312 and Room 001 is used for ECE 411 and 412); this lab
space was not present at the time of the last general review. The Introduction to the
Profession (ECE 100) lab has moved to new facilities in Room 333 of Siegel Hall. The
undergraduate teaching laboratories in Rooms 310 A D of Siegel Hall (used for ECE
406, 407, 423, 429, 436, 441, 446, 448, and 449) have been fully renovated since the
last general review.
The department has acquired new office and research lab space in the north end of
Siegel Hall on the first floor and in the basement.
At the time of the last general review there were 21 full-time faculty in the ECE
Department. This number has increased to 24 full-time faculty (one having his primary
appointment in another department) at the time of preparation of this self-study, with an
additional 3 assistant professors having been hired who will join the department in Fall
2008. The number of full-time faculty has thus increased to 27 from 21, a 28.6%
increase in faculty strength. This increased faculty size improves the program by
reducing the student-to-faculty ratio and by expanding the range of expertise
represented within the faculty.
CRITERION 5. CURRICULUM
Program Curriculum
Preparation for a professional career and further study in the discipline
The curriculum prepares students for engineering practice by providing an appropriate
mix of breadth and depth in engineering science and computer engineering design.
Breadth in engineering science is important for computer engineers, who will work in a
number of different areas during their careers. The computer engineering curriculum
provides depth in the fundamentals of computer science and engineering and allows
flexibility to take a wide range of advanced courses.
Breadth in computer engineering is provided by courses in circuit analysis; digital
systems; engineering electronics; a course chosen from among electrodynamics, signals
23
and systems, electronic circuits, and power engineering; and a suite of computer science
courses including programming, data structures and algorithms, systems programming,
and discrete structures. Students in the program have exposure to engineering science
outside the area of computer engineering through the curricular requirement either of a
course in thermodynamics (MMAE 320) or in mechanics (MMAE 200), and also
through two required interprofessional projects (IPRO). These components support
program outcomes (a), (k), and (l).
Depth is provided by advanced courses at the senior level. Four courses are required:
operating systems, microcomputers, computer organization and design, and software
engineering. These courses combine a rigorous theoretical base that provides an
understanding of the fundamentals of computer hardware and the relationship between
hardware and software in both design and implementation. Adding to the laboratory
experience in the microcomputers course is the requirement for another design-oriented
laboratory via the hardware-design elective, chosen from courses in VLSI design,
advanced logic design, or the design of computer processors. Two more professional
elective courses are chosen from a range of advanced topics in electrical engineering or
computer science. These curricular components support outcomes (a), (b), (c), (e), (g),
(k), (l), and (m).
Engineering design and engineering science are distributed throughout the curriculum
under the rationale that students can perform in-depth engineering design only after they
have learned the engineering science fundamentals of their field. Thus, the curriculum
includes its most meaningful major design experience in the senior year, after the
student has completed the suite of engineering science electives in the curriculum.
However, there is value in exposing students to engineering design before the senior
year. First of all, previous exposure to engineering design serves to motivate and
interest students in the technical problems of their field. Second, exposure to
engineering design provides a context for engineering science courses. For example,
coverage of a theoretical topic such as circuit analysis will have more meaning if
students have designed, built, and debugged simple circuits in the laboratory. For this
reason, the curriculum includes exposure to engineering design starting in the freshman
year, increasing in the sophomore and junior years, and culminating in a design-oriented
senior year.
As noted above, the curriculum requires two three credit hour Interprofessional Project
(IPRO) courses. Nominally the two IPRO courses are taken in the junior and senior
years. An IPRO project course is a team-based learning environment in which students
from various concentrations and disciplines work together to solve a real-world
problem. Through the experience of working on this problem, students have the
opportunity to apply and develop their teamwork, project management, communication,
and ethical behavior skills. There is a wide range of topics proposed by sponsors,
faculty and students that includes all of IITs disciplines and professional programs. The
IPRO projects offered each semester are constantly changing to reflect emerging trends
in technology and the needs of society.
Each IPRO course is organized as a team of 5-15 students from sophomore to graduate
level. All projects are designed with goals that can be completed in one semester.
However, many projects continue over multiple semesters and years, with continuing
24
to take software engineering courses including systems programming (CS 351) and
operating systems (CS450). CS 351 examines the components of sophisticated multilayer software systems-including device drivers, systems software, applications
interfaces, and user interfaces. It also explores the design and development of interruptdriven and event-driven software. CS 450 covers topics in the design of the operating
system concepts including system organization for uniprocessors and multiprocessors,
scheduling algorithms, process management, deadlocks, paging and segmentation, files
and protection, and process coordination and communication. Additional courses are in
humanities and social science courses that partially satisfy the general education
requirement. The first interprofessional (IPRO I) project course is taken in the junior
year. Engineering knowledge, skills, and techniques continue to mature during this year
(supporting program outcomes (a), (b), (c), (e), (k), and (l)).
The senior year is intended to provide the student with an in-depth design experience in
both hardware and software based on the accumulated knowledge and skills acquired in
the first three years of the curriculum. (This design experience is described below.)
Hardware courses available to senior students emphasize engineering design while
providing opportunities for advanced study in engineering science. Senior year course
requirements combine software design experience in CS 487 (software engineering)
with hardware design experience in ECE 441 (microcomputers) and ECE 485
(computer organization and design). CS 487 (software engineering) is a particularly
important course in the programming sequence since it emphasizes the development of
large software systems in teams using detailed specifications. Additional hardware
design experience is emphasized in the hardware elective, offering in-depth study of an
advanced concept combined with a design-oriented laboratory. Hardware electives
available to students include ECE 429 (VLSI design) and ECE 446 (advanced logic
design and implementation). ECE 429 and ECE 446 feature design experiences in the
laboratory through open-ended design projects utilizing software tools such as ABEL,
VHDL, and PSPICE for developing hardware. Senior year software electives are
planned for students whose primary career goals are in the area of computer systems
design (hardware and software) and/or engineering applications of computer systems
with an emphasis on software design and development. The Computer Science
Department offers a significant number of courses that are designated as professional
CPE electives (for example: database organization (CS 425), introduction to algorithms
(CS 430), programming languages and translators (CS 440), object-oriented design and
programming (CS 445), distributed objects (CS 447), data communications (CS 455),
and artificial intelligence (CS 480). Students may also choose senior level ECE courses
with laboratories as their professional electives, many of which have a laboratory
segment that includes an open-ended design project as a meaningful design experience.
Example courses are ECE 406 (Digital and Data Communications), ECE 411 (Power
Electronics), ECE 412 (Electric Motor Drives), and ECE 436 (Digital Signal Processing
I), among others. This year supports continued development toward program outcomes
(a), (b), (e), and (k), provides a significant experience toward outcome (c), and is meant
to achieve outcome (m).
Throughout the four year curriculum, students complete humanities and social science
electives that help fulfill the general education requirements. Through these courses
26
students develop and enhance their reasoning and communication skills and broaden
their education. These courses support achievement of outcomes (g), (h), and (j).
The BSCPE program, as for all undergraduate programs at IIT, requires curricular
components to develop strong communication skills for success in college and the
workplace: (i) a basic writing proficiency requirement satisfied either by completion of
a university writing course (COM 101 at IIT) or passing IITs English Proficiency
Examination; (ii) communication-intensive courses (C-courses). At least 42 credit
hours of C-courses are required, with at least 15 credit hours in the major and at least 15
credit hours outside the major. C-courses outside the major in the BSCPE program
include the IPRO, humanities, and social science course (supporting program outcome
(g) as noted above). Within the CPE major, C-courses include ECE 100 (Introduction to
the Profession) and courses with a laboratory segment. Thus, outcome (g) is wellsupported by curricular components.
The curriculum as a whole thus embodies the skills and knowledge necessary to enter
the electrical engineering profession and contribute to it, and also to continue to build
on the knowledge of advance topics in electrical engineering by taking course at the
graduate level.
Distribution of credit hours in the curriculum
The curriculum includes 24 credit hours (six courses) of required, college-level
mathematics (MATH 151, 152, 251, 252, 474, and either 333 or 350). These courses
provide instruction in single-variable and multivariable calculus (151, 152, 251),
differential equations (252), probability and statistics (474), and either matrix algebra
and complex variables (333) or computational mathematics.
The science component of the curriculum requires 11 credit hours (three courses) of
college level physics (PHYS 123, 221, 224) and three credit hours (one course) of
college level chemistry (CHEM 122). Additionally, students must take three credits
hours (one course) chosen from among a set of biology, chemistry, and materials
science courses (BIOL 107, BIOL 115, CHEM 126, or MS 201).
The mathematics and basic sciences component, taken together, amounts to 41 credit
hours. Using 32 credit hours as equivalent to a year of full-time study, this is 1.28 years
of study.
Engineering topics in the curriculum include 25 credit hours (nine courses) of required
ECE coursework at the 100 through 400 level, 22 credit hours of computer coursework
central to computer engineering, 3 or 4 credit hours from the junior computer
engineering elective, and between 10 and 12 credit hours of professional electives (one
course at 4 credits and two courses at 3 credits hours each, with the possibility of one
additional credit hour for each of the last two courses if the course includes a laboratory
component), and 3 credit hours (one course) of mechanical engineering (MMAE 200 or
MMAE 320), for a total of between 63 and 66 credit hours. The engineering component
therefore provides a minimum of 1.94 years of study.
Four credit hours (two courses) of basic computer science are also required.
Complementing the technical component of the program are 21 credit hours (seven
courses) of humanities and social sciences as part of the general education component
27
of the curriculum. The six credit hours (two courses) of interprofessional projects may
or may not be technical in nature.
Courses in the curriculum and their contribution to the various components are listed in
Table 5-1.
Major Design Experience
The major design experience within the curriculum is built around the open-ended
design projects in the required course ECE 441 and in the required hardware design
elective ECE 429 or ECE 446. This core hardware design experience is supplemented
with software design in the required course CS 487. Some students may also select for
their professional electives (two courses in the senior year) one or two 400-level ECE
courses with a laboratory component. The laboratory segment of each such courses
includes an open-ended design project that provides a meaningful design experience.
The following are descriptions of the major design experience included in the above
mentioned courses.
ECE 429 (Introduction to VLSI Design) Students must complete a design project with
an open-ended specification for a system (a RISC type CPU design with additional
components such as SRAM memory units) and a set of constraints such as timing (clock
frequency) and area (chip size). This must be transformed into specifications for
synthesis tools that result in a circuit with proper functionality that meets the design
constraints. Lecture material in this course stresses the importance of design correctness
and reliability, the economic considerations of integrated circuit design, and several
other real-world considerations. The design project tests the students understanding
of CMOS circuits and their proficiency of using engineering CAD tools for high-level
synthesis. They have to make appropriate engineering judgments to achieve the design
constraints. For the evaluation of the projects, the students have to demonstrate the
circuit functionality in the lab environment. They also submit a technical report with
descriptions of the individual architectural components and a comprehensive discussion
of their design decisions and the circuit performance.
ECE 441 (Microcomputers) The major design project focuses on designing and
implementing a Resident Monitor Firmware that monitors/debugs and allows exception
handling and other specialized functions. The students incorporate into the design the
ability to handle a variety of exceptions; they load, test, and execute a number of
programs; and they develop memory monitoring programs. Various logical and
arithmetic operations are also implemented in the course of the project.
ECE 446 (Advanced Logic Design) The major design project includes the designing
of a serial transmitter, the design of a serial receiver, and the creation of a serial
communication system between transmitter and receiver. During this project, students
are provided the input-output requirements of the two systems and a general description
of their operation. This initial specification must be refined into a working
implementation that is feasible under the constraints of a relatively small set of parts
and a fixed communication rate. The circuits must be designed for conservative, reliable
operation using a fully synchronous design methodology.
28
CS 487 (Software Engineering I) Students build a software system using the waterfall
life cycle model. Students working in teams develop all life cycle deliverables:
requirements document, specification and design documents, system code, test plan, and
user manuals.
The available laboratory courses from which students may choose their additional
professional electives are
ECE 406: Digital Data Communications with Laboratory
ECE 407: Introduction to Computer Networks with Laboratory
ECE 411: Power Electronics
ECE 412: Electric Motor Drives
ECE 419: Power Systems Analysis
ECE 423: Microwave Circuits and Systems with Laboratory
ECE 436: Digital Signal Processing I with Laboratory
The major design experiences for these courses are described below.
ECE 406 (Digital and Data Communication with Laboratory) Students propose a
project subject to the instructor's approval. After their initial proposal has been
improved, students must develop a preliminary specification, create a design, construct
the design and test it for proper operation. Students write a formal report about the
project and make an oral presentation at the end of the semester. Example projects
include a Binary Frequency Shift Keying Modulator & Demodulator with additive
noise, a Linear Delta Modulator to encode audio signals, an Error Detection/Correction
system for binary data, Frequency Division Multiple Access, and Direct Sequence
Spread Spectrum. System stability (reliability with time and temperature variation) is an
important design consideration, as is the number and cost of components used in the
design. They must also take realistic power and spectral requirements into
consideration.
ECE 407 (Introduction to Computer Networks with Laboratory) After six laboratory
experiments in which students learn about fundamental concepts related to network
design and operation and are exposed to different network architectures and protocols,
the students are given a design project with an open-ended specification for a network.
The objective of this project is to identify a small business with a certain number of
employees, and to set up a network for that business. After the design of the LAN and
WAN connections, the students need to evaluate and select different computing,
telecommunication and networking systems and application/system software and lastly
perform a cost analysis of their solution. The design project tests the students
understanding of real-world computer networks. They have to make appropriate
engineering judgments to achieve the design constraints. At the end, they submit a
technical report with descriptions of their design as if they will be submitting a quote
for a "tender" from a company. They have to give justification for why their design
should be selected. Beyond networking features, students will learn some of the
business aspects of networking through this project.
29
ECE 411 (Power Electronics) The major design project concerns the design of a
switched-mode power supply (SMPS) according to specifications provided to the
students. At the beginning of this project, each student selects and studies an application
environment for the power supply to define the market potential, load requirements, and
necessary system ratings. A basic SMPS conversion configuration is selected and must
be justified based on the application requirements and cost competitiveness. The
designed system is then modeled using one of a variety of software packages available
in the laboratory. Comprehensive simulations with different practical load conditions
defined by the selected application are conducted, and based on the simulation results
the design may be modified. In the next stage, a gate driver circuit for each power
electronic switch must be designed, and students must use available components and
datasheets from companies and vendors to provide the practical design for the SMPS
system. Here, students comprehensively address realistic constraints and
implementation issues such as cost, packaging, manufacturability, reliability, thermal
management, sustainability, and safety. Advantages of the final design are be presented
in the final report.
ECE 412 (Electric Motor Drives) In the design project, an electric motor drive is
designed. At the beginning of this project, each student must select a motion control
application together with an appropriate electric motor technology for the selected
application. The students investigate the market potential for the selected application,
define the load requirements for the motor drive, select appropriate ratings of the system
in keeping with commercially available practical models, and choose parameters and
equivalent circuits conforming to constraints in the selected application. The students
then design the system based on the application requirements and cost competitiveness,
with the design including a power electronic driver for the machine. Using software
packages available in the lab, students model the entire system (including the electrical
source and mechanical load) and conduct comprehensive simulations that test the
designed systems under different practical load conditions defined by the selected
application. Based on the simulation results, the design may be modified. At this stage,
students look at the available components and datasheets from companies and vendors
and provide the practical design of the system, comprehensively addressing realistic
constraints and implementation issues such as cost, packaging, manufacturability,
reliability, thermal management, sustainability, and safety. A final report includes
selected application parameters, simulation results, design steps, and advantages of the
final design.
ECE 419 (Power Systems Analysis) Students complete two design projects in this
course. In the first, students are required to make an electrical design of a transmission
line considering such realistic constraints as transfer distance, available voltage levels,
conductor sizes, and transmission tower structures. In the second, students design of an
over-current protection system considering such realistic constraints as CT ratio choice,
relay settings, coordination, and evaluation.
ECE 423 (Microwave Circuits and Systems with Laboratory) In the major design
project, students design and fabricate a microstrip circuit to meet a set of specifications.
Consideration is given to selecting a design that can be fabricated within the tolerance
of the printed circuit machining equipment and that reasonable repeatability of both the
30
circuit pattern and the realized performance can be expected. A comparison of two
possible designs is made in terms of their performance and ease of fabrication. An
assessment of the ease of integration of the circuit with other circuits and devices needs
to be given. It is also of interest to estimate the cost of manufacturing for the circuit in
quantities of 1, 10, and 1,000 to see the economic implication of integrating the
functional circuit in a microwave system.
ECE 436 (Digital Signal Processing I with Laboratory) The major design experience
is a project in which students research a technical area, design and build a working
system, submit a written report, and make an oral presentation and demonstration to the
laboratory section about the project. While a list of sample project topics is suggested,
the students are encouraged to propose and explore additional topics of their own that
are consistent with the course material and approved by the laboratory instructor. The
design must address realistic constraints such as cost and time factors; the trade-offs of
performance versus complexity and cost; and ethical, social, and professional issues
such as safety, security, and privacy.
Time and Attention to Each Curricular Component
Adequate time and attention are given to each curricular component as described in the
sections above that detail how the curriculum prepares students for a professional career
and how the credit hours distribute in the program.
Cooperative education
Cooperative education is not used to satisfy any curricular requirements.
Materials Available for Review
The ECE Department has assembled for review the following materials for each
undergraduate ECE course that was taught in academic year 2007/2008. These are
organized by course.
Course information materials such as syllabus, policies, and objectives.
Tests, quizzes, and examinations.
Homework and other assignments.
Samples of graded work, including
o tests, quizzes, and examinations;
o homework assignments;
o laboratory reports;
o project reports.
Textbooks and lab manuals
Samples of graded student work are also separately organized by program outcome. In
this way, the samples of graded student work more readily illustrate abilities in science,
engineering, and mathematics; writing skills; and design skills.
31
32
MATH
151
CHEM
122
CS
115
ECE
100
Soc Sci
elective
MATH
152
PHYS
123
CS
116
BIOL 107,
BIOL 115,
CHEM
126, or MS
201
HUM
1xx
MATH
252
PHYS
221
ECE
211
ECE
212
ECE
218
CS
331
MATH
251
PHYS
224
ECE
213
ECE
214
CS
350
CS
330
Hum
elective
ECE
311
CS
351
(see caption)
Jr. Math
Elective
MMAE
200 or
320
(see caption)
MATH
474
IPRO
I
Soc Sci
elective
Jr. CPE
Elective
CS
450
Hum or
Soc Sci
elective
Prof
elective
ECE
441
ECE
485
CS
487
Prof
elective
ECE 429
or
ECE 446
IPRO
II
Hum
elective
Soc Sci
elective
Figure 5-1: BSEE program prerequisite flowchart. Solid arrow = prerequisite; dashed arrow =
co-requisite. (Notes: MMAE 200 and 320 have courses from semesters 1 to 4 as prerequisites;
the Jr. CPE Elective options have courses from semesters 1 to 5 as prerequisites.)
33
Course Syllabi
Course syllabi are provided in Appendix A for each course used to satisfy the
mathematics, science, and discipline-specific requirements required by Criterion 5 and
by Program Criteria specific to electrical engineering.
34
Semester
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
Course
(Department, Number, Title)
MATH 151 Calculus I
CHEM 122 Principles of Chemistry I
CS 115 Object-oriented Programming I
ECE 100 Introduction to the Profession
Social Science Elective
MATH 152 Calculus II
PHYS 123 Mechanics
Science Elective (BIOL 107, BIOL 115,
CHEM 126, or MS 201)
CS 116 Object-oriented Programming II
Humanities 100-level Course
MATH 252 Introduction to Differential
Equations
PHYS 221 Electromagnetism & Optics
ECE 211 Circuit Analysis I
ECE 212 Analog and Digital
Laboratory I
ECE 218 Digital Systems
CS 331 Data Structures and Algorithms
MATH 251 Multivariate and Vector
Calculus
PHYS 224 Thermal & Modern Physics
ECE 213 Circuit Analysis II
ECE 214 Analog and Digital
Laboratory II
CS 350 Computer Organization and
Assembly Language Programming
CS 330 Discrete Structures
Engineering Science Elective (MMAE
200 or MMAE 320)
ECE 311 Engineering Electronics
CS 351 Systems Programming
Junior mathematics elective (MATH
333 or 350)
Humanities Elective
Junior computer engineering elective
(ECE 307, 308, 312, or 319)
CS 450 Operating Systems I
MATH 474 Probability & Statistics
IPRO I Interprofessional Project
Social Science Elective
35
5
4
3
(
(
2 (
3 (
(
(
(
(
2 ( )
( )
( )
4
3
)
)
)
)
)
)
)
)
(
3 (
1 (
)
)
)
3 (
3 (
(
)
)
)
(
3 (
1 (
)
)
)
3 (
3 (
3 (
)
)
4 (
3 (
(
)
)
)
( )
3 or 4 ( )
3
3 ( )
( )
( )
( )
Other
0
3
3
3
Semester
7
7
7
7
7
8
8
8
8
8
Course
(Department, Number, Title)
ECE 441 Microcomputers
ECE 485 Computer Organization and
Design
CS 487 Software Engineering I
Professional Elective [ECE or CS 4xx]
Humanities or Social Science Elective
Professional Elective [ECE or CS 4xx]
Hardware-design Elective [ECE 429 or
ECE 446]
IPRO II Interprofessional Project
Humanities Elective
Social Science Elective
Other
4 ( )
3 ( )
3 (
3 or 4 (
(
3 or 4 (
4 (
)
)
)
)
)
(
(
(
(
(
(
)
)
)
)
)
)
3
3
3
41 hrs
63 to 66 hrs
30.6 to 31.3%
47.0 to 51.1%
21 hrs
36
6 hrs
Responsible
Faculty
Member
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
Laboratory1
ECE 100
D.R. Ucci
17
67%
33%
ECE 211
Circuit Analysis I
J.L. LoCicero
78
100%
ECE 212
A. Khaligh
17
ECE 213
Circuit Analysis II
T.T.Y. Wong
44
Course No.
Title
100%
100%
ECE 214
A. Khaligh
16
ECE 218
Digital Systems
S. Borkar
65
100%
ECE 242
S. Borkar
26
100%
ECE 307
Electrodynamics
T.T.Y. Wong
25
75%
ECE 308
D.R. Ucci
33
100%
Engineering Electronics
G. Saletta
33
100%
Engineering Electronic
G. Saletta
16
Electronic Circuits
T.T.Y. Wong
29
Electronic Circuits
T.T.Y. Wong
14
A. Flueck
27
A. Flueck
100%
25% (recitation)
100%
100%
100%
100%
100%
Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).
37
Other1
Course No.
ECE 401
Responsible
Faculty
Member
Title
Communication Electronics
K. Choi
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
13
100%
ECE 403
Communication Systems
J.L. LoCicero
41
100%
J.L. LoCicero
34
100%
J.L. LoCicero
T. Anjali
60
T. Anjali
14
Power Electronics
A. Emadi
41
Power Electronics
A. Emadi
10
A. Emadi
38
A. Emadi
10
Z. Li
34
Z. Li
11
ECE 420
S.M. Shahidehpour
28
100%
T.T.Y. Wong
26
100%
T.T.Y. Wong
ECE 425
Y. Xu
27
100%
Y. Yang
49
100%
Y. Yang
13
ECE 438
Control Systems
D.R. Ucci
40
100%
Microcomputers
J. Saniie
25
100%
Microcomputers
J. Saniie
13
J. Saniie
34
J. Saniie
17
ECE 448
E. Oruklu
100%
E. Oruklu
100%
ECE 449
Simulation
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
ECE 481
Image Processing
J. Brankov
21
100%
ECE 485
S. Borkar
49
100%
Laboratory1
Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).
38
Other1
Course No.
Responsible
Faculty
Member
Title
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
ECE 425
Y. Xu
27
100%
K. Choi
66
100%
K. Choi
22
Y. Yang
49
Y. Yang
13
ECE 438
Control Systems
D.R. Ucci
40
100%
Microcomputers
J. Saniie
25
100%
Microcomputers
J. Saniie
13
J. Saniie
34
J. Saniie
17
ECE 448
E. Oruklu
100%
E. Oruklu
100%
ECE 449
Simulation
100%
100%
100%
100%
100%
100%
ECE 481
Image Processing
J. Brankov
21
100%
ECE 485
S. Borkar
49
100%
Laboratory1
Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).
39
Other1
CRITERION 6. FACULTY
Leadership Responsibilities
The Chair of the ECE Department has leadership responsibility for the BSCPE
program, with the assistance of the Associate Chair. The chair is responsible for
fundraising activities, interfacing with the upper administration, budget, teaching
assignments (full-time faculty, part-time faculty, teaching assistants), evaluating and
monitoring teaching performance of full-time faculty, supervising part-time faculty,
faculty hiring, involvement in promotion and tenure, salaries and raises, staff
supervision, and oversight of facilities.
The Associate Chair also has responsibilities as Director of ECE Undergraduate
Programs, including the BSCPE Program. The Associate Chair oversees the Office of
the ECE Advisor and thereby manages faculty advising of students, handles matters
pertaining to undergraduate probation and reinstatement, assists the Office of
Educational Services regarding graduation checkout and regarding transfer credit, and
assists the Office of Admission regarding any admission matters. The Associate Chair is
the programs liaison to the university Undergraduate Studies Committee
The ECE Undergraduate Program Committee, chaired by a faculty member, oversees
all curricular matters associated with the undergraduate programs, and assists with
policies regarding undergraduate advising and matters pertaining to undergraduate
probation and reinstatement.
40
Faculty
The ECE Department includes 24 full-time faculty members. One of these, Dr. M.
Anastasio, has his primary academic appointment in the Department of Biomedical
Engineering. There are also five adjunct (part-time) faculty members who have recently
been engaged in undergraduate instruction. All of the full-time faculty hold Ph.D.
degrees. The highest degree of all three of the five part-time faculty is a Ph.D., and two
hold a Masters degree as their highest degree.
The faculty is internationally recognized for its achievements in education, research,
and service to professional organizations. Besides being frequent contributors to
archival journals and authors of technical books, faculty members are appointed to
editorial positions in professional societies. Faculty members are active in the technical
societies of professional organizations such as the IEEE, and serve on peer review
panels of technical committees of various agencies such as the National Science
Foundation. Many faculty members maintain a close working relationship with industry
and are the originators of patents issued in the United States and overseas.
All adjunct faculty members have extensive industrial experience. A significant portion
of this group has doctoral degrees. They provide valuable industrial input to the
curriculum.
The level of activity and professional background information of the ECE faculty are
presented in Tables 6-1 and 6-2. The faculty curricula vitae are included in Appendix B.
Faculty Competencies
Within the group of 25 full-time faculty, there are seven full-time faculty in the
computers and microelectronics area providing directed expertise in computer
engineering. Dr. Tricha Anjali has expertise in broadband networks, adaptive network
management and optical networks. Dr. Yu Cheng has expertise in service-oriented
networking, autonomic network management, internet performance analysis, quality of
service provisioning, and resource allocation, wireless networks, and wireless/wireline
interworking. Dr.Ken Choi specializes in DFP (Design For Power) VLSI chip design
and automation for low power; and DFM (Design for Manufacturing) process variation
and thermal effects analysis, and electrical verification for noise margin, IR drop, and
signal EM (electro-migration). Dr. Erdal Oruklu focuses on reconfigurable computing,
advanced computer architectures, hardware/software co-design and embedded systems.
Dr. Kui Ren is an expert on network and system security, wireless networks, ubiquitous
computing, internet security, information assurance, and applied cryptography. Dr. Jafar
Saniie provides expertise in digital logic design and pattern recognition, and
additionally in digital signal and image processing, ultrasonic imaging, detection and
estimation, diffraction tomography, and nondestructive testing. Dr. Yang Xu is
knowledgeable in RFIC design for digital communication and wireless medical
41
Faculty Size
The full-time faculty of the ECE Department number 23 (excluding Prof. Anastasio,
whose primary faculty appointment and teaching responsibilities are in the Department
of Biomedical Engineering). The BSCPE Program enrolls approximately 145 students
on average (in full-time-equivalents). The BSEE Program, for which the ECE Faculty
also has responsibility, enrolls approximately 190 students on average. Thus, the
student-to-faculty ratio for the ECE Department is approximately 14.6. The average
lecture size for all undergraduate level ECE courses in academic year 2007/2008 was
39.8 students, and in 400-level ECE courses it was 38.0 students. These levels enable a
strong quality of faculty/student interaction during course instruction.
The average teaching load for full-time faculty in calendar year 2007 was three courses
per year. This reflects a reduction from the average of 3.5 courses per year during the
period from 2000 to 2005. This load enables adequate faculty time for service activities
and professional development.
Abbreviated resumes for each program faculty member with the rank of instructor or
above are provided in Appendix B.
Faculty Development
The activities relevant to faculty professional development are listed in the following.
Research efforts in the facultys area of specialization (funded both externally
and internally).
Service to professional organizations.
Technical conference and workshop attendance.
42
43
Faculty Member
(name)
FT
or
PT4
Teaching
Other3
M.A. Anastasio
FT
33%
T. Anjali
FT
33%
67%
0%
G. Atkin
FT
67%
33%
0%
S. Borkar
FT
0%
0%
J. Brankov
FT
33%
67%
0%
Y. Cheng
FT
33%
67%
0%
K. Choi
FT
33%
67%
0%
A. Emadi
FT
33%
62%
5% (research center
director
A. Flueck
FT
67%
33%
0%
A. Khaligh
FT
33%
67%
0%
Z. Li
FT
33%
67%
0%
J. LoCicero
FT
33%
67%
5% (research center
director
E. Oruklu
FT
17%
83%
0%
67%
0%
K. Ren
FT ECE 543 (3 cr) [2 semesters]
33%
1
Indicate Term and Year for which data apply (the academic year preceding the visit).
2
Activity distribution should be in percent of effort. Members' activities should total 100%.
3
Indicate sabbatical leave, etc., under "Other."
4
FT = Full Time Faculty
PT = Part Time Faculty
44
Faculty Member
(name)
FT
or
PT4
Teaching
J. Saniie
FT
50%
S.M. Shahidehpour
FT
17%
33%
50% (administration)
H. Shanechi
FT
67%
33%
0%
D.R. Ucci
FT
67%
33%
0%
M. Wernick
FT
none
0%
95%
5% (research center
director
G.A. Williamson
FT
ECE 537 (3 cr), ECE 567 (3 cr), ECE 569 (3 cr) 50%
50%
0%
T.T.Y. Wong
FT
83%
17%
0%
Y. Xu
FT
33%
67%
0%
Y. Yang
FT
17%
33%
50% (sabbatical)
I.S. Yetik
FT
17%
83%
0%
C. Zhou
FT
17%
83%
0%
1
2
3
4
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
45
Faculty Member
(name)
FT
or
PT4
Teaching
B. Briley
PT
100%
K.P. Ivanov
PT
100%
0%
0%
R. Nordin
PT
100%
0%
0%
J.A. Pinnello
PT
100%
0%
0%
P. Simko
PT
17%
83%
0%
1
2
3
4
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
46
Other3
A. Flueck
A. Khaligh
Z. Li
Asst
Prof
Asst
Prof
Asst
Prof
Prof
Assoc
Prof
Asst
Prof
Asst
Prof
Consulting
/Summer
Work in
Industry
A. Emadi
Sr.
Lect.
Research
K. Choi
Prof
Professional
Society
Y. Cheng
Assoc
Professional
Registration/
Certification
J. Brankov
Prof
This Institution
S. Borkar
Asst
Total Faculty
G. Atkin
Prof
Years of Experience
Govt./Industry
Practice
T. Anjali
Assoc
Name
M.A. Anastasio
Rank
Computer Engineering
FT
PhD
none
low
high
none
TT
FT
PhD
none
high
high
low
FT
PhD
27
22
none
med
high
low
NT
FT
PhD
23
29
29
none
med
low
high
TT
FT
PhD
none
low
high
med
TT
FT
PhD
none
med
high
none
TT
FT
PhD
none
low
high
none
FT
PhD
none
high
high
none
FT
PhD
12
12
none
med
high
low
TT
FT
PhD
none
med
high
none
TT
FT
PhD
none
low
high
low
Type of
Academic FT
Appointment or
TT, T, NTT PT
Institution from
which Highest
Degree Earned &
Year
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at
the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.
Column 3 Code: TT = Tenure Track
T = Tenured
47
Professional
Society
Research
Consulting
/Summer
Work in
Industry
Prof
Professional
Registration/
Certification
Asst
This Institution
Prof
Total Faculty
K. Ren
Asst
Years of Experience
Govt./Industry
Practice
E. Oruklu
Name
J. LoCicero
Rank
Computer Engineering
FT
PhD
32
32
none
high
high
low
TT
FT
PhD
none
low
high
none
TT
FT
PhD
none
med
high
none
Type of
Academic FT
Appointment or
TT, T, NTT PT
Institution from
which Highest
Degree Earned &
Year
J. Saniie
FT
PhD
25
25
none
med
med
none
H. Shanechi
Sr Lect
NTT
FT
PhD
28
Ontario
med
high
med
S.M. Shahidehpour
FT
PhD
28
26
none
high
high
med
FT
PhD
29
21
none
none
high
none
D.R. Ucci
Assoc
Prof
M. Wernick
FT
PhD
14
14
none
high
high
high
G.A. Williamson
FT
PhD
19
19
none
low
high
none
T.T.Y. Wong
FT
PhD
26
26
none
low
high
med
TT
FT
PhD
none
low
high
med
Y. Xu
Asst
Prof
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at
the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.
Column 3 Code: TT = Tenure Track
T = Tenured
48
Research
Consulting
/Summer
Work in
Industry
Prof
Professional
Society
Asst
Professional
Registration/
Certification
Prof
This Institution
C. Zhou
Asst
Total Faculty
I.S. Yetik
Years of Experience
Govt./Industry
Practice
Y. Yang
Name
Rank
Computer Engineering
FT
PhD
11
11
none
med
high
none
TT
FT
PhD
none
low
high
none
TT
FT
PhD
none
low
high
none
44
43
43
none
low
high
high
Type of
Academic FT
Appointment or
TT, T, NTT PT
Institution from
which Highest
Degree Earned &
Year
B. Briley
Lect
NTT
PT
PhD
K.P. Ivanov
Lect
NTT
PT
PhD
50
Bulgaria
low
none
low
R. Nordin
Lect
NTT
PT
PhD
25
25
20
IL
low
low
high
J.A. Pinnello
Lect
NTT
PT
MS
40
11
11
IL
low
none
high
P. Simko
Lect
NTT
PT
MS
none
low
med
low
Champaign, 1963
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at
the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.
Column 3 Code: TT = Tenure Track
T = Tenured
49
CRITERION 7. FACILITIES
Space
Offices
The administrative suite is located in the north end of the first floor of Siegel Hall. This
office suite includes offices of the chair, the associate chair, and department staff
including the budget manager, the director of communications, and two secretaries. A
conference room and office equipment room are also contained in the administrative
suite. An office of the department and program coordinator (a staff position) is also
located on the first floor of Siegel Hall.
Each full-time faculty member has individual office space. All full-time faculty offices
are located in Siegel Hall. Additionally, ECE faculty in the Medical Imaging Research
Center have second offices located in the centers facilities in IITs Tech Park.
Adjunct (part-time) faculty have available a large room with seven desks, white board,
and shelf space as their office facilities.
Teaching assistants have office space in the research laboratories of the dissertation
advisors.
Classrooms
The Office of the Registrar oversees classroom space. The majority of ECE classes are
taught in rooms in Siegel Hall, Wishnick Hall, the E1 Building, the Life Sciences
Building, and in the Stuart Building. There is sufficient classroom space to accommodate
all ECE courses at the current enrollments, with excess capacity to support some
expansion.
IIT offers three levels of technology-enhanced classrooms:
1.
Basic A/V classroom, which is equipped with a network connection, a projector
and screen, an ELMO and a VHS/DVD deck. All components are controlled through a
single Crestron Control Panel on the instructor's desk.
2.
Distance Learning Classroom has all the equipment of a basic A/V classroom,
plus one or two video cameras, instructor and student microphones, plasma TV monitor,
connections to broadcasting and digitizing devices for TV and/or Internet delivery. These
classrooms also broadcast via television and the Internet.
3.
Video Conferencing Classroom, which is similar to Distance Learning Classroom
but also allows for real-time collaboration with a remote classroom location.
Most of the senior level ECE courses are taught in technology-enhanced classrooms of
the type 1, 2, or 3 listed above.
In addition, a PC Classroom is an OTS computer lab that is equipped with a PC and
projector for the instructor and individual computers for each student. This arrangement
provides students with a hands-on learning experience.
The following buildings are equipped with technology-enhanced learning classrooms.
Page 50
Stuart Building:
8 basic A/V classrooms
8 distance learning classrooms (2 of which are videoconferencing classrooms)
4 PC classrooms
E1:
-
Alumni Hall:
2 basic A/V classrooms
1 PC classroom
Siegel Hall:
1 basic A/V classrooms
1 distance learning classroom
2 PC classrooms
Laboratories
The laboratory facilities of the ECE Department that support the BSCPE program are
summarized in Table 7-1. A narrative description of these laboratory facilities is also
provided in the following.
Page 51
Condition of Laboratory
Renovated in 2006
Adequacy for
Instruction
Excellent
Electronics Lab
(ECE 441, 446)
Renovated in 2006
Number Student
Stations
27
Excellent
10
795
Renovated in 2006
Excellent
646
Excellent
594
Excellent
12
920
Renovated in 2006
Excellent
10
360
Power Engineering
(ECE 319)
Renovated in 2006
Excellent
4, 12, 12
1944
Power Electronics
(ECE 411)
Renovated in 2006
Excellent
792*
Renovated in 2006
Excellent
792*
TOTAL 4219
Page 52
Dedicated laboratories for undergraduate coursework are housed in Siegel Hall, the home
of the ECE Department. These teaching laboratories are being constantly updated to stay
current on equipment and measurement instruments to support undergraduate
experiments and design projects in the areas of circuits and electronics, digital systems,
energy conversion, control systems, computer organization and applications,
communication systems, integrated circuits, microwave circuits, power electronics, and
signal processing. The server of the department computer network is installed with a
variety of simulation and CAD tools to support experiments and design projects. These
tools are password protected and may be access remotely by authorized users.
Support for laboratory development and maintenance comes from student laboratory fees,
major gifts by alumni, departmental fund raising activities, and industrial donations.
These resources have been adequate for laboratory renovation, purchase of new
equipment, acquisition of parts and supply items to run the experiments, and equipment
repair. Most of the CAD tools are made available to the department with substantial
discounts from the commercial suppliers.
The Development Office of the Armour College has provided staff support to facilitate
fund raising activities. A recent five million dollar gift from the Grainger Foundation to
support a program in power electronics and electric drives enabled the establishment of
new teaching laboratories in this area.
The laboratory manager, a full-time staff, is responsible for all ECE laboratories. Two
part-time student workers who receive support through the federal work-study program
assist him. The laboratory manager is responsible to install, maintain and manage
laboratory equipment. The administration of the computing facility and the network in
the ECE Department is the responsibility of the Office of Technology Services (OTS),
the central organization of the university in providing computer and network support for
the campus. A full-time staff from the OTS now manages the facility and works closely
with the ECE Department on all its computing needs such as install, maintain and
manage departmental hardware, software and networks.
CRITERION 8. SUPPORT
Paul McCoy
Atul Thakkar
Anthony Baroud
Adequacy of Budget
The lab supply and maintenance budget, covered by the student laboratory fees, is
generally adequate to cover the daily lab supply requirements. The building maintenance,
office supply expenses, and faculty travel often exceed the budget allocation. The
available resource from the institution is sufficient to support only 50% of the teaching
assistants required by the instructional activities. The department needs at least a 50%
increase in the teaching assistant budget, additional funds for supplementing annual raises
for faculty and staff, and a realistic allocation of budget for new laboratory development.
The resources provided by the University for faculty travel are insufficient to support one
conference per year for each faculty. Discretionary funds are utilized to supplement the
travel budget. In addition, a number of faculty members have received travel support
from professional societies and government agencies when they participated in technical
conference and review panel activities. A number of faculty members have participated
in exchange programs with universities overseas to deliver lectures and engage in
collaborative research, with travel supports provided by the host institutions and travel
grants from professional societies and private foundations.
For assistant professors, start-up funds are provided by the University to initiate their
research. The funds are applied towards the acquisition of computing equipment and
software, summer salaries, conference travel, and graduate student support.
In the past five years, eight ECE faculty members have received internal funds for
research development. Additional salary is provided by the University to the ECE faculty
who offer courses in India via the Internet.
University support
Fund raising
Equipment donation
The primary source of support for laboratory development and maintenance are the
laboratory fees charged to undergraduate students and private gifts and philanthropic
support. Lab fees are inadequate for acquisition of parts and supply items to run the
experiments, equipment repair, and purchase of new equipment.
The Office of Institutional Advancement at IIT has provided staff support to facilitate
fund raising activities. Out of the effort, a significant gift in the amount of $5M has
recently been contributed by the Grainger Foundation to maintain a program in electric
power and power electronics, with equipment acquired for establishing new teaching
laboratories in this area. The new facility, inaugurated in April 2007, is one of a kind in
the United States, and has been appraised by experts in the field to be at the forefront of
power engineering education. The list of ECE laboratories that have been renovated since
2005 using the discretionary funds is given as follows:
Support for maintaining heating and ventilation in classrooms, laboratories, and offices is
provided by the Facilities Department, which attends to the general needs of the physical
plant of the university. Expenses for maintenance work on building facilities are charged
to the department budget. In general, the support received has been adequate for regular
60
maintenance, but alternative resources are often needed for renovation or implementation
of new facilities.
The technical support staff in the department, consisting of a laboratory manager and two
part-time student workers, performs regular laboratory and office equipment repair and
upkeep. The equipment manufacturers conduct major calibrations of measurement
instruments.
Operation of the computer network and maintenance of the clusters of personal
computers in the department were carried out by two part-time personnel and a computer
system manager (employee of Computer and Networking Services at IIT). Graduate
Assistants helped the system manager on routine maintenance tasks. Resources for
network and computing facility upgrade are derived from the gifts and department
budget. Substantial support for software and CAD tools are obtained through donation
and university programs of vendors.
Curriculum
Breadth and Depth Across Computer Engineering Topics
The program provides breadth and depth across computer engineering as described in the
Program Curriculum section under Criterion 5. In particular, breadth is obtained via
required courses in the curriculum covering circuit analysis, digital systems, data
structures, computer organization, discrete structures, electronics, and systems
programming. Depth is provided by required courses at the advanced, senior level whose
topics include operating systems, microcomputers, computer design, hardware design,
and software engineering. Additional depth comes from two professional electives that
are available to students in the areas of computer graphics, data mining, database
organization, information retrieval, algorithms, advanced programming, data
communications, information security, artificial intelligence, communications systems,
computer networks, power electronics, motor drives, power systems, electronics,
microwaves, control, and signal and image processing.
Knowledge of Probability and Statistics
Knowledge of probability and statistics is ensured by the requirement for students to take
a course on these topics (MATH 474 Probability and Statistics).
Knowledge of Mathematics
The required mathematics courses in the BSCPE program include a three-semester
calculus sequence (MATH 151, 152, 251) including multivariate calculus (MATH 251
Multivariate and Vector Calculus), a course in differential equations (MATH 252
Introduction to Differential Equations), and either a course in linear algebra and complex
variables (MATH 333 Matrix Algebra and Complex Variables) or a course in
computational mathematics (MATH 350 Introduction to Computational Mathematics).
A required electrical and computer engineering course at the sophomore level (ECE 218
Digital Systems) includes significant content in discrete mathematics, including
Boolean algebra and logic. As noted previously, students are also required to take a
course on probability and statistics (MATH 474 Probability and Statistics).
Knowledge of Basic Sciences
Knowledge of basic sciences is ensured by the requirement of one semester of chemistry
(CHEM 122), a three-semester course sequence in physics (PHYS 123, 221, 224), and an
additional science elective chosen among biology, chemistry, or materials science (BIOL
107, BIOL 115, CHEM 126, or MS 201).
Knowledge of Computer Science
Familiarity and knowledge of computer science is provided by a two-course, four-credit
sequence during the freshman year (CS 115 Object-oriented Programming I, CS 116
Object-oriented Programming II) that uses a high-level programming language as a
problem-solving tool, covering basic data structures and algorithms, structured
62
Hardware and software tools are used in several laboratory courses. Hardware tools
include digital voltmeters, oscilloscopes, function generators, curve tracers, logic
analyzers, and PLD and FPGA logic programmers. Software tools include circuit
simulators, PLD compilation and simulation programs, logic synthesis and simulation
tools, MATLAB, a microwave CAD package, and others.
Knowledge of Discrete Mathematics
Student in the BSCPE program acquire knowledge of discrete mathematics through the
courses ECE 218 (Digital Systems), which includes significant content in Boolean
algebra and logic, and in CS 330 (Discrete Structures) which includes topics in formal
methods of propositional and predicate logic.
64
..................................................................... 175
..................................................................... 176
..................................................................... 177
..................................................................... 179
..................................................................... 181
..................................................................... 183
..................................................................... 185
Science Courses
BIOL 107 ....................................................................... 186
CHEM 122 ..................................................................... 188
CHEM 126 ..................................................................... 189
MS 201 ........................................................................... 190
PHYS 123 ...................................................................... 191
66
67
Enrollment:
Textbook:
F.G. Martin, MIT Media Labs, Robotic Explorations, Prentice-Hall, 1st Edition.
Coordinator:
Course objectives:
Given a complex electrical and computer engineering challenge (e.g., navigate a maze, follow a line, win Mint
Shuffle), each student should be able to perform the following tasks by the end of the course.
1. Investigate typical solutions to a complex engineering problem via print and online resources.
2. Generate alternative solutions to a complex engineering problem.
3. Determine an optimal solution to a complex problem via quantitative comparison with respect to the given
design criteria.
4. Construct an autonomous robot with LEGO pieces, DC motors, touch sensors, light sensors, HandyBoard, and
Interactive C to solve an engineering challenge.
5. Test and analyze the performance of an autonomous robot with respect to the given design criteria.
6. Evaluate the adequacy of the implemented solution with respect to the given design criteria.
7. Prepare a persuasive technical report describing the methodologies employed and results obtained in objectives
1-6.
8. Deliver a persuasive oral presentation describing the methodologies employed and results obtained in objectives
1-6.
Prerequisites by topic:
Entering freshman status
Lecture schedule:
Laboratory schedule:
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
Computer usage:
1. Interactive C is utilized by students to program their robots.
2. Word processing and presentation software tools are used for written and oral presentations.
68
Laboratory topics:
1.
HandyBoard and Interactive C (1 week)
2.
LEGO construction and simple movement of robots (1 week)
3.
Obstacle avoidance for robots (1 week)
4.
Competition preparation (3 weeks)
5.
Robot competitions (4 weeks)
6.
Team preparations (3 weeks)
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
1.5 credits or 50%
Engineering Design:
1.5 credits or 50%
Course
Objective(s)
1,2,3,4,5,6
5
4,6
1,2,3
Communicate effectively
Broad education
Recognize need for life-long learning
Knowledge of contemporary issues
Use techniques, skills, and tools in engineering practice
Major design experience
Prepared by:
D. Ucci
Date:
May 5, 2008
69
7,8
Enrollment:
Textbook:
J. D. Irwin, Basic Electric Circuit Analysis, John Wiley and Sons, 7th Edition, 2002.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Derive and apply the relevant equations of DC circuit analysis.
2. Draw the symbols for active and passive circuit components.
3. Given a resistive network with multiple nodes and loops, containing both independent and dependent
sources, use a variety of appropriate methods to find all unknown variables.
4. Given a resistive network with multiple nodes and loops, containing both independent and dependent
sources, determine the load resistance that allows the source to deliver maximum power to the load;
calculate the maximum power that is transferred.
5. Given resistors (or capacitors or inductors) connected in series or in parallel, find the equivalent resistance
(or capacitance or inductance).
6. Given a series or parallel RL (or RC or RLC) circuit excited by a constant voltage or current, write the
response equation, and find the solution.
7. List the possible modes of response for a second-order circuit.
8. Given a linear ordinary differential equation with constant coefficients with a well-behaved engineering
function as input, apply Laplace transforms to solve for the unknown function of time.
Prerequisites by topic:
1. Algebra, trigonometry, integration, differentiation
2. Corequisite: First and second order linear ordinary differential equations
Lecture schedule:
Laboratory schedule:
Topics:
1.
Introduction and basic conceptselement, circuit, charge, current, voltage, energy, power,
independent sources, active/passive elements (1.5 weeks)
2. Resistive circuitsresistors and the color code, Ohms law, KVL, KCL, current and voltage
division (2 weeks)
3. Dependent sources and operational amplifiers (1week)
4. Analysis methodsnodal and mesh analysis (2 weeks)
5. Linear circuit theoremssuperposition, Thevenin and Norton equivalent circuits, source
transformation, maximum power transfer (2 weeks)
6. Capacitors and inductors (1week)
7. First order RC and RL circuits (1.5 weeks)
8. Transient analysis of second order circuits (1.3 weeks)
9. Introduction to Laplace transforms (2 weeks)
10. Quizzes and tests (1.7 weeks)
70
Computer usage:
None
Laboratory topics:
None
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
3 credits or 100%
Engineering Design:
0 credits or 0%
OUTCOME:
3a
3b
3c
3d
1,3,4,5,6,7
1,3,4,5,6,7
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
J. Pinnello
Date:
71
2,3,4,5,6,7
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this laboratory course, the student should be able to do the following:
1. Utilize the digital multimeter in making measurements of voltage, current, and resistance.
2. Set up the function generator to obtain sinusoidal and square waves of required amplitudes.
3. Determine the value and tolerance of a resistor by its color code.
4. Understand the principle of operation of the oscilloscope. Use the oscilloscope to display a waveform
and make measurements on a signal with the oscilloscope.
5. Construct and troubleshoot simple circuits on a breadboard.
6. Implement simple analog functional circuits with the operational amplifier.
7. Implement digital functional circuits using logic gates and programmable logic devices.
8. Measure the time constant of a first-order circuit.
Prerequisites by topic:
1. DC and transient linear circuit theory (Co-requisite)
2. Digital circuit analysis (Co-requisite)
Lecture schedule:
Laboratory schedule:
None.
One 150-minute session per week.
Computer usage:
1. Students use PSpice simulation for several pre-laboratory assignments.
2. Students prepare reports using word-processing software.
Laboratory topics:
1. Introduction to PSpice (1 week)
2. Digital Meters and Loading Effects (Digital multimeters, power supplies) (1 week)
3. The Oscilloscope (Oscilloscope, function generator) (1 week)
4. Frequency Measurements with the Oscilloscope (Oscilloscope, function generator) (1 week)
5. Introduction to Digital Circuits (Digital manifold) (1 week)
6. The River-Crossing Game (Logic and Digital Circuit Construction) (Digital manifold) (1 week)
7. Operational Amplifiers (Oscilloscope, power supply, function generator)(1 week)
8. Code Conversion (Digital manifold, PAL programmer) (1 week)
9. Seven-Segment Display Drivers (Digital manifold) (1 week)
10. Adders, Subtractors, and Comparators (Digital manifold) (1 week)
11. Transients in First-Order Circuits (Oscilloscope, function generator, power supply) (1 week)
12. Latches, Flip-Flops, and Shift Registers (Digital manifold) (1 week)
13. Practical Midterm and Final Examinations (2 weeks)
72
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 0.25 credits or 25%
Engineering Design: 0.25 credits or 25%
Other (Lab skills):
0.50 credits or 50%
Relationship of ECE 212 Course to ABET Outcomes:
Course
Objective(s)
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,3,4,5,6,7,8
5,8
3g Communicate effectively
3h Broad education
Date:
73
1,2,3,4,5,6,7,8
Enrollment:
Textbook:
J. D. Irwin and R. M. Nelms, Basic Engineering Circuit Analysis, John Wiley and Sons,
8th Edition, 2005.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Demonstrate ability to analyze circuits using both phasor notation and sinusoidal functions of time.
2. Demonstrate ability to apply all essential circuit analysis techniques to the analysis of AC circuits.
3. Demonstrate ability to calculate instantaneous power, average power, and complex power in AC circuits; to
determine RMS values of voltage and current; to apply the maximum power transfer theorem; and to correct the
power factor in a circuit.
4. Demonstrate ability to work with three-phase circuits.
5. Demonstrate ability to analyze circuits containing mutual inductances and transformers.
6. Demonstrate ability to use Laplace transforms to solve AC circuits in the time and frequency domains.
7. Given a two-port network, calculate its admittance, impedance, hybrid, and transmission parameters.
Prerequisites by topic:
1. Calculus
2. Differential equations
3. DC time-domain circuit analysis techniques
4. Complex algebra
Lecture schedule:
Laboratory schedule:
Topics:
1. Sinusoidal excitation and phasors (1.5 weeks)
2. AC steady-state analysis using phasors (2 weeks)
3. AC steady-state power (1.5 weeks)
4. Three-phase circuits (1 week)
5. Mutual inductance and linear transformers (1 week)
6. Complex frequency and network functions (1 week)
7. Frequency response and filters (2 weeks)
8. Laplace transform applications (1.5 weeks)
9. Introduction to Fourier series applied to circuit analysis (1 week)
10. Two-port networks (1.5 weeks)
Computer usage:
None
Laboratory topics:
None
74
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
3 credits or 100%
Engineering Design:
0 credits or 0%
Relationship of ECE 213 Course to ABET Outcomes :
Course
Objective (s)
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
1,2,3,4,5,6,7
1,2,3,4,5,6,7
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
T. Wong
Date:
75
Enrollment:
Textbook:
Reference:
Coordinator:
Course objectives:
After completing this laboratory course, the student should be able to do the following:
1. Design and implement basic analog and digital circuits.
2. Construct and troubleshoot basic analog and digital electronic experiments.
3. Utilize the logic analyzer and oscilloscope to test and debug digital circuits.
4. Use various software tools (PSpice, Excel) for analysis and simulation.
Prerequisites by topic:
1. Boolean Algebra, Combinational Logic Design
2. Sequential Logic Design: Latches, Flip-Flops, Finite State Machines
3. Basic Circuit and Network Theory
Lecture schedule:
Laboratory schedule:
None.
One 150-minute session per week.
Computer usage:
1. Students use PALASM software to program and simulate Programmable Logic Devices in several
lab assignments.
2. Students use PSPICE to simulate analog circuits.
Laboratory topics:
1. Oscilloscope review (1 week)
2. Counters (1 week)
3. Logic Analyzer Familiarization (1 week)
4. Finite State Machines (1 week)
5. Sinusoidal Steady State Analysis (2 weeks)
6. Power and Power Factor Correction (1 week)
7. Sequential Logic Design with PLDs (1 week)
8. Frequency Response of Active Networks (1 week)
9. Transformers (1 week)
10. Practical Final Exam (2 weeks)
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
0.50 credit or 50%
Engineering Design:
0.25 credit or 25%
76
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,3,4
2,3
2,3,4
3g Communicate effectively
3h Broad education
Date:
77
1,3,4
Enrollment:
Textbook:
Digital Design, M.M.Mano and M.D.Ciletti, Pearson Prentice-Hall, 4th Ed., 2007.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Perform arithmetic in bases 2, 8, and 16.
2. Demonstrate the ability to apply Boolean algebra to digital logic problems.
3. Implement Boolean functions using Karnaugh maps.
4. Simplify Boolean functions using Karnaugh maps.
5. Design logic circuits from verbal problem descriptions
6. Describe situations where medium-scale integration circuits are useful.
7. Analyze and design logic circuits containing flip-flops.
8. Design and analyze synchronous sequential circuits.
9. List various types of memories and programmable logic devices.
Prerequisites by topic:
None.
Lecture schedule:
Laboratory schedule:
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Computer usage:
None
Laboratory topics:
None.
78
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 1.5 credits or 50%
Engineering Design: 1.5 credits or 50%
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,3,4,5,6,7,8,9
3,4,5,6,7,8,9
2,4,7,8
Prepared by:
S. R. Borkar
Date:
79
ECE 242: Digital Computers and Computing Prerequisites: CS 116, ECE 218.
Basic concepts in computer architecture, organization, and programming, including:
integer and floating point number representations, memory organization, computer
processor operation (the fetch/execute cycle), and computer instruction sets.
Programming in machine language and assembly language with an emphasis on practical
problems. Brief survey of different computer architectures. (3-0-3)
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. List the essential parts of a typical digital computer processor unit.
2. Describe the format of a typical digital computer instruction (Machine code).
3. State the process of instruction execution.
4. Write programs in assembler language.
5. Use subroutines for repetitive tasks.
6. Utilize indirect addressing in various program applications (pointers, etc.)
7. Describe the importance of an operating system.
8. Write programs to convert numbers between bases to prepare for input and output.
9. Use input and output functions of a computer operating system.
Prerequisites by topic:
1. Boolean algebra, Combinational logic design
2. Basic programming
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction, Number Systems (1 week)
2. Basic Computer Organization, MC68000 Microprocessor (1 week)
3. MC68000 Registers, Memory, Instructions (1 week)
4. Machine Code (0.5 week)
5. Addressing Modes (0.5 week)
6. Simulator, Machine-code Program (0.5 week)
7. Source-code Program, Assembler (0.5 week)
8. Program Counter (0.5 week)
9. Assembly-language Program, Assembler Directives, .LIS and .H68 Files (0.5 week)
10. Arithmetic and Logic Operations (1 week)
11. Jump and Branch Instructions (0.5 week)
12. Status Register (0.5 week)
13. Conditional Branch Instructions (0.5 week)
14. Compare and Test Instructions (0.5 week)
15. Indirect Addressing, Move and Add Variations (1 week)
16. Stack Pointer (1 week)
17. Subroutines (1 week)
80
18.
19.
20.
21.
22.
Computer usage:
Students use an assembler and simulator for the MC68000 that runs on PCs.
Laboratory topics: None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 1 credit or 33%
Engineering Design: 2 credits or 67%
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
1,2,3,4,5,6,7
4,6,8
Prepared by:
S.R.Borkar
Date:
81
4,5,6,7,8,9
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Solve problems involving the concept of field (scalar or vector), and of flux of a vector field from both the
strictly mathematical viewpoint and the physical one.
2. Describe physical situations in terms of the appropriate differential operators used in electrodynamics.
3. Solve problems involving the microscopic phenomena that originate from the electromagnetic properties of
bulk materials.
4. Solve problems involving time variations of the flux of magnetic field. Discuss the conceptual equivalence
of the flux variation due to geometrical factors (generator configuration) and to a time-varying magnetic
field (transformer configuration).
5. Apply Maxwells equations in both point and integral form; derive special cases from the general
formulation.
6. Solve problems involving the concept of magnetic potentials, with particular emphasis on the vector
magnetic potential, and the mechanism of propagation of electromagnetic waves in different dielectric
media.
7. Obtain solutions to transmission line equations under sinusoidal and transient excitations; perform
impedance transformation on transmission lines employing the Smith chart.
Prerequisites by topic:
1. Physics (Electromagnetic Fields)
2. Vector Analysis
Lecture schedule:
Recitation schedule:
Topics:
1. Vector Analysis (1 weeks)
2. Coulombs Law and Electric Fields (1 week)
3. Electric Flux and Gauss Law (1 weeks)
4. Energy and Potential (1 weeks)
5. Conductors, Dielectrics, Capacitance (1.5 weeks)
6. Mapping (0.25 week)
7. Poissons and Laplace Equations (1 weeks)
8. Steady Magnetic Fields (1.25 weeks)
9. Magnetic Forces and Inductance (1.5 weeks)
10. Time-Varying Fields and Maxwells Equations (1 week)
11. Uniform Plane Waves (1 weeks)
12. Transmission Line Equations and Solutions (1.5 weeks)
13. Wave Reflection and Standing waves (0.5 week)
82
None.
Laboratory topics:
None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 4 credits or 100%
Engineering Design: 0 credits or 0%
OUTCOME:
3a
3b
3c
3d
T. Wong
Date:
83
1,2,5
1,3,4,6
Enrollment:
Textbook:
E.W. Kamen and B.S. Heck, Signals and Systems, Prentice Hall, 3rd Edition, 2007.
Coordinator:
Course objectives:
After completion of this course, the student should be able to do the following:
1.
Define a signal and system in broad terms.
2.
Determine the response of a linear system to a given signal using time, frequency, and transform domain
techniques.
3.
Use spectral methods in problem solving.
4.
Be prepared to take graduate courses in the systems area.
5.
Be able to apply the new concepts learned in subsequent courses for which this course is a pre-requisite.
Prerequisites by topic:
1. Basic principles of physics
2. Fundamentals of calculus
3. Linear ordinary differential equations
4. Fundamentals of electrical components and circuits
5. Introduction to Laplace transforms
6. Complex variable analysis
7. Linear algebra principles
Lecture schedule:
Laboratory schedule:
Topics:
1. Continuous and Discrete Time Signal Fundamentals (1.5 weeks)
2. Continuous and Discrete Time System Fundamentals (1.5 weeks)
3. Differential and Difference Equation Representation of Systems (1 week)
4. Discrete and Continuous Convolution (1.5 weeks)
5. Fourier Theory and its Application to Signals and Systems (2 weeks)
6. Frequency Response of Continuous Systems (1.5 weeks)
7. Laplace Transform and its application to Signals and Systems (2 weeks)
8. Stability of Continuous and Discrete Systems (1 week)
9. The Z-Transform and its Application to Signals and Systems (1 week)
10. Exams (1.5 weeks)
Computer usage:
Students use MATLAB, MathCAD, MAPLE, or other program to check solutions to homework and other
problems.
Laboratory topics: None.
Professional components as estimated by faculty member who prepared this course description:
84
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments
1,2,3
Prepared by:
D. R. Ucci
Date:
85
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Apply diode device models to the analysis of diode circuits, including Zener regulating circuits.
2. Model OP Amp operation as a black box electronic element and to apply the model to the analysis of
typical op amp functional circuit blocks.
3. Apply BJT device models (DC and small signal AC) to analyze the performance of BJT amplifying
circuits.
4. Apply MOSFET device models (DC and small signal AC) to analyze the performance of MOSFET
amplifying circuits.
5. Conduct laboratory experiments to confirm the analysis done in the class.
Prerequisites by topic:
1. Calculus including Differential Equations.
2. Circuit Analysis (AC, DC, transients, pole-zero and frequency response).
3. Familiarity with laboratory components, equipment, and software tools.
Lecture schedule:
Two 75-minute sessions per week.
Laboratory schedule: One 150-minute session per week.
Topics:
1. Ideal Diodes With Applications (1 week)
2. Small Signal Analysis (1 week)
3. Zener Diodes and Power Supplies (1.5 weeks)
4. Discussion of Power Supply Design Lab (0.5 week)
5. Introduction to Electronic Amplifiers (1 week)
6. BJT Operation (1 week)
7. DC Q-Point Analysis & Design (1 week)
8. Q-Point Stability, AC Analysis (1 week)
9. Circuits With Capacitors (1 week)
10. BJT Small Signal Models & Small Signal Equivalent Circuits (1 week)
11. BJT Design Considerations (1 week)
12. JFET Theory and Q-Point Analysis (1 week)
13. MOS Theory, Models & Small Signal Analysis (2 weeks)
14. FET Design Considerations (1 week)
Computer usage:
Students can use PSpice to check homework results and are required to use it in the laboratory.
86
Laboratory topics:
1.
2.
3.
4.
5.
6.
7.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 3 credits or 75%
Engineering Design : 1 credit or 25%
Relationship of ECE 311 Course to ABET Outcomes:
Course
Objective (s)
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,3,4
1,2,3,4
Prepared by:
T. Wong
Date:
87
1,2
Enrollment:
Textbook:
A. Sedra and K. Smith, Microelectronic Circuits, Oxford University Press, 5 Edition, 204 .
ECE 312 Laboratory Manual
T. Wong, Professor of ECE
Coordinator:
th
Course objectives:
After completing this course, the student should be able to do the following:
1. Determine the frequency response (low, mid, high) of a discrete FET/BJT single/multi-stage amplifier circuit
using analysis techniques as well as using laboratory equipment.
2. Describe the frequency response of an amplifier circuit mathematically (transfer function) and graphically
(Bode plots).
3. Design an amplifier circuit with required frequency response.
4. Determine the gain, input and output resistances, and bandwidth of a feedback amplifier circuit.
5. Identify, analyze, and design the internal stages of integrated circuits including differential amplifiers with
active loads and de level shifters.
6. Determine the stability (stable, unstable, oscillating) of an amplifier using Bode magnitude and phase plots.
7. Determine the output frequency of LC-tuned and RC oscillators
8. Estimate the power output and efficiency of class-A and class-B power amplifiers
Prerequisites by topic:
1. DC and AC circuit analysis
2. Transistor biasing
3. Small-signal analysis of single-stage transistor amplifiers
Lecture schedule:
Laboratory schedule:
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Computer usage:
Students use PSpice to simulate circuits and check design results for laboratory experiments.
Laboratory topics:
88
1.
2.
3.
4.
5.
7.
8.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 3 credits or 75%
Engineering Design: 1 credit or 25%
Relationship of ECE 312 Course to ABET Outcomes:
Course
Objective (s)
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,4,5,6
3,5
4,5,6
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
T.Wong
Date:
89
1,2,6
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Analyze balanced three phase circuits in the steady state
2. Use the per unit system in power circuit analysis
3. Explain the basic electromagnetic and electromechanical principles underlying the operation of
transformers and rotating electric machines.
4. Develop the equivalent circuits for transformers (single phase and three phase) and AC machines
(synchronous and induction). Use these equivalent circuits to analyze transformer and machine
performance.
5. Perform tests to determine the equivalent circuit parameters for transformers and rotating machines.
6. Explain the electrical characteristics of transmission lines, develop equivalent circuit models of
transmission lines, and use the models for analyzing line performance.
7. Represent power systems by one-line diagrams and by per-phase equivalent circuit models for steady state
power flow analysis. Solve the resulting power flow equations iteratively with a computer.
8. Calculate balanced three phase faults on power systems.
Prerequisites by topic:
1.
Basic Electrical Circuit Analysis
2.
AC steady-state power, RMS values
3.
Familiarity with elementary electrical lab apparatus such as ammeters and voltmeters
Lecture schedule:
Laboratory schedule:
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Computer usage:
Students use MATLAB and PowerWorld software in several lab assignments.
Laboratory topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 3 credits or 75%
Engineering Design: 1 credit or 25%
Relationship of ECE 319 Course to ABET Outcomes:
Course
Objective (s)
OUTCOME:
3a Apply knowledge of math, engineering, science
1,2,3,4,5,6,7,8
1,2,3,4,5,6,7,8
1,2,3,4,5,6,7,8
1,2,3,4,5,6,7,8
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
A. J. Flueck
Date:
91
1,2,3,4,5,6,7,8
Catalog Data:
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, students should be able to do the following:
1. Identify the functional blocks for a radio system and specify their performance requirements.
2. Apply circuit analysis principles to the design of R.F. resonant circuits for
3. impedance transformation.
4. Perform stability analysis on high-frequency amplifiers and arrive at circuit
5. designs that will meet practical requirements.
6. Specify the circuit configurations for different types of oscillators and apply the
7. Working equations to determine their output characteristics.
8. Make selection on mixers to accomplish frequency translation, phase detection and other operations on the
signal spectrum. Determine the performance of a mixer in a circuit from the mixer specifications.
9. Specify and design the key functional elements in AM and FM receivers. Interpret the
specifications of a receiver.
10. Differentiate among the various classes of high-frequency power amplifiers. Make quantitative assessment
of their performance in a transmitter to fulfill the requirements of a communication link.
11. Arrive at effective circuits for carrier modulation, and make proper estimation on the resulting spectrum.
12. Analyze a phase-locked loop by means of linear model and predict the circuit performance. Use the phaselocked loop to accomplish signal conditioning objectives in a communication system.
Prerequisites by topic:
1. Traveling waves
2. Electronic Circuits
3. Communications and Modulation Theory
4. Signal Spectral Analysis
Lecture schedule:
Laboratory schedule:
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Computer usage:
92
Prepared by:
Y. Xu
Date:
93
Enrollment:
Textbook:
References:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Determine the frequency spectrum and bandwidth of AM and FM signals.
2. Perform noise analysis of AM and FM receivers with power spectral densities.
3. Analyze frequency and time division multiplexing systems.
4. Apply the sampling theorem in pulse amplitude modulated systems.
5. Compute channel bit rate and bandwidth needed for pulse code modulated systems.
Prerequisites by topic:
1. Integral and differential calculus
2. Differential equations and system transfer functions
3. Signal and system theory
4. Spectral analysis
Lecture schedule:
Laboratory schedule:
Topics:
1. Review of linear system theory, Fourier analysis (2 weeks)
2. Random noise, power spectral density, and autocorrelation function (1.5 weeks)
3. Amplitude modulation (without and with additive noise), time division multiplexing (2.5 weeks)
4. Angle modulation (frequency and phase modulation) - without and with additive noise, pre- and de-emphasis,
threshold effect (2.5 weeks)
5. Pulse modulation, sampling theorem, time division multiplexing, pulse shaping (2 weeks)
6. Introduction to digital communications, pulse code modulation, the matched filter (2 weeks)
7. Introduction to information theory, channel capacity (1 week)
8. Exams (1.5 weeks)
Computer usage:
94
Students complete one required and one extra credit computer simulation assignment using a language of their
choice. Students are encouraged to use Matlab, and are given sample programs and results. A written mini-report is
required for each assignment.
1. The required computer simulation assignment allows the student to compare the spectrum of experimental
and theoretical AM and FM signals.
2. The extra credit computer simulation assignment deals with the spectral effects of sampling, including sample
and hold, as well as sample, hold, and dump.
Laboratory topics:
None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
1.5 credits or 50%
Engineering Design:
1.5 credits or 50%
Relationship of ECE 403 Course to ABET Outcomes:
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments/Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
J. L. LoCicero
Date:
95
Course
Objective(s)
1,2,3,4,5
5
1,2,3,5
Enrollment:
Textbook:
L. W. Couch, II, Digital and Analog Communication Systems, Prentice-Hall, 7th Edition,
2007.
References:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Compute the entropy and capacity of a digital message.
2. Perform signal-to-quantization noise ratio analysis for a linear PCM system.
3. Determine the minimum sampling rate, bit-rate, and bandwidth needed for a digital communication system.
4. Analyze and design baseband and modulated M-ary communication systems that afford zero ISI.
5. Compute the probability of error for binary communication systems with additive noise.
Additional Course Objectives for ECE 406:
6. Design and test simple AM and FM demodulation circuits.
7. Measure signal and filter characteristics in the laboratory.
8. Write a technical project proposal and detailed report.
9. Make an oral project presentation highlighting design and performance.
Prerequisites by topic:
1. Basic probability theory
2. System transfer functions
3. Spectral analysis
4. Analog communication systems
Lecture schedule:
Laboratory schedule:
Topics:
1. Digital Communications, Information, Entropy, Capacity, Huffman Source Coding (1 week)
2. Review of Fourier Analysis, Linear Systems (1 week)
3. Review of Probability Theory, pdf, cdf, Statistical Averages (1 week)
96
4.
5.
6.
7.
8.
Digital Communication Systems, Sampling Review, Bandpass Sampling, TDM, PCM, Quantization Noise,
DPCM, Companding, DM, ADM, ADPCM, LPC, CELP, Waveshaping, Binary Codes, Parity Channel Coding
(5 weeks)
Digital Modulation and Detection, DPSK, Multisymbol, QAM, Modems, MSK (2 weeks)
Performance of Digital Systems, Bit Error Rate, Random Noise Processes, Matched Filters, Binary Detection (3
weeks)
Statistical Communications, Signal Constellations (1 week)
Exams (1 week)
Computer usage:
Three computer simulation assignments using the language of their choice: a) Sampling and reconstruction, b) Pulse
code modulation, c) Differential encoding. Use of MATLAB is encouraged. Assignments (a) and (b) are required;
assignment (c) is for extra credit. Theory is compared to simulated experimental results and a written mini-report
is required for each assignment.
Laboratory topics (ECE 406):
1. The balanced modulator and amplitude modulation (2 weeks)
2. Demodulator and detection (2 weeks)
3. Sample and hold (2 weeks)
4. Pulse code modulation (1.5 weeks)
5. Initial project proposal (0.5 week)
6. Eye patterns and intersymbol interference (1 week)
7. Project (5 weeks)
8. Project presentation, demonstration, and report (1 week)
Professional components as estimated by faculty member who prepared this course description:
ECE 404
Engineering Science:
1 credit or 33%
Engineering Design:
2 credits or 67%
ECE 406
Engineering Science:
Engineering Design:
1 credit or 25%
3 credits or 75%
Prepared by:
J. L. LoCicero
Date:
97
3,4,6,9
1,2,3,4,5
1,2,3,4,5,6
8,10,11
7,9
9
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Gain an understanding of the overriding principles of computer networking, including protocol design, protocol
layering, algorithm design, and performance evaluation.
2. List the techniques and protocols for communicating between digital computers that were in use historically, are
in use currently, or will be in use in the future.
3. Specify the details associated with computer networks in LAN, MAN, and WAN environments, and the many
tasks performed by Routers/Gateways and Bridges in these networks.
4. Explain protocol stack implementation and verification, traffic considerations, congestion control techniques,
etc.
5. Describe the functionality and significance of Circuit and Packet Switching, the Internet, ATM, VoIP, and other
current topics.
6. Understand the specific implemented protocols covering the application layer, transport layer, network layer,
and link layer of the Internet (TCP/IP) stack.
7. Prepare an informative and organized design project report.
8. Gain pre-requisite knowledge to study advanced topics in computer networking.
9. Perform experiments in the laboratory to verify the operation of protocols.
Prerequisites by topic:
1. Probability and statistics
2. Senior standing
Lecture schedule:
Laboratory schedule:
Topics:
1. The OSI and TCP/IP Reference Model (1 week)
2. Physical layer media, data transmission (1 week)
3. Analog and digital transmission, Multiplexing and switching (1 week)
4. Data link Layer, Framing (1 week)
5. Error Detection and Correction (1 week)
6. Flow control techniques, ARQ protocols (1 week)
7. Medium Access Control protocols (1 week)
8. TDM/FDM techniques (1 week)
9. Network layer introduction (1 week)
10. IP protocol, switching, routing (1 week)
11. Transport layer protocols, TCP, UDP (1 week)
12. Application layer (1 week)
13. Network Security (1 week)
14. Cryptography, Firewalls (1 week)
98
Students use the UNIX operating system to configure networks and protocols
Students prepare reports using word-processing software.
Laboratory topics:
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 3 credits or 75%
Engineering Design: 0 credits or 0%
Other (Lab skills):
1 credits or 25%
Relationship of ECE 407 Course to ABET Outcomes:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
T. Anjali
Date:
99
1,2,3,4,5,6,7,8,9
9
7
7
7
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
10. Gain an understanding of the overriding principles of computer networking, including protocol design, protocol
layering, algorithm design, and performance evaluation.
11. List the techniques and protocols for communicating between digital computers that were in use historically, are
in use currently, or will be in use in the future.
12. Specify the details associated with computer networks in LAN, MAN, and WAN environments, and the many
tasks performed by Routers/Gateways and Bridges in these networks.
13. Explain protocol stack implementation and verification, traffic considerations, congestion control techniques,
etc.
14. Describe the functionality and significance of Circuit and Packet Switching, the Internet, ATM, VoIP, and other
current topics.
15. Understand the specific implemented protocols covering the application layer, transport layer, network layer,
and link layer of the Internet (TCP/IP) stack.
16. Gain pre-requisite knowledge to study advanced topics in computer networking.
Prerequisites by topic:
3. Probability and statistics
4. Senior standing
Lecture schedule:
Topics:
16. The OSI and TCP/IP Reference Model (1 week)
17. Physical layer media, data transmission (1 week)
18. Analog and digital transmission, Multiplexing and switching (1 week)
19. Data link Layer, Framing (1 week)
20. Error Detection and Correction (1 week)
21. Flow control techniques, ARQ protocols (1 week)
22. Medium Access Control protocols (1 week)
23. TDM/FDM techniques (1 week)
24. Network layer introduction (1 week)
25. IP protocol, switching, routing (1 week)
26. Transport layer protocols, TCP, UDP (1 week)
27. Application layer (1 week)
28. Network Security (1 week)
29. Cryptography, Firewalls (1 week)
30. Exams (1 week)
Computer usage:
software.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 3 credits or 100%
Engineering Design: 0 credits or 0%
Relationship of ECE 408 Course to ABET Outcomes:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
T. Anjali
Date:
101
1,2,3,4,5,6,7
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Given a power semiconductor device such as a power diodes, Thyristors, power transistors,
power MOSFETs, Diac, Triac, GTOs, IGBTs, and UJTs, draw the v-i characteristics and analyze
the switching behavior.
2. Given a power electronic circuit including power diodes and Thyristors, determine time intervals
when the semiconductor devices are ON and OFF, draw the equivalent circuits for ON and OFF
time intervals, analyze the circuit, and find RMS, average, harmonics, THD, and CF of the current
and voltage signals.
3. Given a half-wave/full-wave controlled/uncontrolled single-phase AC/DC rectifier, find the voltage
and current waveforms and analyze the equivalent circuits.
4. Given a half-wave/full-wave controlled/uncontrolled three-phase AC/DC rectifier, find the voltage
and current waveforms and analyze the equivalent circuits.
5. Derive and apply the relevant equations of DC/DC converters: Buck, Boost, and Buck-Boost
converters in continuous-conduction and discontinuous-conduction modes of operation.
6. Derive and apply the relevant equations of DC Switching Power Supplies: Flyback and Forward
converters in continuous-conduction and discontinuous-conduction modes of operation.
7. Given a PWM/square-wave, single-phase/three-phase DC/AC inverter, find the voltage and
current waveforms and analyze the equivalent circuits.
8. Derive and apply the relevant equations of single-phase and three-phase AC voltage controllers
including power diodes and Thyristors.
Prerequisites by topic:
1.
AC and DC circuit analysis.
2.
Theory of operation and biasing of BJTs and FETs.
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to power electronics (1 week)
2. Power semiconductor devices, power diodes, Thyristors, commutation techniques, power transistors, power
MOSFETs, Diac, Triac, GTOs, IGBTs, UJTs (1 week)
3. Power computations and definitions, modeling and simulations with PSpice (1 week)
4. Half-wave rectifiers (1 week)
5. Single-phase, full-wave rectifiers (1 week)
6. Three-phase rectifiers (1 week)
7. DC/DC converters (0.5 week)
8. DC/DC Boost and Buck-Boost converters (1 week)
9. Discontinuous mode of operation (1 week)
10. DC power supplies (1 week)
11. DC/AC inverters (1 week)
102
12.
13.
14.
15.
Prepared by:
A. Emadi
Date:
103
Enrollment:
Textbooks:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Given an electromechanical system including an electric machine and a
mechanical load with different torque-speed characteristics, determine
torque, acceleration, speed, position, and power.
2. Given an energy conversion system, using fundamentals of electromagnetism, draw
and analyze the equivalent electric circuit.
3. Derive and apply the relevant equations of electric DC machines: motors and
generators, separately-excited, shunt, series, and compound machines as well as
universal motors.
4. Derive and apply the relevant equations of three-phase induction machines: motors
and generators. Analyze the fundamental operation and starting of single-phase
induction motors.
5. Derive and apply the relevant equations of multi-phase permanent-magnet
synchronous motors and three-phase synchronous generators.
6. Given an electric power source, a DC motor, and a mechanical load, design power
electronic drivers using phase-controlled AC/DC rectifiers as well as DC/DC
converters and analyze all operating modes.
7. Given an electric power source, a three-phase induction motor, and a mechanical
load, design power electronic drivers using phase-controlled AC/AC converters as
well as DC/AC inverters and analyze all operating modes.
8. Derive and apply the fundamental equations of special motor drives: switched
reluctance, stepper, brush-less DC, and electronic motor drives.
Prerequisites by topic:
1. Fundamentals of electromechanical energy conversion
2. Operation and biasing of semiconductor devices
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to electric motor drives and review (0.5 week)
2. Fundamentals of electromagnetism, electro-mechanical power transfer systems, mechatronics (1week)
3. DC machines, motors and generators, separately-excited, shunt, series, and compound machines, universal
motors, torque-speed characteristics, equivalent circuits (1 week)
4. Three-phase Induction Machines (IM), motors and generators, torque-speed characteristics, equivalent circuits,
braking (1 week)
5. Synchronous machines, torque-speed characteristics, modeling (1 week)
6. Review of solid-state devices, power electronic drivers for electric machines (1 week)
104
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Computer usage:
PSIM, Simplorer, and Matlab/Simulink are used for a modeling and simulation design project in the laboratory.
Laboratory topics:
1.
Laboratory Introduction (1 week)
2.
Characteristics of DC Motors: Shunt and Separately-Excited (1 week)
3.
Characteristics of DC Motors: Series and Compound (1 week)
4.
Characteristics of DC Generators (1 week)
5.
Phase-Controlled DC Motor Drives (1 week)
6.
Control of DC Motors Using DC/DC Converters (1 week)
7.
Three-Phase Induction Machines (1 week)
8.
Load Characteristics of Three-Phase Induction Motors (1 week)
9.
Phase-Controlled Induction Motor Drives (1 week)
10.
Inverters to Control Induction Motors (1 week)
11.
Synchronous Generators (1 week)
12.
Fault Analysis in Electric Machines (1 week)
13.
Real-Time dSPACE Implementation of DC Motor Drives (1 week)
14.
Real-Time Control of DC Motor Drives using dSPACE (1 week)
15.
Frequency Control of Induction Motor Drives (1 week)
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 2 credits or 50%
Engineering Design: 2 credits or 50%
Prepared by:
A. Emadi
Date:
105
Course Objective(s)
1,2,3,4,5,6,7,8,9
6,7,9
1,2,3,4,5,6,7,8,9
10
6,7,9
9
Transmission systems analysis and design. Large scale network analysis using NewtonRaphson load flow. Unsymmetrical short-circuit studies. Detailed consideration of the
swing equation and the equal-area criterion for power system stability studies.
Prerequisites: ECE 319. (4-1-3)
Enrollment:
Textbook:
Hadi Saadat, Power System Analysis, Second Edition, McGraw Hill, 2002.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Derive and calculate the resistance, inductance, and capacitance for single-phase and three-phase transmission
lines.
2. Derive the models for short, medium, and long transmission lines and calculate the line performance indices.
3. Apply Gauss-Seidel method, Newton-Raphson method, and Fast-Decoupled method to obtain a power flow
solutions of small power systems (2- or 3-bus systems)
4. Describe the three-phase symmetrical fault and use Thevenins equivalent and Z-bus matrix to calculate the
three-phase faults applied to small power systems (2- or 3-bus systems).
5. Apply the concept of the symmetrical components in the calculation of unsymmetrical faults (single-line-toground, line-to-line, and line-to-line-to-ground faults).
6. Describe the power swing equations for a single machine to infinite bus system and use them in transient
stability analysis.
7. Derive the swing and power equations for a single machine connected to infinite bus system and use them in the
transient stability calculation. Use the Equal-Area Criterion in calculating the critical clearing time to clear a
fault and in determining whether the machine will remain stable following a disturbance such as three-phase
fault or an increase in the machine mechanical power input.
8. Use Matlab in solving questions related to the above seven objectives.
9. Apply PSS/E to perform transmission line modeling, power flow analysis, and fault analysis.
Prerequisites by topic:
1. AC circuit analysis
2. Matrices
3. Transmission lines
Lecture schedule:
Laboratory schedule:
Computer usage:
1. Students use MATLAB to aid in solving assignment problems
2. Students use PSS/E to perform transmission line parameter calculations, power flow analysis, and fault analysis
Topics:
1. Introduction and basic principles (1 week)
2. Power system components modeling (transmission lines, per unit systems, line model and performance, 2
weeks)
3. Power flow analysis (3 weeks)
4. Fault analysis (3 weeks)
5. Stability analysis (2 weeks)
6. Tests (2 weeks)
Laboratory topics:
106
1.
2.
3.
4.
Introduction (1 week)
Transmission parameter parameters (2 weeks)
Power flow analysis (3 weeks)
Fault analysis (3 weeks)
Prepared by:
Z. Li
Date:
December 5, 2007
107
1,2,3,4,5,6,7,8,9
9
9
9
9
1,2,3,4,5,6,7,9
9
8,9
9
Enrollment:
Textbook:
Class Notes.
References:
Hadi Saadat, Power System Analysis, Second Edition, McGraw Hill, 2002.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Apply the per unit concept to power systems and draw the per unit diagram of a typical power system.
2. Solve the economic dispatch of power systems and consider the transmission networks for calculating losses.
3. Apply the concept of dynamic programming to real world problems. Solve the generation scheduling problem
in power systems using dynamic programming.
4. Apply the linear programming concept to real world problems. Solve the optimal power flow problem in power
systems using linear programming. Solve the state estimation problem in power systems using linear
programming.
5. Apply the reliability concept to power systems and calculate reliability indices for interconnected power
systems.
6. Understand the restructuring concept in power systems and be able to compare its merits with those of vertically
integrated utility companies.
Prerequisites by topic:
1. AC and DC circuit analysis.
2. Electromagnetic energy conversion.
3. Transmission line behavior theory.
4. Transformer, AC and DC machine steady-state analysis.
Lecture schedule:
Laboratory schedule:
Topics:
1. Review of power network fundamentals (2 weeks)
2. Economic Dispatch (1 week)
3. Unit commitment and power scheduling (2 weeks)
4. Linear programming (2 weeks)
5. Power systems optimal power flow (2 weeks)
6. Power systems state estimation (2 weeks)
7. Introduction to restructuring in electricity markets (1 week)
8. Exams (2 weeks)
Computer usage:
108
Students write programs in a language of their choice to implement a generator scheduling algorithm or similar
power systems application.
Laboratory topics:
None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 2 credits or 67%
Engineering Design: 1 credit or 33%
Relationship of ECE 420 Course to ABET Outcomes :
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
M. Shahidehpour Date:
109
Course
Objective (s)
1,2,3,4,5,6
2,3,4,5,6
3,4
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Utilize Maxwells equations and the appropriate boundary conditions to solve practical problems.
2. Determine plane wave propagation in homogeneous media and reflection and refraction of plane waves.
3. Determine TEM wave propagation in uniform transmission lines; compute characteristic impedance and
wave velocities.
4. Calculate wave impedance, propagation constant, and estimate power dissipation in cylindrical metallic
waveguides.
5. Determine quasi-TEM wave propagation in planar transmission lines and use empirical formulas to
characterize these lines.
6. Determine equivalent voltage and current for guided waves; apply the scattering matrix for representation
and analysis of microwave components.
7. Describe the construction of passive microwave components and their properties in terms of scattering
matrices.
8. Utilize principles of active microwave devices.
9. Describe the operation of microwave systems and measurement equipment at microwave frequencies.
Additional Course Objectives for ECE 423:
1* Familiarization with microwave sources, wavelength and power measurements
2* Wave transmission and reflection in transmission lines and waveguides
3* Measurements of properties of passive microwave components
4* Use of the network analyzer to measurement S-parameters
5* Design and testing of a microstrip circuit with the use of a CAD tool
Prerequisites by topic:
1. Basic electromagnetics
2. Circuit analysis
3. Transmission line theory
Lecture schedule:
Laboratory schedule:
2 credits or 50%
2 credits or 50%
ECE 421
1,2,3,4,5
Prepared by:
T. Wong
Date:
111
1,2,3
ECE 423
1,2,3,4,5
1*,2*
1,2,3
5*
4,6
4,6
1
7,8
1
7,8
3*,4*,5*
5*
Catalog Data:
Enrollment:
Textbook:
Analysis and Design of Analog Integrated Circuits, 4th edition by Gray, Hurst, Lewis,
and Meyer, John Wiley and Sons, 2001, ISBN 0-471-32168-0.
Coordinator:
Course objectives:
After completing this course, students should be able to do the following:
13. Identify the functional blocks for a integrated circuit and system and specify their performance
requirements.
14. Apply circuit analysis principles to the design of analog and digital circuits
15. Understanding active and passive device modeling.
16. Device fabrication process and technologies
17. Design single stage amplifier.
18. Design two-stage amplifier
19. Analysis and design of current mirror and active loads.
20. Analysis and design of output stages
21. Analysis the operational amplifier
22. Apply feedback knowledge in the integrated circuit analysis
Prerequisites by topic:
5. Electronic Circuits
6. Signal Spectral Analysis
7. Communications and Modulation Theory
8. Microelectronics
Lecture schedule:
Laboratory schedule:
Topics:
14.
15.
16.
17.
18.
19.
20.
21.
22.
Computer usage:
Students use PSpice to design the subsystems in their laboratory projects.
Professional components as estimated by faculty member who prepared this course description:
ECE 425
112
Prepared by:
Y. Xu
Date:
113
5,6,7,8,9,10
Enrollment:
One of two hardware-design electives \for CPE and an elective course for EE majors.
Textbook:
CMOS VLSI DESIGN: A Circuits and Systems Perspective (3rd Ed.) Neil H.E. Weste,
and David Harris, Addison-Wesley, 2005. ISBN: 0321149017
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
9.
Design circuits using custom and cell-based approaches, generate layouts, verify the designs, apply
tests to manufactured chips. And understand the algorithmic aspects of VLSI CAD tools
10.
Discuss the basic attributes of CMOS circuits, their impact upon society, and the tradeoffs between
speed, power, and area considerations
11.
Identify the basic parts of a normal design flow for VLSI processes and compare/contrast both
custom/standard-cell design methodologies..
12.
Explain and analyze dynamic techniques such as charge sharing and current leakage and how it
impacts specific circuits from a dynamic circuits perspective.
13.
Complete an engineering design incorporating engineering standards and realistic constraints.
14.
Prepare an informative and organized design project report.
15.
Complete understanding ASIC large circuit design from system level to layout
16.
Conduct nine laboratories and a final project from RTL to layout for ASIC VLSI design, experiencing
several industrial CAD tools
Prerequisites by topic:
3. EE218 Digital Systems
4. ECE311 Engineering Electronics
Lecture schedule:
Laboratory schedule:
Computer usage:
3. Students use Unix, Sue (Schematic), IRSIM (Timing Simulation), HSpice (Circuit Simulation), MAGIC
(Layout), GEMINI (LVS Verification), NC-Verilog (Verilog Simulation), and Design Compiler/PKS
(Synthesis) for nine-laboratory assignments and a final project.
4. Students prepare reports using word-processing software.
Course topics:
11. MOS Transistor Theory (1 week)
12. CMOS Fabrication, Layout, Processing Technology (1 week)
13. Logical Effort (1 week)
14. Delay and Power Estimation for CMOS (1 week)
15. Interconnect and wire engineering (1 week)
16. Simulation in VLSI, Hspice and Verilog (1 week)
17. Combinational Circuit Design (1 week)
114
18.
19.
20.
21.
22.
23.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 0.30 credits or 30%
Engineering Design: 0.30 credits or 30%
Other (Lab skills):
0.40 credits or 40%
Relationship of ECE 429 Course to ABET Outcomes:
3a Apply knowledge of math, engineering, science
1,2,3,4,5
1,5
1,4,5
3g Communicate effectively
3h Broad education
6
2
Prepared by:
Ken Choi
Date:
115
5
5
Aug. 19th, 2007
Enrollment:
Textbook:
J.G. Proakis, Introduction to Digital Signal Processing, Pearson Education, 4th Edition,
2007.
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Conduct fundamental time analyses of discrete-time signals and systems.
2. Analyze linear, time-invariant discrete-time system behavior using the Z-transform.
3. Conduct frequency analyses of discrete-time signals and systems using the discrete-time Fourier transform.
4. Apply the DFT (Discrete Fourier Transform) in the analysis of discrete-time signals.
5. Implement DFTs efficiently via FFT (Fast Fourier Transform) algorithms.
6. Design structures for the implementation of discrete-time systems.
7. Design basic digital filters.
8. Use computer-based analysis and design tools (such as MATLAB, TI C6x DSK) in the analysis of digital
signals and systems and in the analysis and design of DSP systems.
Prerequisites by topic:
1. Engineering mathematics
2. Fourier and Laplace transforms
3. Linear system analysis, including time and frequency domain representation of signals and systems
Lecture schedule:
Laboratory schedule:
Topics:
1. Discrete-Time Signals and systems, Applications, Convolution and correlation (1 week)
2. Fourier Analysis and Sampled Data Signals (2 weeks)
3. Z Transform, Frequency Response and Realization (2 weeks)
4. Design and Properties of Analog Filters (2 weeks)
5. IIR Filter Design (2 weeks)
6. FIR Filter Design (2 weeks)
7. Discrete Fourier Transform and Properties (2 weeks)
8. Fast Fourier Transform, FFT Convolution and Correlation (1 week)
9. Exams (1 week)
116
Computer usage:
Students use computers, MATLAB software, and TI C6x DSK to implement and test their projects.
Laboratory topics (ECE 436):
1
Introduction to lab tools and digital signals
2
Signal sampling and reconstruction
3
Real-time digital signal processing systems
4
Frequency selectivity of LTI systems
5
FIR filter design and implementation
6
IIR filter design and implementation
7
Quantization effects in digital signal processing systems
8
Digital image processing using C6713 DSK
9
Real time spectral analysis of signals and systems
10
Design project: Real time signal processing system design
Professional components as estimated by faculty member who prepared this course description:
ECE 437
Engineering Science:
2 credits or 67%
Engineering Design:
1 credit or 33%
ECE 436
Engineering Science:
2 credits or 50%
Engineering Design:
2 credits or 50%
Prepared by:
Y. Yang
Date:
117
6,7,8,9
1,2,3,4,5,6,7,8,9
10
8,9
9
Enrollment:
Textbook:
N.S. Nise, Control Systems Engineering, John Wiley & Sons, 5th Edition, 2002.
ECE 434 Laboratory Manual
Reference:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Articulate the principles and objectives of feedback control.
2. Analyze the transient and steady state dynamic response of systems, both in the time and frequency domain.
3. Translate control design objectives to dynamic response requirements.
4. Select basic feedback compensation structures and types appropriate to control design objectives.
5. Design feedback controllers using root locus methodologies to meet system objectives.
6. Design feedback controllers using frequency response techniques to meet system objectives.
7. Use computer-based analysis and design tools (such as MATLAB software) in the analysis and design of
control systems.
Prerequisites by topic:
1. Engineering mathematics
2. Fourier and Laplace transforms
3. Linear system analysis, including time and frequency domain representation of signals and systems
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction and Laplace transforms (0.5 week)
2. Block diagrams (0.5 week)
3. Masons gain formula (0.5 week)
4. Time response and pole locations (2 weeks)
5. Control case study (0.5 week)
6. PID control (0.5 week)
7. Steady state error and system type (0.5 week)
8. Stability and the Routh array (0.5 week)
9. Root locus diagrams (1.5 weeks)
10. Lead compensator design (2 weeks)
11. Lag compensator design (1 week)
12. Lead lag design (0.5 week)
13. Bode plots (0.5 week)
14. Nyquist diagrams (1 week)
15. Stability margins and performance (0.5 week)
16. Introduction to state space methods (0.5 week)
17. Exams (1.5 weeks)
Computer usage:
The homework assignments require use of the MATLAB software package, equipped with the Control Systems
Toolbox.
118
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 1.5 credits or 50%
Engineering Design: 1.5 credits or 50%
3a
3b
3b
3c
3d
3e
3f
3g
3h
3i
3j
3k
4
Prepared by:
Donald Ucci
119
16
5, 6, 7
4, 5, 6
Enrollment:
Textbooks:
Manual
Sanper-1 Lab Manual and Course Notes
MC68000 Educational Computer Board Users Manual
Reference:
Coordinator:
Course objectives:
After completion of this course, the student should be able to do the following:
1. Describe the MC68000 microprocessors architecture, pin functions, instructions and addressing.
2. Implement exception processing software routines and function controls.
3. Design memory hardware and bus timing of address, data and control signals.
4. Design input/output interfaces to the microprocessor.
5. Design a system utilizing programmable input/output devices and synchronous bus control signals.
6. Design a system utilizing an asynchronous programmable input/output device and trap handler.
7. Perform hardware design for DTACK logic, reset and interrupts.
8. Design, implement, and test a monitor software project.
Prerequisites by topic:
1. Digital logic
2. Basic electronics
3. Assembly language programming
4. Ability to work with assembler and simulator software
Lecture schedule:
Laboratory schedule:
Topics:
1. Importance of the microcomputer and recent developments in microprocessor design (1 week)
2. MC68000 architecture, pin functions, instructions and addressing (1 week)
3. Interrupt handling, exception processing, and function controls (2 weeks)
4. Timing of address, data and control signals (1 week)
5. Memory design (1 week)
6. Input/output design (1 week)
7. Synchronous bus control signals (1 week)
8. Design with programmable input/output device (2 weeks)
9. Design with asynchronous programmable input/output device (2 weeks)
10. Hardware design for reset, bus timeout logic and interrupts (2 weeks)
120
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
Engineering Design:
1 credit or 25%
3 credits or 75%
Prepared by:
J. Saniie
121
1,2,3,4,5,6,7,8,9
2,3,4,5,6,7,8,9
1,2,3,4,5,6,7,8,9
10
9
9
Enrollment:
One of two hardware-design electives \for CPE and an elective course for EE majors.
Textbook:
J. Wakerly, Digital Design, Principles and Practices, Prentice Hall, 4th Edition, 2005.
ECE 446 Laboratory Manual
References:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Utilize computer-based tools such as VHDL in the design and analysis of logic devices.
2. Utilize FPGAs and MSI ICs to design and implement logic devices.
3. Perform testing and troubleshooting of logic devices using logic analyzers.
4. Design and analyze basic and complex combinational logic devices.
5. Design and analyze basic and complex sequential logic devices.
6. Analyze electrical properties of logic devices (e.g., delay and hazards, power, noise margin, fanout).
7. Design circuits with an array of widely used MSI combinational and sequential logic devices.
8. Design and implement error correcting codes, testing and signature analysis, A/D and D/A converters, parallelto-serial and serial-to-parallel converters.
Prerequisites by topic:
1. Boolean algebra
2. Combinational logic design
3. Sequential logic design
4. Basic electronics
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to Digital Design, Number systems and Codes; Survey Logic Design Technology (chip packaging
and manufacturing); Overview of Laboratory Assignments; VHDL Programming and FPGAs (2 weeks)
2. Boolean Algebra, Combinational Circuits, Karnaugh Maps, Logic Minimization; Discussion of Error Correcting
Codes; Combinational Circuit Analysis and Synthesis; Schematics and Documentation Standards (2 weeks)
3. Operation of the Logic Analyzer; Combinational Logic Delay; Hazard Detection and Correction (1 week)
4. Design of Parity Generators and Checkers, Comparators, Encoders and Decoders, and Arithmetic Circuits;
Transmission Gates; Schmitt Trigger Inputs; Three-State Outputs, Open-Drain Outputs; Wired Logic;
Multiplexers, Demultiplexers; Buses; Building Block Designs; Barrel Shifter; Simple Floating Point Encoder;
122
5.
6.
7.
Mode-Dependent Comparators; Design of D/A and A/D Converters; Design Examples Using VHDL and
FPGAs (5 weeks)
Sequential Logic Design Principles (3 weeks)
Synchronous Design Methodology; Synchronizer Failure and Metastability; Dynamic Electrical Behavior;
Noise Margin and Fanout (1 week)
Tests (1 week)
Computer usage:
Students use VHDL software to program and simulate Programmable Logic Devices in all lab assignments.
Laboratory topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 1 credit or 25%
Engineering Design: 3 credits or 75%
Relationship of ECE 446 Course to ABET Outcomes:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments
3b Analyze and interpret data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by:
J. Saniie
Date:
123
1,2,4,5,6,7,8,9
3
3
1,2,3,4,5,7,8,9
1,2,4,5,6,7,8,9
10
1,2,3,9
8,9
Enrollment:
Textbook:
Reference:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Explain the concepts of high-quality procedural programming, its benefits and drawbacks, and its support by C.
2. Apply these procedural programming concepts in designing and developing good programs.
3. Describe the strengths and weaknesses of C so as to assess its appropriateness, compared with other languages
and tools, for a particular project and organizational environment.
4. Develop software under and for UNIX (or similar operating systems).
5. Develop, test, and debug a non-trivial and useful C program.
Prerequisites by topic:
Beginner-level C programming
Lecture schedule:
Laboratory schedule:
Topics:
1.
Introduction & Evaluation Quiz (0.5 week)
2.
Data Representation
(1 week)
3.
Introduction to GAS
(2 weeks)
4.
Program Optimization
(1 week)
5.
Program Optimization (SW/HW) (1 week)
6.
Performance Measurement (0.5 week)
7.
Memory Hierarchy (0.5 week)
8.
Basic C Review (1 week)
9.
The Preprocessor (0.5 week)
10.
Dynamic Memory (0.5 week)
11.
Data Structures (0.5 week)
12.
Sorting algorithms (0.5 week)
13.
Exceptions (0.5 week)
14.
UNIX, shells
(0.5 week)
15.
Regular Expressions (1 week)
16.
Shell Scripts
(0.5 week)
17.
Source control with CVS (0.5 week)
18.
Make files (0.5 week)
19.
Glue languages (0.5 week)
20.
Latex (0.5 week)
Computer usage:
Students use workstations extensively in programming assignments.
124
Laboratory topics:
None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
1 credit or 33%
Engineering Design:
1 credit or 33%
Other (Programming skills):
1 credit or 33%
Prepared by:
E. Oruklu
Date:
125
1,2,3,4,5
5
2,4,5
2,4,5
4
4,5
4,5
Enrollment:
Textbooks:
Reference:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Given a description of a system domain, identify and categorize the principal abstract data types to support the
application.
2. Determine and document relationships among those data types, including inheritance and composition.
3. Prepare class definitions in both C++ and Java to implement those data types as reliable and easy-to-use object
oriented classes.
4. Generalize both data-type definitions and executable functions so as to facilitate component re-use in multiple
programs by multiple programmers.
5. Design, code, and test complete programs that exhibit high-quality according to accepted measures of
modularity and understandability.
6. Integrate programming paradigms and techniques to solve real-world problems using either C++ or Java:
procedural, object-oriented, and event-driven.
7. Assess critically the appropriateness of various programming languages, tools, and techniques for various kinds
of problems that arise in engineering or business.
Prerequisites by topic:
Experience designing and developing programs exploiting:
1. structured flow control
2. highly modular program structure
3. static and dynamic data structures
4. array manipulation
5. character-string handling
6. input-output.
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to classes and objects; C++ special features
2. Language independent overview of OOP concepts and benefits
3. C++ as a superset of C
4. Constructors and destructors
5. More Constructors
6. Function overloading
7. Operator overloading
8. Dynamic memory allocation
9. Composition, inheritance
126
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
(0.5 week)
10.
11.
12.
13.
14.
15.
16.
Polymorphism
Exceptions
Templates and containers
The Standard C++ Library
GUI programming
Multithreading
Review
(1 week)
(1 week)
(1 week)
(1 week)
(2 weeks)
(2 weeks)
(1 week)
Computer usage:
There are 9 short assignments and one longer project. The short assignments and the project all call for using either
C++ or Java on a computer.
1. The short assignments focus on the concepts and techniques introduced in the preceding session or two.
2. The project provides the opportunity to integrate knowledge from all the topics covered during the course and
apply them to a problem in electrical engineering or in another area of interest.
Laboratory topics:
None
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
0.6 credit or 20%
Engineering Design:
1.8 credits or 60%
Other (C++/Java coding techniques):
0.6 credit or 20%
1,2,3,4,5,6,
7
Date:
127
5,6
3,5,6
2,3,4,5,6
5,7
6,7
5,6
Enrollment:
Textbook:
Reference:
R.C. Gonzales and R. E. Woods, Digital Image Processing, Addison Wesley, 1992
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Understand the basic elements of the color theory, including hue, saturation, and luminance; the basic
principles of color matching, the RGB color system.
2. Process digital images using convolution, discrete Fourier Transform, linear filtering.
3. Perform digital image enhancement by intensity transformations, histogram operations, smoothing, sharpening,
etc.
4. Perform digital image restoration using the Wiener and pseudoinverse filters.
5. Perform digital image reconstruction form projections (Computed tomography).
6. Analyze and report image processing algorithms performance.
7. Understand basic of Protections for Human Subjects in medical imaging research.
8. Recognize and design appropriate image processing methods based on the observed image degradation.
9. Understand the fundamentals of image coding and compression.
Prerequisites by topic:
1. Signal Processing: 1D convolution, sampling and Fourier transform.
2. Basic Probability.
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to image processing
(1.5 week)
Images and image processing defined, image representations, applications
2. Mathematical foundations
(3 week)
Linear systems, Fourier transform and its properties, Discrete Fourier transform (DFT), linear
and circular convolution, vector representation of images, circulant matrices
3. Image enhancement
(2 week)
Intensity transformations, histogram operations, smoothing, sharpening, edge detecting,
median filter
4. Image restoration
(3 week)
Degradation model, inverse filtering, Wiener filter
5. Image reconstruction (tomography)
(2.5 week)
Radon transform, central-slice theorem, filtered backprojection, Basics of Human Subject Protections
6. Image compression
(1.5 week)
128
None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science:
2.4 credits or 80%
Engineering Design:
0.6 credits or 20%
Prepared by:
J. G. Brankov
Date:
129
1,2,3,4,5,8,9
8
3,4,5,6,8,9
8
1,2,3,4,5,8,9
7
6
1,2,3,4,5,6,7,8,9
3,4,5,6,8,9
ECE 485: Computer Organization and Design. Credit 3. Prerequisites: ECE 242, CS 350
and senior standing
This course covers basic concepts and state-of-the-art developments in computer
architecture: computer technology, performance measures, instruction set design,
computer arithmetic, controller and datapath design, memory systems, pipelining, array
processing, parallel processing, multiprocessing, abstract analysis models, input-output
systems, relationship between computer design and application requirements, and
cost/performance tradeoffs. Students will complete a project implementing a version of
multiple-cycle processor. Credit will be given for either ECE 485 or CS 470, but not
both. (3-0-3) (P)
Enrollment:
Textbook:
Coordinator:
Course objectives:
After completing this course, the student should be able to do the following:
1. Use the performance / complexity tradeoffs for defining the RISC instruction set
2. Translate a high level program into RISC instruction set
3. Write a RISC assembler level program including use of subroutines for repetitive tasks
4. Design an Arithmetic and Logic Unit (ALU) Hardware for RISC instruction set
5. Identify the single cycle datapath for execution of RISC instructions
6. Identify the multi cycle datapath on how a typical RISC instruction goes through its five stages
7. Develop the pipelining model and identify the hazards associated with its operation
8. Define the control unit and the associated control signals
9. Implement a control unit in various forms including PLA, Sequential circuits, and microprogram
10. Describe the hierarchical memory system and the cache operation
11. Describe the operation of the non-volatile storage system
12. Describe the basic operation of the I/O and the interconnecting bus
13. Develop and test a VHDL program to capture the processor module operation
Prerequisites by topic:
1. Boolean algebra, Combinational logic designs
2. Basic programming
Lecture schedule:
Laboratory schedule:
Topics:
1. Introduction to Computer Architecture (1 week)
2. Instruction Set Architecture (1 week)
3. MIPS Instruction Set (1 week)
4. Computer Arithmetic (0.5 week)
5. Arithmetic Logic Unit Design (0.5 week)
6. Introduction to VHDL (0.5 week)
7. Computer Performance (0.5 week)
8. Data Path and Control - Single Cycle Operation (0.5 week)
9. ALU Control and Control Logic (0.5 week)
130
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Computer usage:
Students complete a major project of designing and testing a key module, e.g. ALU datapath and miroprogram,
using VHDL on PCs.
Laboratory topics: None.
Professional components as estimated by faculty member who prepared this course description:
Engineering Science: 0.5 credit or 16%
Engineering Design: 2.5 credits or 84%
OUTCOME:
3a Apply knowledge of math, engineering, science
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs
3d Function on multi-disciplinary teams
1, 2, 3, 4, 9, 13
4, 5, 6, 8, 9, 13
Prepared by:
S. R. Borkar
Date:
131
4, 7, 9, 10, 11,
12, 13
13
Introduces the use of a high-level object-oriented programming language as a problemsolving tool including basic data structures and algorithms, object-oriented
programming techniques, and software documentation. Designed for students who have
had little or no prior experience with computer programming. For students in CS and CS
related degree programs. (2-1-2)
Enrollment:
Textbook:
References:
Programming and Problem Solving with Java, Second Edition, Jones & Bartlett
Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020
none
Coordinator:
Course Outcomes:
Students should be able to:
Analyze and explain the behavior of simple programs involving the following fundamental programming
constructs: assignment, I/O (including file I/O), selection, iteration, methods
Write a program that uses each of the following fundamental programming constructs: assignment, I/O
(including file I/O), selection, iteration, methods
Break a problem into logical pieces that can be solved (programmed) independently.
Develop, and analyze, algorithms for solving simple problems.
Use a suitable programming language, and development environment, to implement, test, and debug
algorithms for solving simple problems.
Write programs that use each of the following data structures (and describe how they are represented in
memory): strings, arrays
Explain and apply object-oriented design and testing involving the following concepts: data abstraction,
encapsulation, information hiding
Use a development environment to design, code, test, and debug simple programs, including multi-file
source projects, in an object-oriented programming language.
Implement basic error handling
Apply appropriate problem-solving strategies
Use APIs (Application Programmer Interfaces) and design/program APIs
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
i. An ability to use current techniques, skills, and tools necessary for computing practices
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
Prerequisites by Topic
None.
Major Topics Covered in the Course
1. Fundamental data storage and manipulation (types and variables, statements and expressions)2. Functions3.
Classes (classes and objects, instance variables and instance methods, and encapsulation).4. Flow of control
132
(Boolean expressions, conditional statements, and loops).5. Vectors6. Problem Solving approaches (This section is
dispersed appropriately throughout the semester to illustrate the above techniques.)
7. Software Engineering design, testing, debugging (This section is dispersed appropriately throughout the
semester to illustrate the above techniques.)
133
Enrollment:
Textbook:
References:
Programming and Problem Solving with Java, Second Edition, Jones & Bartlett
Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020
none
Coordinator:
Course Outcomes:
Students should be able to:
Analyze and explain the behavior of simple programs involving the following fundamental programming
constructs: assignment, I/O (including file I/O), selection, iteration, methods
Write a program that uses each of the following fundamental programming constructs: assignment, I/O
(including file I/O), selection, iteration, methods
Break a problem into logical pieces that can be solved (programmed) independently.
Develop, and analyze, algorithms for solving simple problems.
Use a suitable programming language, and development environment, to implement, test, and debug
algorithms for solving simple problems.
Write programs that use each of the following data structures (and describe how they are represented in
memory): strings, arrays
Explain the basics of the concept of recursion.
Write, test, and debug simple recursive functions and procedures.
Explain and apply object-oriented design and testing involving the following concepts: data abstraction,
encapsulation, information hiding, inheritance, polymorphism
Use a development environment to design, code, test, and debug simple programs, including multi-file
source projects, in an object-oriented programming language.
Implement basic error handling
Solve problems by creating and using sequential search, binary search, and quadratic sorting algorithms
(selection, insertion)
Determine the time complexity of simple algorithms.
Apply appropriate problem-solving strategies
Use APIs (Application Programmer Interfaces) and design/program APIs
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
i. An ability to use current techniques, skills, and tools necessary for computing practices
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
Prerequisites by Topic
CS115 - Basic object-oriented programming concepts
134
135
Enrollment:
Textbook:
Kenneth H. Rosen, Discrete Mathematics and Its Applications, McGraw-Hill, 5th Edition
Coordinator:
Course Outcomes:
Students should be able to:
Illustrate by examples the basic terminology of functions, relations, and sets and demonstrate knowledge of
their associated operations.
Demonstrate in practical applications the use of basic counting principles of permutations, combinations,
inclusion/exclusion principle and the pigeonhole methodology.
Calculate probabilities of events and expectations of random variables for problems arising from games of
chance.
Establish and solve recurrence relations that arise in counting problems including the problem of
determining the time complexity of recursively defined algorithms.
Model logic statements arising in algorithm correctness and real-life situations and manipulate them using
the formal methods of propositional and predicate logic.
Outline basic proofs for theorems using the techniques of - direct proofs, proof by counterexample, proof
by contraposition, proof by contradiction, mathematical induction.
Relate the ideas of mathematical induction to recursion and recursively defined structures.
Illustrate by example basic terminology of graph theory and model problems in computer science using
graphs and trees.
Deduce properties that establish particular graphs as Trees, Planar, Eulerian, and Hamiltonion.
Illustrate the application of trees and graphs to data structures.
Explain the basic concepts modeling computation including formal machines, languages, finite automata,
Turing machines
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
CS 116 or CS 201 - Experience with basic programming constructs and algorithms
Major Topics Covered in the Course
1. Sets, Functions and relations - sets, set operations, functions, summations, growth of functions, equivalence
relations, countable and uncountable sets, examples of algorithm analysis
2. Counting Methods permutations, combinations, discrete probability, pigeonhole principle
3. Advanced counting inclusion-exclusion, recurrence relations, methods of solving recurrences, examples from
computer sciences
4. Introductory Logic propositional logic, predicate logic, proof methodologies, examples of algorithm
correctness
5. Partially Ordered sets - trees, boolean algebra, example of minimizing circuits
136
6. Introduction to Graphs - trees , connectivity, eulerian traversals, minimum spanning tree, planarity, Eulers
formula, matching
7. Formal machines and languages-an introduction - automaton, grammars and turing machines
8. Introduction to Algebraic Topics (OPTIONAL) rings, groups, semi-groups.
137
Implementation and application of the essential data structures used in computer science.
Analysis of basic sorting and searching algorithms and their relationship to these data
structures. Particular emphasis is given to the use of object-oriented design and data
abstraction in the creation and application of data structures. Prerequisite: CS 116 or CS
201. (2-2-3))
Enrollment:
Textbook:
References:
http://dijkstra.cs.iit.edu/cs331-sp08/resources/
Coordinator:
Course Outcomes:
Students should be able to:
Explain, implement, and apply the following data-structures:
o lists (unordered and ordered), stacks, queues, expression trees, binary search trees, heaps, and hash
tables.
Analyze the time and space complexity of algorithms using asymptotic upper bounds (big-O notation).
Explain and use references and linked structures.
Outline basic object-oriented design concepts: composition, inheritance, polymorphism.
Write and test recursive procedures, and explain the run-time stack concept.
Analyze searching and sorting algorithms, and explain their relationship to data-structures.
Choose and implement appropriate data-structures to solve an application problem.
Explain how to use unit tests and version control in your software development.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
Prerequisites by Topic
CS 116 or CS 201 - Experience in object-oriented programming
Major Topics Covered in the Course
1. Abstraction/Variables
2. Linux/Subversion
3. Lists (Array and Linked List)
4. Stacks and Queues
5. Ordered Lists, Sorting
6. Doubly-Linked Lists
7. Binary Search Trees
8. Expression Trees
9. Heaps
10. Hash Tables
138
139
Enrollment:
Textbook:
Introduction to Computing Systems: From Bits and Gates to C and Beyond, 2/e; Yale N.
Patt, Sanjay J. Patel, McGraw-Hill
References:
none
Coordinator:
Course Outcomes:
Students should be able to:
Explain the layers of abstraction an overview of computer systems.
Develop and debug low-level programs in C including pointers and dynamic memory allocation.
Explain and solve problems about data representation in computers including:
o Number systems and Boolean algebra
o Unsigned, Two's complement, Floating point
o Limitations of electronic circuits
o Arithmetic
Write and debug assembly language programs (IA32) and explain the following implementation details:
o ISA design
o Compilers and assemblers
o Translating HLL control constructs
o Complex data structures
Explain the basics of processor architecture including:
o Digital logic and HDLs
o Basic datapath/control model
o Pipelining overview
Explain the concepts of performance optimization including:
o Capabilities of optimizing compilers
o Machine independent program transformations
o Machine dependent optimizations
Explain Memory Hierarchy including:
o Memory hierarchy overview
o Locality of reference
o Caching methodologies
o Optimizing program performance with improved locality
Explain the linking process including:
o Understanding role of linking in compilation
o Static and dynamic linking
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
f. An ability to communicate effectively with a range of audiences
i. An ability to use current techniques, skills, and tools necessary for computing practices.
140
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
CS 116 or CS 201 - Experience in object-oriented programming
141
Enrollment:
Textbook:
References:
Course Outcomes:
Students should be able to:
Define the concept and role of a process in a modern operating system
Describe the key abstractions an operating system provides to running processes
Describe the function, usage, and operation of system calls related to process management, memory
management and I/O
Explain exceptional control flow, including:
o Hardware interrupts
o Software exceptions / Traps
o Signals and signal handling
Describe the essential operation of a modern MMU from a programmers standpoint, including:
o Caching and the TLB
o Segmentation and paging for virtual memory
Explain the operation of various memory allocation methods, including:
o Implicit allocation (garbage collection)
o Explicit allocation (malloc/free, reference counting, etc.)
Describe, utilize, and implement a dynamic memory allocation API.
Describe and utilize the system-level I/O API of a modern operating system, including:
o File descriptors
o File I/O
o Buffered I/O
o Interprocess communication
Describe and utilize a low-level socket based networking API. This should include:
o Client / Server model
o Internetworking
o Berkeley sockets
Describe, design and utilize concurrent programming APIs, including:
o POSIX Threads
o Re-Entrant code
o Synchronization primitives
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
142
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
CS 331 Data Structures, CS350 C/Assembly Programming
Major Topics Covered in the Course
1. Introduction and Syllabus, Course Overview
2. Assembly review / x86 Assembly Primer
3. C: Language basics, Pointers, Arrays, and Structures
4. Processes and the OS, Process management
5. Exceptional Control Flow (signals, signal handling, etc.)
6. Practical: Programming a UNIX shell
7. Caching and Virtual Memory
8. Dynamic Memory Management
9. Practical: Implementing malloc
10. UNIX System Level I/O
11. Interprocess Communication (pipes, message queues, shared memory, etc.)
12. Berkeley sockets API
13. Practical: A Concurrent Server
14. POSIX Threads API
143
Overview of display devices and applications. Vector graphics in two and three
dimensions. Image generation, representation, and manipulation. Homogeneous
coordinates. Modeling and hidden line elimination. Introduction to raster graphics.
Perspective and parallel projections. Prerequisites: CS 331 or CS401 or CS403. (3-0-3)
(T)
Enrollment:
Textbook:
Computer Graphics with OpenGL, 3rd ed., D. Hearn and M.P. Baker, Prentice-Hall,
2003.
References:
OpenGL Programming Guide, 5th ed. M. Woo, J. Neider, et al. Addison - Wesley, 2005.
Computer Graphics: Principles and Practice, 2nd ed. J.D. Foley, A. Van Dam, et. al.
Addison - Wesley, 1997.
Interactive Computer Graphics: A Top-Down Approach Using OpenGL, 3rd ed., E.
Angel, 2003.
Coordinator:
Course Outcomes:
Students should be able to:
Provide overview of computer graphics.
Provide understanding of basic concepts, mathematical models, techniques, and algorithms used in
computer graphics in two and three dimensions.
Provide graphics programming experience with OpenGL.
Describe and understand the main areas of computer graphics, graphics software, and graphics hardware.
Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms
relating to raster graphics. The students should be able to implement basic algorithms and modify them if
necessary.
Demonstrate an understanding of the basic concepts, syntax, and techniques behind the openGL graphics
library. The students should be able to writh graphics programs by using this software library.
Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms
relating to 2D and 3D modeling and viewing. The students should be able to implement basic algorithms
and modify them if necessary. They should be able to use openGL in this context.
Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms
relating to 3D object representation. The students should be able to implement basic algorithms and modify
them if necessary.
Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms
relating to Color. The students should be able to implement basic algorithms and modify them if necessary.
Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms
relating to Illumination models and surface rendering. The students should be able to implement basic
algorithms and modify them if necessary. They should be able to use openGL in this context
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
144
145
This course will provide an introductory look at concepts and techniques in the field of
data mining. After covering the introduction and terminologies to Data Mining, the
techniques used to explore the large quantities of data for the discovery of meaningful
rules and knowledge such as market basket analysis, nearest neighbor, decision trees,
neural networks, and clustering are covered. The students learn the material by
implementing different techniques throughout the semester (3-0-3).
Enrollment:
Textbook:
References:
none
Coordinator:
Course Outcomes:
Students should be able to:
Explain the Data Mining motivation and applications.
Explain the Data Mining Architecture.
Explain Data Preprocessing motivation and techniques.
Explain various Data Mining algorithms such as Nave Bayes, Neural Networks, Decision Tree,
Association-Rules, and Clustering.
Explain the scalability issues for each of the algorithms discussed in the class and how they can be
modified for scalability.
Design and implement data mining systems using various data pre-processing techniques and mining
algorithms.
Apply the research ideas into their experiments in building data mining systems.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
f. An ability to communicate effectively with a range of audiences
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
Data Structures, Algorithm and Strong Object Oriented Programming
Major Topics Covered in the Course
1. Introduction to Data Mining
2. Data preprocessing
3. Classification & Cross Validation
4. Evaluation
5. Naive Bayes
6. Neural Networks
7. Decision Tree
8. Rule Based Classification
9. K-Nearest Neighbor
10. Ensemble Methods
11. Association rules
12. Cluster analysis
13. Students Presentations
146
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
Design and model a design scenario using relational data modeling, which includes:
o Analyze the design anomalies.
o Construct Entity Relationship Diagram.
o Analyze and Construct Functional Dependencies for the business rules.
o Analyze Functional Dependencies to identify Primary keys.
o Analyze and Perform Normalization and Normal Forms.
o Define referential integrities.
o Create relational database design schemas in 3-NF/BCNF for a design scenario of the size of ca. 810 tables.
Solve abstract relational language, such as relational algebra problems.
Solve database transactions by using Structured Query Language (SQL), used by RDBMSs.
Explain the general concept of the additional topics such as: Query Optimizations, Concurrency Control,
Recovery, structured data and text, and data warehousing.
Implement a relational database application, using a commercial/ open source RDBMS (Such as Oracle or
mysql). This includes both the design and the implementation of an application that uses a relational
database management system for the storage of the data and provides a user interface for the insertion,
deletion, update and query of the data in this database by a user.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
f. An ability to communicate effectively with a range of audiences
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
Prerequisites by Topic
Data Structures, Algorithm and Strong Object Oriented Programming
Major Topics Covered in the Course
1. Introduction
2. Relational Model
147
3. Relational Algebra
4. SQL
5. Database Design
6. Query Optimization
7. Recovery and Concurrency Control
8. Integration of Structured Data and Text
9. Special Topics: Data Warehousing, Data Mining
10. Midterm and review
Final Exam
148
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
Explain the information retrieval storage methods (Inverted Index and Signature Files)
Explain retrieval models, such as Boolean model, Vector Space model, Probabilistic model, Inference
Networks, and Neural Networks.
Explain retrieval utilities such as Stemming, Relevance Feedback, N-gram, Clustering, and Thesauri, and
Parsing and Token recognition.
Design and implement a search engine prototype using the storage methods, retrieval models and utilities.
Apply the research ideas into their experiments in building a search engine prototype
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
f. An ability to communicate effectively with a range of audiences
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
Prerequisites by Topic
Data Structures, Algorithm and Strong Object Oriented Programming.
Major Topics Covered in the Course
1. Introduction, Overview of IR
2. IR Utilities: Parser/Tokenizer, phrase Recognition, Stemming, N-Grams
3. Efficiency: Indexing - inverted index, memory based and sort inversion; Signature Files
4. IR Strategies and Models: Boolean, Vector Space Model; Similarity Measures in Information Retrieval, Pivoted
Normalizations
5. IR Evaluation
6. IR Strategy: Probablistic Model
7. IR Utility: Relevance Feedback and other Query Expansions
8. Efficiency : Compression
9. Efficiency: Top Docs, Query Threshold
10. Clustering
149
150
Enrollment:
Textbook:
References:
A. Aho, J. Hopcroft and J.D. Ullman, Design and Analysis of Algorithms, AddisonWesley.
Coordinator:
Course Outcomes:
Students should be able to:
Use big O, omega, and theta notation to give asymptotic upper, lower, and tight bounds on time and space
complexity of algorithms.
Determine the time complexity of simple algorithms, deduce the recurrence relations that describe the time
complexity of recursively defined algorithms, and solve simple recurrence relations.
Design algorithms using the brute-force, greedy, dynamic programming, divide-and-conquer, branch and
bound strategies.
Design algorithms using at least one other algorithmic strategy from the list of topics for this unit.
Use and implement the fundamental abstract data types -- specifically including hash tables, binary search
trees, and graphs -- necessary to solve algorithmic problems efficiently.
Solve problems using techniques learned in the design of sequential search, binary search, O(N log N)
sorting algorithms, and fundamental graph algorithms, including depth-first and breadth-first search, singlesource and all-pairs shortest paths, and at least one minimum spanning tree algorithm.
Demonstrate the following abilities: to evaluate algorithms, to select from a range of possible options, to
provide justification for that selection, and to implement the algorithm in simple programming contexts.
Communicate theoretical and experimental analyses of a set of algorithms (i.e. sorting) in a lab report
format.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
f. An ability to communicate effectively with a range of audiences
h. Recognition of the need for, and an ability to engage in, continuing professional development
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
l. Be prepared to enter a top-ranked graduate program in Computer Science.
Prerequisites by Topic
CS115/CS116 - Object-Oriented Programming: functions, pointers, recursion, classes
CS330 - Discrete Mathematics: sets, functions, counting, proofs
CS331 - Data Structures: abstract data types, lists, stacks, queues, trees
Major Topics Covered in the Course
1. Introduction to Algorithm Design, Complexity analysis including elementary tools like O-Notations, Recurrence
Relations
151
2.IntroductiontoBacktrackingandBranchandBound
3. Introduction to Dynamic Programming
4. Divide and Conquer and Greedy Methods (using Traveling Salesman Problem, Knapsack Problem and Optimum
Triangulation of Convex Polygons)
5.SortingMethodsQuicksort,Mergesort,HeapsandHeapsort,Lowerboundonsorting
6. Searching I - Hash Functions and Hashing, Union Find
7. Searching II-- Binary Search Trees, Balanced Binary Search Trees (AVL Trees, 2-3 trees/ Red-Black trees)
8. Graph Algorithms I - Depth First Search, Breadth First search, Bi-connectivity, Topological Sort
9. Graph Algorithms II - Minimum Spanning Trees, Shortest Paths
10. String Matching
11. NP-Complete Problems
12. Parallel Model of Computing - Example Sorting (optional topic)
Midterm Exam
Final Exam
152
Enrollment:
Textbook:
http://dijkstra.cs.iit.edu/cs440-sp08/resources/
References:
none
Coordinator:
Course Outcomes:
Students should be able to:
Explain major classes of programming languages: techniques, features, and styles.
o Know how to use boxed and unboxed variables
o Be able to use higher order functions.
How to specify formally the meaning of a language --- to people and to the computer.
o Use Transition, Typing, and Denotational Semantics to define a language construct.
o Be able to specify the language of regular expressions.
o Determine if a grammar is LL, and write a parser for it using recursive descent.
o Determine if a grammar is LR, and write a parser for it using a parser generator.
o Describe the algorithm for both LL and LR parser generation.
Explain Three Powerful Ideas:
1. Recursion
Know how to use both tail recursion and standard recursion.
Know how to use higher order functions to eliminate recursion.
2. Abstraction
Know how to create user-defined types.
Know how to use functions to model integers.
Know how to use trees to model language constructs.
3. Transformation
Know how to interpret a language.
Know how to use unification.
How to choose a language.
How to implement a language.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
h. Recognition of the need for, and an ability to engage in, continuing professional development
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
l. Be prepared to enter a top-ranked graduate program in Computer Science.
Prerequisites by Topic
Experience writing basic programs in more than one computer language and a strong discrete mathematics
background.
Major Topics Covered in the Course
1. Course Introduction, Recursion, User Defined Types, Higher Order Functions, Interpreters
153
154
Enrollment:
Textbook:
Java: How to Program, 7th Edition, Deitel and Deitel, Prentice Hall
References:
Java: Web Development Illuminated, 2007 Edition, Kai Qian, et al, Jones and Bartlett
Publishers
See http://www.cs.iit.edu/~cs441/index.html
Coordinator:
Course Outcomes:
Students should be able to:
Outline the evolution of the architectural neutral, secure, OO programming languages in order to illustrate
how this evolution has led to the occurrence of the JAVA programming model. The course builds on the
students ' knowledge of Object Oriented Programming concepts, which is a prerequisite for the course.
Design, implement, test, and debug Applets, Servlets, and Applications.
Design and implement Graphical User Interfaces.
Learn the programming language mechanisms that support distribution transparency and development of
distributed applications.
Recognize the underlying concurrency language model; Multithreading and monitor-based concurrency
model.
Demonstrate the supportive language constructs and mechanisms for the design and development of 3-tier
architectures; server-side programming.
Program-level Outcomes supported by the above Course Outcomes:
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
h. Recognition of the need for, and an ability to engage in, continuing professional development
i. An ability to use current techniques, skills, and tools necessary for computing practices.
k. An ability to apply design and development principles in the construction of software systems of varying
complexity.
Prerequisites by Topic
Strong object-oriented programming experience.
Major Topics Covered in the Course
1. Object-Oriented Programming Oveview
2. Event-driven programming for building GUI
3. Security and Web Servers
4. Multithreading
5. Animation and Serialization
6. Database Connectivity
5. Networking and Multicasting
6. Client/Server Models
7. Aspect-Oriented Programming
155
Enrollment:
Textbook:
Head First Object-Oriented Analysis & Design, Brett D. McLaughlin, Gary Pollice &
David West, Addison Wesley, ISBN: 0-596-00867-8
References:
Coordinator:
Course Outcomes:
Students should be able to:
Explain and justify the principles of Object Oriented concepts (review abstraction & abstract data types,
encapsulation, inheritance, polymorphism, aggregation)
Analyze and identify the strengths (and weaknesses) of in-depth areas of the Object Oriented paradigm.
Analyze, explain, & compare the qualities of Object Oriented languages and how well they support the
object model.
Explain and analyze the key points of Object Oriented analysis.
Explain and analyze the key points of Object Oriented design.
Design, implement, test and debug multi-phased Object Oriented application.
Explain and utilize contemporary Object Oriented methodologies (data-driven methodology and behaviordriven methodology)
Utilize contemporary notation (Unified Modeling Language) to express the artifacts of Object Oriented
Analysis & Design (class design, class relationships, object interaction, object states, etc.)
Perform Object Oriented Analysis & Design on a real-world problem.
Explain and Utilize Complex Design Patterns.
Create an implementation of the resultant Object Oriented design.
Examine new & contemporary concepts in Object Orientation.
Communicate the deliverables of a software development project.
Program-level Outcomes supported by the above Course Outcomes:
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
f. An ability to communicate effectively with a range of audiences.
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
k. An ability to apply design and development principles in the construction of software systems of varying
complexity.
Prerequisites by Topic
Strong object-oriented programming experience
Major Topics Covered in the Course
1. Review of The Terminology And Fundamentals Of Object Oriented Concepts
156
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
157
Enrollment:
Textbook:
Gerald Brose, Keith Duddy, and Andreas Vogel, "Java Programming with CORBA,
Third Edition," John Wiley & Sons, (January 2001) ISBN: 0-471-37681-7
References:
Wolfgang Emmerich, "Engineering Distributed Objects" John Wiley & Sons, (Reprinted
January 2004) ISBN: 0-471-98657-7
See http://www.cs.iit.edu/~cs447
Coordinator:
Course Outcomes:
Students should be able to:
Understand the basic concept of distributed systems and distributed objects
Understand the principles of Object-Oriented Middleware and common design problems for distributed
systems
Understand advantages and disadvantages of various multi-tier software architectures
Use IDL to define application interfaces
Use business objects to construct software applications
Understand functions of an Object Request Broker (ORB), common distributed services, common
distributed messaging styles, multiple mechanisms for providing object persistence used in distributed
applications
Understand and be able to use iterative, use case driven methodology in component-based software
development
Implement a distributed, multi-tier application using distributed object technology
Acquire software development team-working skills using a use case driven, architecture-centric, iterative
software development process
Program-level Outcomes supported by the above Course Outcomes:
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
h. Recognition of the need for, and an ability to engage in, continuing professional development
i. An ability to use current techniques, skills, and tools necessary for computing practices.
k. An ability to apply design and development principles in the construction of software systems of varying
complexity.
Prerequisites by Topic
Fundamental aspects of the object-oriented model: abstraction, encapsulation, inheritance, and aggregation.
Fundamental aspects of developing object-oriented software: requirements, analysis, design, implementation,
testing, and deployment.
Basic object-oriented design patterns: Singleton, Proxy, Abstract Factory, and Strategy.
Experience writing object-oriented software using a common object-oriented programming language.
Experience using a relational database management system.
Major Topics Covered in the Course
1. Course Introduction
158
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
159
Enrollment:
Textbook:
Silberschatz, Adam, Peter Galvin, and Greg Gagne. "Operating System Concepts, 7th
Edition." John Wiley & Sons, 2004.
References:
Coordinator:
Course Outcomes:
Students should be able to:
Explain the range of requirements that a modern operating system has to address.
Define the functionality that a modern operating system must deliver to meet a particular need.
Describe how the resources of the computer system are managed by software.
Demonstrate the potential run-time problems arising from the concurrent operation of many (possibly a
dynamic number of) tasks.
Summarize the range of mechanisms (at an operating system level) that can be employed to realize
concurrent systems and be able to describe the benefits of each.
Explain the different states that a task may pass through and the data structures needed to support the
management of many tasks.
Compare and contrast the common algorithms used for both preemptive and non-preemptive scheduling of
tasks in operating systems.
Investigate the wider applicability of scheduling in such contexts as disk I/O, networking scheduling, and
project scheduling.
Explain what virtual memory is and how it is realized in hardware and software.
Examine the wider applicability and relevance of the concepts of virtual entity and of caching.
160
Evaluate the trade-offs in terms of memory size (main memory, cache memory, auxiliary memory) and
processor speed.
Defend the different ways of allocating memory to tasks on the basis of the relative merits of each.
Summarize the features of an operating system used to provide protection and security, and describe the
limitations of each of these.
161
Enrollment:
Textbook:
References:
Halsall, Fred, Computer Networking and the Internet, Fifth Edition, Addison-Wesley,
2005.
none
Coordinator:
Course Outcomes:
Students should be able to:
Understand the operation of multi-layered protocols, particularly the OSI and Internet models/architectures,
and how standards evolve.
Describe the difference between different network topologies, including packet and circuit switched, LANs
and WANs, and identify and describe networks that apply to each network type.
Understand the basic concepts of the Physical Layer, including physical media, encoding/modulation,
multiplexing, error control, and their implementation in various commercial networks.
Describe the basic operation of the Data Link Layer, including connection oriented versus connectionless
protocols, retransmission algorithms, windows and flow control, and their implementations in various
networks.
Describe the basic operation of the network layer, including addressing and routing.
Describe the basic operation of TCP/UDP, including connection establishment and release, buffered
transfer, adaptive retransmission, and congestion and flow control.
Introduce Application layer concepts, including commercial Internet protocols and client-server
technologies.
Introduce special issues, including security, performance, and quality of service from a technical and
ethical viewpoint.
Tie in all above concepts to describe the global data telecommunications network.
Physical phenomena such as electrical signals are discussed but no background beyond high school physics is
assumed.
Discussion of the software aspects of data communications assumes a knowledge of: operating systems, data
structures, and the organization of reasonably complicated programs.
163
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
Provide an introduction to the security engineering discipline
Expose students to contemporary risks and attack procedures.
To provide students with an appreciation of the historical perspective in information assurance research.
Describe security engineering processes particularly those being used in industry .
Students will be familiar with fundamental encryption algorithms
Students will be able to design an architecture to defend a specific system from attack.
The student will be able to apply standard, accepted security engineering techniques to protect a system
with respect to a specific organizational security policy.
The student will demonstrate an ability to document their work to an acceptable standard.
Program-level Outcomes supported by the above Course Outcomes:
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
e. An understanding of professional, ethical, legal, security, and social issues and responsibilities
f. An ability to communicate effectively with a range of audiences.
g. An ability to analyze the local and global impact of computing on individuals, organizations and society
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
Operating Systems, Databases and Programming Knowledge
Major Topics Covered in the Course
1. Security Engineering Perspectives2. Security Historical Perspectives 3. Operating System Security4. Database
Security Algorithms5. Network Security6. Security Administration
7. E-Commerce Security
8. Encryption types and techniques
9. Prevention, Detection, and Response
10. Legal and Ethical Issues
164
Introduction to the functional elements and structures of digital computers. Detailed study
of specific machines at the register transfer level illustrates arithmetic, memory, I/O, and
instruction processing. Prerequisites: CS 350 and ECE 218. (2-2-3) (T) (C)
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
Present the milestones of computer architecture history
Fundamentals of computer design
o Explain the difference between various measure of performance: Latency, throughput; MIPS,
MPFLOS
o Comparing performance
o Utilize Amdahls law to estimate the overall speedup
o Explain the difference between a good and a bad benchmark
Assembly level machine organization
o Explain the basic organization of the classical von Neumann machine and its major functional
units
o Explain how an instruction is executed in a classical von Neumann machine
o Summarize how instructions are represented at both the machine level and in the context of a
symbolic assembler
o Explain different Instruction Set formats (0 (stack), 1 (accumulator), 2, and 3-addresses per
instruction; Variable length vs. fixed length formats)
o Design the Instruction Set for a general purpose CPU
o Explain how the basic addressing modes work: Register, Memory direct, Memory indirect, Base
and displacement, Indexed
o Explain how base and displacement addressing is used in block-based programming languages
o Write small MIPS assembly language programs
o Demonstrate how fundamental high-level programming constructs are implemented at the
machine-language level: If-then-else, Loops (for, while, do-until), Procedure call/return
o Explain the basic concepts of interrupts and I/O operations
Datapath and Control
o Design a single clock-cycle datapath for a CPU
o Explain why a single clock-cycle datapath is inefficient
o Re-factor a single clock-cycle datapath into a multi clock-cycle one
o Explain the difference between a hardwired and a microprogrammed control unit
o Design the control unit for a single clock-cycle datapath
o Explain how exceptions impact the design and performance of a datapath
Pipelining
o Derive the formula for the throughput of an ideal pipeline with N stages
o Explain the limiting factors in building a pipeline with too many stages
o Explain how data and control hazards occur and how their impact can be eliminated or reduced
o Re-factor MIPS code to reduce/eliminate data and branch hazards
o Explain the significance of a late commit in the pipeline
165
Explain the changes in the design and implementation of a pipelined datapath to account for
exceptions
o Explain branch prediction
o Solve problems that require finding the real CPI of a program running on a pipelined datapath
The memory hierarchy
o Identify the main types of memory technology and explain the trade-off in using them
o Explain the effect of memory latency on running time
o Explain the use of memory hierarchy to reduce the effective memory latency
o Explain the differences between different cache organizations: Direct mapped, Set associative
Fully associative
o Utilize a cache simulator and access traces to compare the performance of caches with different
sizes and organizations
o Explain main memory organization alternatives to improve performance: Wide-memory,
Interleaving
o Explain the impact of access stride to performance
o Explain the virtual memory structure and mapping
o Explain why and how virtual memory impacts performance and how performance can be
improved. TLB
o Analyze the differences between cache organizations in systems with virtual memory: Real
address caches, Pipelined real caches, Virtual address cache, Restricted virtual caches, TLB
addressing
I/O
o Define the meaning of various I/O performance measures
o Types and characteristics of I/O devices
o Explain the differences between major buses (IDE, SCSI, USB, PCI): synchronous v.
asynchronous, Serial v. parallel, Number of devices, Termination, Transfer rates
o Design issues related to I/O system addressing: Memory-mapped I/O, Cache coherency, Snoopy
controllers, DMA I/O configurations
o Explain the sources of latency in a I/O subsystem
o
Enrollment:
Textbook:
References:
Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach, Prentice
Hall Publishers, 1st Edition, 1995, ISBN-0131038052
LISP References - textbook WWW page http://www.cs.berkeley.edu/~russell/aima.html
Coordinator:
Course Outcomes:
Students should be able to:
Describe the Turing test.
Explain the concepts of optimal reasoning, human-like reasoning, optimal behavior, human-like behavior.
Develop "PAGE" descriptions of an agents and determine which agent type is applicable to a problem.
Solve problems in a functional programming language (LISP)
Formulate an efficient problem space for a problem expressed in English by expressing that problem space
in terms of states, operators, an initial state, and a description of a goal state.
Describe the problem of combinatorial explosion and its consequences.
Select an appropriate brute-force search algorithm for a problem, implement it, and characterize its time
and space complexities.
Select an appropriate heuristic search algorithm for a problem and implement it by designing the necessary
heuristic evaluation function.
Describe under what conditions heuristic algorithms guarantee optimal solution.
Implement minimax search with alpha-beta pruning for some two-player game.
Formulate a problem specified in English as a constraint-satisfaction problem and implement it using a
chronological backtracking algorithm.
Explain the operation of the resolution technique for theorem proving.
Apply Bayes theorem to determine conditional probabilities.
Explain the distinction between monotonic and non-monotonic inference.
Explain the differences among the three main styles of learning: supervised, reinforcement, and
unsupervised.
Implement simple algorithms for supervised learning, reinforcement learning, and unsupervised learning.
Determine which of the three learning styles is appropriate to a particular problem domain.
Compare and contrast each of the following techniques, providing examples of when each strategy is
superior: decision trees, neural networks, and belief networks. Explain the nearest neighbor algorithm and
its place within learning theory.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
i. An ability to use current techniques, skills, and tools necessary for computing practices.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
Programming including recursion
Discrete mathematics and data structures
167
168
Theory and programming paradigms that enable systems to understand human language
texts and extract useful information and knowledge. For example, extraction of
structured event representations from news stories or discovering new research
hypotheses by analyzing thousands of medical research articles. The course covers a
variety of text analysis and text mining methods, with an emphasis on building working
systems. Connections to information retrieval, data mining, and speech recognition will
be discussed. (3-0-3) Prerequisite: MATH474 and (CS331 or CS401 or CS403)
Enrollment:
Textbook:
none
References:
none
Coordinator:
Course Outcomes:
Students should be able to:
Build systems that analyze unstructured natural language texts and extract useful information from them.
Explain various natural language analysis methods, with a focus on hands-on experimentation and
exploring real-world applications.
Explain a variety of existing text analysis and text mining systems.
Explain and implement the overarching text analysis task of information extraction including:
o Part-of-speech tagging
o Chunking
o Named-entity recognition
o Parsing
o Co-reference analysis
Explain and understand the application of the following algorithms and techniques:
o Hidden markov models
o Instance-based learning
o Lexical similarity measures
o Semantic frame models
o Clustering and classification learning techniques
o Lexical chain analysis.
Program-level Outcomes supported by the above Course Outcomes:
a. An ability to apply knowledge of computing and mathematics appropriate to the discipline
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
f. An ability to communicate effectively with a range of audiences.
j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices
Prerequisites by Topic
Algorithms, Probability
Major Topics Covered in the Course
1. Introduction and linguistic concepts, Practical issues in text processing, Overview of applications and
architectures
2. Part-of-speech (POS) tagging
3. Shallow parsing
4. Link parsing
5. Dependency
169
6. Lexical semantics
7. Named-Entity Recognition
8. Information Extraction
9. Text Summarization
10. Real-World Applications and Systems
11. Text Classification
170
Study of the principles and practices of software engineering. Topics include software
quality concepts, process models, software requirements analysis, design methodologies,
software testing, and software maintenance. Hands-on experience building a software
system using the waterfall life cycle model. Students working in teams develop all life
cycle deliverables: requirements document, specification and design documents, system
code, test plan, and user manuals. Prerequisite: CS 331 or CS 401 or CS 403. (3-0-3) (T)
(C)
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
Understand and explain software development as a series of engineering activities, and processes.
Demonstrate software development team-working skills.
Analyze client/user needs.
Select an appropriate life cycle and process model for development of a software product.
Explain the importance of software quality evaluation activities.
Develop a series of software life-cycle deliverables.
Develop representations/models and descriptions of an evolving software product for inclusion in a
requirements specification document.
Build a multi-level design model and evaluate software design alternatives
Design, execute, and log multi-level software tests.
Describe the role that tools can play in the software life cycle.
Communicate, verbally and in writing, the deliverables of a software development project.
Program-level Outcomes supported by the above Course Outcomes:
b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution
c. An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs
d. An ability to function effectively on teams to accomplish a common goal
e. An understanding of professional, ethical, legal, security, and social issues and responsibilities
f. An ability to communicate effectively with a range of audiences
h. Recognition of the need for, and an ability to engage in, continuing professional development
i. An ability to use current techniques, skills, and tools necessary for computing practices.
k. An ability to apply design and development principles in the construction of software systems of varying
complexity
l. Be prepared to enter a top-ranked graduate program in Computer Science.
Prerequisites by Topic
Experience in developing basic programs in any computer language
Have an understanding of, and be able to apply, the essential data structures and algorithms used in computer
science.
Major Topics Covered in the Course
1. The problem statement, developer-client interactions. Overview of software engineering - life cycle models,
software deliverables.
2. Software development team concepts, team organization, team structures. Project management, the project plan.
171
3. Requirements analysis, methods, models. For example, structured analysis with use of data flow diagrams, data
dictionary, entity-relationship diagrams.
4. Software specification, methods, and models. For example, structured analysis with use of process specifications,
state transition diagrams.
5. Preliminary design concepts, methods, and models. For example, structured analysis with use of structure charts,
procedural abstractions. Concepts of top down decomposition, bottom-up composition, abstraction, coupling,
cohesion, modularity, information hiding, reuse, architectural styles.
6. Detailed design concepts, methods and models. For example, structured analysis with use of PDL (Program
Design Language. Algorithm, and data structure design.
7. Object concepts. Object-oriented analysis, nature of the approach, models. For example, Coad/Yourdon analysis
model with use of class diagrams, class hierarchies, attribute, and service specifications. Role of use cases. Use of
modeling languages such as UML. Object-oriented design approaches, for example Coad/Yourdon's 4-layer objectoriented design model.
8. Software implementation, transition from design to code.
9. Software testing and evaluation. Black and white box test design strategies and related techniques, testing at
multiple levels, regression test.
10. Software quality, reviews, and metrics.
11. Software maintenance and re-engineering. Types of maintenance, role of configuration
management, legacy code, tool support for maintenance.
12. Selected Topics
172
Program Outcome
Status
3a
3b
3b
0
0
3c
3d
3
0
3e
3f
3g
3h
3i
3
0
1
4
2
3j
3k
One of two options for an engineering science course for CPE and EE majors (the
other option is MMAE 200).
Prerequisites by topic: CS 105, MATH 251, MATH 252, PHYS 224, CHEM 124
Topics:
Schedule: 1 hr 15 minutes, twice each week.
Contribution to Professional Component:
Relationship of Course to ABET Outcomes:
ABET
Criterion
Program Outcome
Status
3a
3b
3b
3c
3d
1
-
3e
3f
3g
3h
3i
3
1
-
3j
3k
Homework/Quizzes
Maple Lab/Recitation
Tests
Final Exam
10-20%
5-15%
40-50%
25-30%
175
18
Hours
3
7
implicit functions,
6
3 functions and their
13
Theorem of Calculus
5
Homework/Quizzes
Maple Lab/Recitation
Tests
Final Exam
10-20%
5-15%
40-50%
25-30%
176
12
Hours
functions; Indeterminate
12
8 exponential growth and
12
10
series; Applications of
3
Hours
10
12
13
Homework/Quizzes
Tests
Final Exam
10-25%
40-50%
25-30%
178
13
Hours
12
15
12
Assessment:
Homework
Quizzes/Tests
Final Exam
10-25%
40-50%
25-30%
180
Homework
Quizzes/Tests
Final Exam
20-30%
40-50%
20-30%
182
4.
Interpolation
polynomial interpolation
piecewise polynomial and spline interpolation
5. Numerical Integration
Newton-Cotes methods
adaptive quadrature
6. Numerical differentiation and solution of ordinary differential equations
finite differences
Runge-Kutta methods
multistep methods and stiff equations (comparison of various Matlab stiff solvers)
FFT and spectral methods
Assessment:
Homework
Computer Programs/Project 10-20%
Quizzes/Tests
Final Exam
184
10-30%
20-50%
30-50%
Assessment:
Homework
Quizzes/Tests
Final Exam
20-30%
40-50%
20-30%
185
Hours
4
5
5
5
5
4
5
distributions
5
4
Enrollment:
One from among three choices for a required science elective for EE majors.
Textbook:
Campbell, Mitchell, and Reece. Biology: Concepts and Connections. Third Edition
(1999). Benjamin Cummings, Publishing Co..
Course objectives:
1. To provide knowledge of life at levels from biochemical to organismal.
2. To serve as a foundation for subsequent studies in biology at the cellular, biochemical, and molecular
levels.
3. To serve as a stand alone course for non-science majors who wish to have some knowledge in the
biological sciences.
Prerequisites by topic:
none.
Lecture schedule:
Laboratory schedule:
None.
Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
Monera
Plants, Fungi
Animal Evolution: Invertebrates, Embryology
Invertebrates II, Vertebrates
Vertebrates II
Mammals, Primates
Human Evolution
Computer usage:
Laboratory topics:
None.
Contribution to professional component: contributes 3/32 of a year of basic science and mathematics
Relationship of course to program outcomes: proficiency in science (specifically biology).
Prepared by:
187
Date:
Chemistry: The Molecular Nature of Matter and Changes, Martin S. Silberberg, McGraw-Hill, Inc. 5th
Edition, 2008.
2.
Course Objectives:
Emphasis is placed on developing and understanding important principles and concepts of the atomic world
and on utilizing this understanding to solve specific problems based on those principles using well-organized
approaches. Memorizing equations and descriptive facts are de-emphasized. Students gain a fundamental
knowledge of molecular structure and how it relates to macroscopic properties of materials used in
engineering science and medicine.
Class/laboratory schedule Two 75 minute lectures and one 170 minute (nominally) laboratory per week
Lecture Topics: Matter and Measurement; Atoms, Molecules and Ions; Stoichiometry; Reactions in Aqueous
Solutions; Thermochemistry; Electronic Structure of Atoms; The Periodic Table; The Chemical Bond;
Molecular Geometry; Gases; Liquids and Solids.
Laboratory Experiments:1.Safety Instructions & Training 2.Separation by Paper chromatography 3. Estimation of
Avogadro's Number 4. Titration: Analysis of Vinegar 5.Alcohol Abuse 6. Synthesis of Alum from an
Aluminum Can 7.Gas Laws: Determination of 0 Kelvin 8. Analysis of an Aluminum-Zinc Alloy 9.
Specific heat of metals 10.Enthalpy Change in Chemical Reactions 11.Emmission Spectra( Experiment
Bunsen) 12. Study Assignment: Writing Lewis Structures.
Rong Wang
188
Enrollment:
One from among three choices for a required science elective for EE majors.
Textbooks:
Chemistry: The Central Science, Brown, T. L.; LeMay, H. E.; Bursten, B. E., Prentice
Hall, Inc. 8th Edition, 2000.
CHEM 126 is a second semester course that assumes a working knowledge of chemical
stoichiometry, properties of gases, thermochemistry, elementary bonding principles,
states of matter and related topics in Chapters 1 through 12 of the textbook. Emphasis is
placed on developing an understanding of important principles and concepts which apply
to chemical (and often other) systems and on using this understanding to solve specific
problems based on those principles, Consequently, the memorizing of equations or
descriptive facts will be de-emphasized. The course is divided into three parts each
culminating in an "hour exam."
Course objectives:
Prerequisites by topic:
Lecture schedule:
Laboratory schedule:
none.
Topics:
1. Properties of Solutions
2. Chemical Kinetics
3. Chemical Equilibrium
4. Acid-Base Equilibrium
5. Other Aqueous Equilibria
6. Chemistry of the Environment
7. Chemical Thermodynamics
8. Electrochemistry
9. Nuclear Chemistry
10. Chemistry of the Nonmetals
11. Metals and Metallurgy
12. Coordination Chemistry
13. Chemistry of Life (Introduction to Organic Chemistry and Biochemistry)
Computer usage:
Laboratory topics:
none.
189
One from among three choices for a required science elective for CPE and EE majors.
Program Outcome
Status
3a
3b
2
1
3c
3d
0
0
3e
3f
3g
3h
3i
0
0
0
1
1
3j
3k
Physics for Engineers and Scientists, Third Edition, Ohanion & Markert
Physics Division General Physics Laboratory Manual
Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the
laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques
in experimental observation and data analysis.
Schedule: PHYS 123 meets in either 2 75-minute lecture sessions per week. The laboratory meets for 3-hour
sessions on alternate weeks, alternating with recitations conducted by the class lecturer.
Contribution to Professional Components:
PHYS 123 contributes 1/8 of a year of college level basic science and a laboratory experience.
Relationship of Course to ABET Outcomes:
PHYS 123 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and
analyzing data.
Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08
191
Physics for Engineers and Scientists, Third Edition, Ohanion & Markert
Physics Division General Physics Laboratory Manual
Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the
laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques
in experimental observation and data analysis.
Schedule: PHYS 221 meets in 2 75-minute lecture sessions per week. The laboratory meets for 3-hour sessions on
alternate weeks, alternating with recitations conducted by the class lecturer.
Contribution to Professional Components:
PHYS 221 contributes 1/8 of a year of college level basic science and a laboratory experience.
Relationship of Course to ABET Outcomes:
PHYS 221 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and
analyzing data.
Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08
192
193
194
196
198
200
202
204
IEEE, ACM
Honors and awards
Best paper award, International Conference on Heterogeneous Networking for Quality,
Reliability, Security, and Robustness (QShine?07), Vancouver, British Columbia,
Canada, Aug. 14-17, 2007.
Best Paper Award (3rd Place), IEEE Electro/Information Technology Conference (EIT),
Chicago, Illinois, May 17-20, 2007.
Natural Sciences and Engineering Research Council of Canada (NSERC) Postdoctoral
Fellowship Award, 2004, 2005
Institutional and professional service in last five years
Associated Editor, IEEE Transactions on Vehicular Technology
Technical Program Co-Chair, Wireless Networking Symposium, IEEE ICC 2009
Technical Program Committee Member, IEEE INFOCOM 2009
Workshops Chair, The Fifth International ICST Conference on Heterogeneous
Networking for Quality, Reliability, Security and Robustness (QShine 2008)
Attended at least one of the major IEEE/ACM conferences (ICC, GLOBECOM,
INFOCOM) each year.
Percentage of time available for research or scholarly activities
67%
Percentage of time committed to the program
33%
206
K-w. Choi, Y. Xu, and T. Sakurai, Optimal Zigzag (OZ): an effective yet feasible
power-gating scheme achieving two orders of magnitude lower standby leakage, in
VLSI Symposium, 2005.
K-w. Choi, K.M. Choi and J.T. Kong, Full-Chip-Level Considerations for Fine-Grained
Power-Gating Scheme to Reduce Two Orders of Magnitude Lower Leakage
Current, in ISOCC 2005
K-w. Choi, Jerry Frenkil, VEDA: Vectorless Event-Driven Approach for Optimal
Switch Sizing of Power-Gating Circuits to Reduce Two Orders of Magnitude of
Leakage Power, in SAME conference in Nice, France, Oct., 2006.
K-w. Choi and A. Chatterjee, UDSM (ultra deep submicron)-aware post-layout device
and interconnect co-optimization for ultra low-power CMOS VLSI, ISLPED, 2003.
Scientific and professional societies of which a member
IEEE-VLSI, CAD, Circuits and Systems Communications, and ACM/SIGDA-Design
Automation
Honors and awards
Yahoo Business Newspaper selected the SAME paper as an outstanding research findings
(Sept., 19th, 2006)
Doctoral thesis topic is awarded for SIGDA PhD Forum at Design Automation
Conference (DAC 2003).
Wrote three PhD level research project proposals (accepted by NASA, DARPA, and
NSF)
Perfect grade (4.0/4.0, highest ever) during masters school
Full tuition scholarship from Masters school for top place in admission examination
Two-year full tuition scholarship from under graduate school
Institutional and professional service in the last five years
Member of IEEE Transactions on VLSI review Committee
Member of IEEE Transactions on CAD
Member of IEEE Transactions on Circuits and Systems
Member of ACM Transactions on Design Automation of Electronics Systems
Percentage of time available for research or scholarly activities
67%
Percentage of time committed to the program
33%
208
A. Emadi, M. Ehsani, and J. M. Miller, Vehicular Electric Power Systems: Land, Sea,
Air, and Space Vehicles, New York, NY: Marcel Dekker, ISBN: 0-8247-4751-8, Dec.
2003.
Scientific and professional societies of which a member
IEEE, Power Electronics Society, Industrial Electronics Society, Vehicular Technology
Society, Industry Applications Society, Power Engineering Society, Society of
Automotive Engineers (SAE)
Honors and awards
2005 Richard M. Bass Outstanding Young Power Electronics Engineer Award (single
award), IEEE-PELS.
2004, 2005 IEEE Vehicular Technology Societys Paper of the Year Award in
Automotive Electronics (single award).
2003 Eta Kappa Nu Outstanding Young Electrical Engineer of the Year (single award)
for outstanding contributions to hybrid electric vehicle conversion, Eta Kappa Nu
Association, the Electrical Engineering Honor Society.
2005 Best Professor of the Year Award (single award voted by students), IEEE Student
Branch, Illinois Institute of Technology.
2004 Sigma Xi/IIT Award for Excellence in University Research (single award), Illinois
Institute of Technology.
Institutional and professional service in the last five years
Editor (North America), International Journal of Electric and Hybrid Vehicles.
Associate Editor, IEEE Transactions on Vehicular Technology, 2004-2007.
Percentage of time available for research or scholarly activities
62%
Percentage of time committed to the program
33%
210
IEEE, ASEE
Honors and awards
NSF CAREER award: Available Transfer Capability of Deregulated Power Systems - A
Nonlinear Predictive Approach
Institutional and professional service in the last five years
IEEE Power Engineering Society, Career Promotion and Workforce Development
Subcommittee Chair 2004-2008
IEEE Power Engineering Society, Transmission & Distribution Conference & Exposition
Collegiate/GOLD Program Chair 2007-2008
IIT High Performance Computing Center Chair
Reviewer for IEEE PES General Meetings
Reviewer for IEEE Transactions on Power Systems
Reviewer for IEEE International Symposium on Circuits and Systems
Reviewer for Power Systems Computation Conference
IEEE Power Engineering Society General Meeting 2007, Tampa FL
IEEE Power Engineering Society General Meeting 2006, Tampa FL
IEEE Power Engineering Society Power Systems Conference & Exposition 2006, Atlanta
GA
IEEE Power Engineering Society General Meeting 2005, San Francisco CA
IEEE Power Engineering Society Power Systems Conference & Exposition 2004, New
York NY
IEEE Power Engineering Society General Meeting 2004, Denver CO
IEEE Power Engineering Society General Meeting 2003, Toronto Ontario
Percentage of time available for research or scholarly activities
33%
Percentage of time committed to the program
67%
212
214
216
218
220
221
K. Ren, W. Lou, K. Zeng, F. Bao, J. Zhou, and R.. Deng, ``Routing Optimization
Security in Mobile IPv6," Computer Networks (COMNET), Vol. 50, Issue 13,
pp.2401-2419, Elsevier, 2006
K. Ren, T. Li, Z. Wan, F. Bao, R. Deng, and K. Kim, ``Highly Reliable Trust
Establishment Scheme in Ad-hoc Networks," Computer Networks (COMNET), Vol.
45, Issue 6, pp.687-699, Elsevier, 2004
Scientific and professional societies of which a member
Sigma Xi, IEEE Computer Society, Communication Society, ACM SIGMOBILE,
SIGSAC
Honors and awards
Educational and Research Initiative Fund (ERIF) Award, Illinois Institute of Technology,
2008
Best Paper Award, International Conference on Wireless Algorithms, Systems, and
Applications (WASA 2006), Xi'an, China, August 15-18, 2006
Institute Fellowship, Worcester Polytechnic Institute, 2005-2006
Institutional and professional service in the last five years
Exhibits and Sponsorship Chair, Qshine 2008
Track co-Chair, IEEE WTS 2008, Wireless Security Track
TPC member for IEEE ICC 2009, ICICS 2008, IWCMC 2008, IEEE PIMRC 2008, IEEE
SPAWN 2008, ProvSec 2008, IEEE ICCCN 2008, IEEE WCNC 2008, IEEE VTC
2008-Spring, ARES 2008, IEEE Globecom 2007
Journal Reviewer for IEEE Transactions on Wireless Communications, IEEE
Transactions on Vehicular Technology, IEEE Communication Letters, IEEE Wireless
Communications Magazine, ACM Wireless Networks, Journal of Wireless
Communications and Mobile Computing, Ad Hoc Networks, Information Sciences,
International Journal of Communication Systems, Journal of Computer Science and
Technology, International Journal of Wireless Information Networks, International
Journal of Information Security (IJIS)
Percentage of time available for research or scholarly activities
67%
Percentage of time committed to the program
33%
222
Ultrasonic Flaw Detection Using Discrete Wavelet Transform for NDE Applications,
by J. Saniie with E Oruklu, IEEE International Ultrasonic Symposium Proceedings,
pp. 1054-1057, August 2004.
Scientific and professional societies of which a member
Senior Member of Institute of Electrical and Electronics Engineers.
Honors and awards
2007 University Excellence in Teaching Award
2006 Outstanding Faculty Award for Excellence and Contributions to Computer
Engineering Program
Filmer Distinguished Professorship
IEEE Ultrasonics Best Student Paper Award (2006).
Institutional and professional service in the last five years
Associate Editor of IEEE Transactions on Ultrasonics, Ferroelectrics and Freq. Control
(1994 - present)
Technical Program Committee Chair/Member of IEEE Ultrasonics Symposium,(1988 present)
Editorial Advisory Board Member, Journal of Nondestructive Testing and Evaluation
(1990-1996)
Local Chair, Conference on Properties and Applications of Magnetic Materials (1985 2005)
Percentage of time available for research or scholarly activities
33%
Percentage of time committed to the program
50%
224
226
Consulting
1998-99
Consultant, Almahdi Aluminum Corporation, Consulted in procurement of
a power plant
1997-00
Energy Advisor, Authority of Qeshm Free Area
1981-83
Technical Advisor to the Minister of Energy, Iran
States in which registered
Have passed all exams and eligible for PE in the Province of Ontario, Canada
Principal publication of last five years
R. Shahnazi, H. Shanechi, and N. Pariz, Position Control of Induction and DC
Servomotors: A Novel Adaptive Fuzzy PI Sliding Mode Control, IEEE Transactions
on Energy Conversion, Vol. 23 No. 1, March 2008
M. Oloomi Buygi, H. Shanechi, G. Balzer, M. Shahidehpour, and N. Pariz Network
Planning in Unbundled Power Systems, IEEE Transactions on Power Systems,
August 2006
M. Eidiani and H. Shanechi, FAD-ATC: A new method for computing dynamic ATC,
Journal of Electrical Power & Energy Systems, # 28, February 2006
M. Oloomi Buygi, G. Balzer, H. Shanechi, and M. Shahidehpour, Market Based
Transmission Expansion Planning, IEEE Transactions on Power Systems, November
2004
H. Shanechi, N. Pariz, and E. Vaahedi, General Nonlinear Modal Representation of
Large Scale Power Systems , IEEE Transactions on Power Systems, August 2003
H. R. Mashhadi, H. Shanechi, and Caro Lucas, A New Genetic Algorithm with
Lamarckian Individual Learning for Generation Scheduling, IEEE Transactions on
Power Systems, August 2003
227
228
Symbol Shaping for Barker Spread Wi-Fi Communications, (with T.M. Taher, M.J.
Misurac, and J.L. LoCicero), in Proceedings IEEE Electro Information Technology
Conference (EIT), May 2007.
Extrapolation and Interpolation for Simplified Multi-User Channel Estimation
Techniques in a 4G OFDM System, (with A. A. Tahat), in Proceedings Seventh
IASTED International Conference of Wireless and Optical Communications (WOC),
May Jun. 2007.
Interference Characterization of Mitigation of 5.5 MBPS CCK Wi-Fi Signals, (with
A.Z. Al-Banna, X.L. Zhou, and J.L. LoCicero), in Proceedings IEEE International
Symposium Electromagnetic Compatibility (EMC), Jul. 2007.
Spectrum Occupancy Estimation in Wireless Channels with Asymmetric Transmitter
Powers, with (J.T. MacDonald), Second International Conference on Cognitive
Radio Oriented Wireless Networks and Communications (CROWNCOM), Aug.
2007.
Multi-Element Adaptive Arrays with Tapped Delay Lines for Interference Mitigation
(with A.Z. Al-Banna, and J.L. LoCicero), in Proceedings IEEE Military
Communications Conference (MILCOM), Oct. 2007.
Microwave Oven Interference Mitigation, (with T.M. Taher, M.J. Misurac, and J.L.
LoCicero), in Proceedings IEEE Consumer Communications and Networking
Conference (CCNC), Jan. 2008.
Microwave Oven Signal Modeling, (with T.M. Taher, M.J. Misurac, and J.L.
LoCicero), accepted for publication in Proceedings IEEE Wireless Communications
and Networking Conference (WCNC), Mar. 2008.
Scientific and professional societies of which a member
Senior Member, IEEE
Member, Eta Kappa Nu
Life Member, Tau Beta Pi
Life Member, Sigma Xi
Honors and awards
Special Achievement Award, Ph. D. Alumni Association, May 2004
Institutional and professional service in the last five years
N/A
Percentage of time available for research or scholarly activities
33%
Percentage of time committed to the program
67%
230
Yongyi Yang, Miles N. Wernick, and Jovan Brankov, A fast approach for accurate
content-adaptive mesh generation, IEEE Transactions on Image Processing, vol. 12,
pp. 866-881, 2003.
Jovan G. Brankov, Yongyi Yang, and Miles N. Wernick, Tomographic image
reconstruction based on a content-adaptive mesh model, IEEE Transactions on
Medical Imaging, vol. 23, pp. 202-212, 2004.
Liyang Wei, Yongyi Yang, Robert M. Nishikawa, and Miles N. Wernick, Relevance
vector machine for automatic detection of clustered microcalcifications, IEEE
Transactions on Medical Imaging, vol. 24, pp. 1278-1285, 2005.
Ahmad Abu Naser, Nikolas P. Galatsanos, and Miles N. Wernick, Methods to detect
objects in photon-limited images, Journal of the Optical Society of America A, vol.
23, pp. 272-278, 2006.
Miles N. Wernick, Yongyi Yang, Indrasis Mondal, Dean Chapman, Christopher Parham,
and Zhong Zhong, Computation of mass density images from refraction-gradient
231
images, Physics in Medicine and Biology, vol. 51, pp. 1769-1778, 2006.
[Recognized by IOP Select]
Cheng-Ying Chou, Mark A. Anastasio, Jovan G. Brankov, Miles N. Wernick, Eric M.
Brey, Dean M. Connor, Jr., and Zhong Zhong, An extended diffraction-enhanced
imaging method for implementing multiple-image radiography, Physics in Medicine
and Biology, vol. 52, pp. 1923-1945, 2007.
Scientific and professional societies of which a member
IEEE, OSA
Honors and awards
2005 British Medical Association, High Commendation for the book Emission
Tomography: The Fundamentals of PET and SPECT.
2006 Two papers in Physics in Medicine and Biology recognized by Institute of Physics
(IOP) Select (selected by the Editors for their novelty, significance and potential
impact on future research)
2006 IIT Professor of the Month (voted by students)
2006 Outstanding Faculty Award, ECE Dept., IIT (first annual recipient).
2006 Co-author, Best Student Paper award, 2006 IEEE Medical Imaging Conference
Institutional and professional service in the last five years
Associate Editor, IEEE Transactions on Image Processing, 2007-present
Associate Editor, Journal of Electronic Imaging, 2005-present
Representative, Main Campus Faculty Council, IIT
Chair, Main Campus Sabbatical Leaves Committee, IIT
Founding Director, Medical Imaging Research Center (MIRC).
Percentage of time available for research or scholarly activities
95%
Percentage of time committed to the program
0%
232
234
235
236
University
Number of years of service on this faculty, including date of original appointment and
dates of advancement in rank
One year of service:
2007-present: Assistant Professor
Other related experience--teaching, industrial, etc.
2005-2007, Senior researcher, Qualcomm Inc, San Diego, CA
2003, Senior consultant, Barcelona Design, Newark, CA
1999-2000, Member of technical staff, Bell Labs, Lucent Technologies, Shanghai, China
Consulting, patents, etc.
Six US patents pending
Yang Xu, L. Pileggi and M. Asheghi, Configurable RF and analog Circuits Using
Phase-change Material Switches, Filed in Oct. 2004.
Yang Xu, S. Boyd and L. Pileggi, Optimization and design method for configurable
analog circuit and devices Filed in Mar. 2004
State(s) in which registered
None
Principal publications of last five years
Yang Xu, K. Wang, T. Pals, A. Hadjichristos, K. Sahota and C. Persico, "A Low-IF
CMOS Simultaneous GPS Receiver Integrated in a Multimode Transceiver ", IEEE
Custom Integrated Circuits Conference (CICC), San Jose, CA, Sept, 2007
Yang Xu, P. Gazzerro, et. al, A Dual-Channel Direct-Conversion CMOS Receiver for
Mobile
Multimedia
Broadcasting,
International
Solid-State
Circuit
Conference(ISSCC), San Francisco, CA, Feb, 2006
Yang Xu, K. Hsiung, X. Li, I. Nausieda, S. Boyd, and L. Pileggi, OPERA: optimization
with ellipsoidal uncertainty for robust analog IC design, 42th IEEE/ACM Design
Automation Conference, Anaheim, CA. June 2005
Yang Xu, C. Boone and L. Pileggi, Metal-mask configurable RF circuits, IEEE/MTTS
RFIC symposium, Fort Worth, TX. June 2004
X. Li; P. Li; Yang Xu; L. Pileggi;Analog and RF circuit macromodels for system-level
analysis Design Automation Conference, 2003. Proceedings , June 2-6, 2003
X. Li, P. Li, Yang Xu, R. Dimaggio and L. Pileggi, A frequency separation macromodel
for system-level simulation of RF circuits, in Proc. of IEEE/ACM Asia and South
Pacific Design Automation Conference (ASP-DAC03), January, 2003
Yang Xu, H. Min, A low-power video 10-bit CMOS D/A converter using modified
look-ahead circuit, IEEE ASIC/SOC conference, Washington D.C. Sept. 1999.
237
238
IEEE
Honors and Awards:
Whitaker Foundation Investigator Award
Institutional and Professional Service:
NSF Review Panels
NIH Study Sections
NIH Study Section, Bioengineering Research Partnership Grant Applications, April 2001.
Associate Editor, IEEE Transactions on Image Processing, 2007 - present.
Guest Editor, Pattern Recognition, special issue on Digital image processing and pattern
recognition techniques for detection of cancer, 2007-2008.
Percentage of time available for research or scholarly activities
83%
Percentage of time committed to the program
17%
240
Chaired a committee that revised the digital signal processing curriculum of the Electrical
and Computer Engineering Department
Percentage of time available for research or scholarly activities
83%
Percentage of time committed to the program
17%
242
244
Elected Member of the Governing Board of the IEEE Computer Society National
Chairman of the Chicago Chapter of the IEEE Computer Society
Institutional and professional service in the last five years
Employed full time in Industry
Percentage of time available for research or scholarly activities:
30%
Percentage of time committed to the program:
Part-time instructor, 1 course per semester
246
248
249
250
251
Model
310D
12
310D
33220A
12
310D
DS03062A
12
310D
34405A
12
310D
E3630
12
310D
310D
3010
SR760
310
Corridor
100
10
001 lab
LA302
001 lab
HM407-2
001 lab
LM4500
001 lab
LM6113
LN isolation Amplifier
001 lab
LM4501
001 lab
1350VA
001 lab
001 lab
SE2662-AP
Resistor load
001 lab
ST 7007
001 lab
SE 2662-8C
8C Inductive Load
001 lab
SE 2663-6B
Auto Transformer
Capacitive Loads
001 lab
001 lab
001 lab
1006
SE2662-6H
001 lab
001 lab
24
001 lab
001 lab
001 lab
022B
022B
GX240
12
12
252
Application Server
Processor: 4 SparcV9 1.6GHz each
Memory: 8GB
File Server
Processor: 2 SparcV9 1.6GHz
Memory: 8GB
Application Server
Processor: 4 SparcV9 450MHz
Memory: 4GB
Sun Netra X1
Application Server
Processor: 2 SparcV9 1.0GHz
Memory: 2GB
Sun Storedge D2
1
1
253