outline

Outline• Motivation and Curriculum Goals• Overall Structure of Proposed Curriculum• Example of a Broad Introductory ECE Course• How do we get started?• What Does ECE want in the freshman year?

• Students understand connections among a broad range of Electrical and Computer Engineering concepts.

• Provide early, integrated, hands-on courses to motivate students, make connections within ECE, help students choose area of focus, and improve coop preparation.• Not survey or just interesting courses, real ECE content,

Sophomore/Freshman year. Provides breadth to the ECE curriculum.

• Ensure depth with level 2 electives.• Offer flexibility, including option for an alternative

semester experience. • Students can tailor program to interests. • Semester Abroad.

• Build a curriculum that can be modified easily in the future.

• Reduce # of credits.

Some ECE Curriculum Goals

Curriculum Structures

Current and Proposed

Current Curricular Structure, BSCE

Arts, Hum., S.S. Writing

Science

Freshman Eng.

CE Core

Math

ECE Tech. Electives General Electives

Capstone

32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits

Possible New Curricular Structure, BSCE


Science

Freshman Eng.

ECE Broad Intro.

Math

ECE Level 1 Electives

General Electives

Capstone

32 four-credit courses = 128 credits + ?ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE Electives.

CE Fundamentals

ECE Advanced Elec.

ECE Tech. Electives

What stays the same?• The fundamental material taught in each ECE area

(some will be in the broad introductory courses). • Many of the elective courses.• Math and science courses. (They may change, but

this is mostly independent of the changes discussed here.)

• Freshman year. (Again, this is not part of the package, although we hope it will change. To be discussed!)

What Changes?

• Some fundamental material is introduced in the broad introductory courses. For example:– Some of Circuits– Some Data Structures and Algorithms– Some Signals and Systems– Some Networks– Some Digital Design

• Core has a different meaning.• Require 2 upper level electives.

Example Broad Introductory ECE Course

Biomedical

Example Unit: Electrocardiogram (EKG) measurements:Students build and test a multi-stage differential amplifier on a prototyping breadboard and then measure their own EKG signal by attaching electrodes to their forearms or chest

To do this, they must first understand some basic “biology”, but this is relatively minimal

- Anatomy of the heart- electrophysiology of the heart- ‘normal’ and ‘abnormal’ EKG signals

EKG Signal from a student (actual):

P

Q

R

S

T

How do I isolate and amplify the EKG signal while rejecting noise?- Operational amplifiers- Differential amplifier circuits

- input/output impedance considerations-multi-stage instrumentation amplifier configurations-common mode rejection ratio

- Frequency content of the signal - Fourier transforms, power spectral density

- matching the frequency response of the amplifier- Active filters vs. passive filters

ECE concepts involved in doing this lab:

How do I get the amplified EKG signal into a computer?- Embedded systems? - Data acquisition, analog-to-digital conversion

- Sampling rate, Nyquist rate, ADC bit-depth, sources of ADC noise- Programming automated data acquisition (Matlab)

What information can I extract (process) from the EKG signal once I have acquired it?- signal filtering- automatic extraction of heart rate- automatic detection of electrophysiological abnormalities such as AV heart block, ectopic beats, flutter, fibrillation etc. on (hopefully) simulated data

Courses in the New Curiculum

New BS in ECE

Freshman Engineering I

Freshman Engineering II

ECE Intro. IBiomedical ECE

ECE Intro. IICommunications,

Networks?

EE FundamentalsElectromagnetics

EE FundamentalsCir./Electronics

EE FundamentalsSignals/Systems

ECE Fund. Comp. Organization

CE FundamentalsAlgorithms

CE FundamentalsSoftware

1 or 2 Freshman Engineering

2 Broad Introductory

3/6 ECE Fundamentals

2 Level 1 ECE Electives

2 Advanced Electives

2 Capstone Capstone I Capstone II

Electronics II Wireless Communication

Real Time Embedded

Systems

Electronics I

Power and Energy

Discrete Time Signal Processing

Embedded Systems

Computer Networks

+5 General Electives, + 2-3 Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)

Computer Architecture

Communication Systems

A Question for Later

• Do we want EE and CE and dual or ECE?

Subjects Covered in Broad Introductory Courses

Topic Course I Course IICircuits and Electronics Major

Signal Processing Major

Data acquisition (Analog to Digital Conversion) Example (Example?)

Data Structures and Algorithms Major Major

Networking (Layering model (OSI)) Major

Communication (phys. level) (Example?)

Embedded Systems / ES Programming (Example?) Example

Biomedical Example

Digital Design (combinatorial / sequential design)

Major

Control Systems

Computer Architecture

Electromagnetic and Optics

How can we get started?• Teach the circuits course as broad introductory

course #1.• Consequences for the rest of the curriculum:

– Electronics I is now circuits and electronics.– Electronics II will not go quite as far as the current

Electronics II.– More student exposure to MATLAB.– More coverage of signals.– More student programming experience.

• Simple.

Freshman Year?

What about Freshman Year?What do we know?

1. Students want real engineering in freshman year.

2. Students want to choose study in their area(s) of interest. (Often in major)

3. Students do not think the first course (the Design course) is worthwhile.

4. Students are being recruited into IE.5. We don’t want to reduce retention.

Options Discussed in Freshman Committee

• Improve current courses.• Choose 2 of (4-7) courses. ECE, MIE, ChE, CivEnvE.

Or EE, CE, ME, IE, ChE, CivE, EnvE. These two courses would be the two courses in the freshman year. Ours would be one of our broad introductory courses.

• Split the current design course into two discipline-specific parts.

• Make the design course discipline-specific.• Computation course first, then a broad introductory

course.

Extra Reference Slides

Scheduling Courses

• With no change in freshman year, little change. Some added flexibility.

• With the first course in the freshman year, significant added flexibility.

• Consider integrating labs with courses to reduce # of credits or workload.

Background/Broader Motivation• Global economy and opportunities.

– Study abroad.– Alternative semesters.

• Engineering as a “liberal arts” education.– Interdisciplinary/Combine with other disciplines.– Other disciplines study engineering – minors.– Transition to learn how to learn rather than knowledge of

a particular body of knowledge.

• ECE as a discipline is broader than ever.• Sources: NAE, Al Soyster, Provost Director, Other

Writers, Students, Faculty, Other Curricula.

ECE with First Broad Introductory Course in the Freshman Year

Current Curricular Structure, BSEE


Science

Freshman Eng.

EE Core

Math

ECE Tech. Electives General Electives

Capstone


Possible New Curricular Structure, BSEE


Science

Freshman Eng.

ECE Broad Intro.

Math


General Electives

Capstone

32 four-credit courses = 128 credits + ?ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.Probability?

EE Fundamentals

ECE Advanced Elec.

ECE Tech. Electives

New BSEE with one course in Freshman Year


Science

Freshman Eng.

ECE Broad Intro.

Math


General Electives

Capstone

32 four-credit courses = 128 credits + ?ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.

EE Fundamentals 3/6

ECE Advanced Elec.

ECE Tech. Electives

New BS in EE


ECE Intro. IICommunications ECE



3/4 ECE Fundamentals




Electronics II

Electronics I

+5 General Electives + 2-3 ECE Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)


Real Time Embedded

Systems

Electronics I

Power and Energy


Embedded Systems

Computer NetworksDigital DesignCommunication

Systems

Capstone I Capstone II

EE FundamentalsElectromagnetics

EE FundamentalsCir./Electronics

EE FundamentalsSignals/Systems

ECE Fund. Comp. Architecture





New BS in CE



ECE Fundamentals Comp. Architecture

CE FundamentalsAlgorithms

CE FundamentalsSoftware



3/3 CE Fundamentals




Electronics II

Electronics I

+5 General Electives + 2-3 ECE Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)


Real Time Embedded

Systems

Electronics I

Power and Energy


Embedded Systems

Computer NetworksDigital DesignCommunication

Systems

Capstone I Capstone II





ABET material, just for reference.

Selected sections, see web site for more details.

PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER, AND SIMILARLY NAMED ENGINEERING PROGRAMS

Lead Society: Institute of Electrical and Electronics EngineersCooperating Society for Computer Engineering Programs: CSABThese program criteria apply to engineering programs that include electrical, electronic, computer, or similar modifiers in their titles.

1.Curriculum:

•The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.

•The program must demonstrate that graduates have: knowledge of probability and statistics, including applications appropriate to the program name and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives.

•Programs containing the modifier “electrical” in the title must also demonstrate that graduates have a knowledge of advanced mathematics, typically including differential equations, linear algebra, complex variables, and discrete mathematics.

•Programs containing the modifier “computer” in the title must also demonstrate that graduates have a knowledge of discrete mathematics.

ABET Curiculum Guidance

Criterion 5. Curriculum: The professional component must include:

(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline

(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.

(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.

Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.

ABET Criteria

Combined ECE Major?What would this look like?

Current Curricular Structure, BS EE and CE


Science

Freshman Eng.

ECE Core

Math

ECE Tech. Electives

Capstone


Possible New Curricular Structure, BS EE and CE


Science

Freshman Eng.

ECE Broad Intro.

Math


General Electives

Capstone

32 four-credit courses = 128 credits + ?ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE Electives.*2 EE, 2 CE.

ECE Fund. 4/6*

ECE Advanced Elec.

ECE Tech. Electives

??

Some Questions

• How do we phase in the changes? Can we pilot the first two courses (or maybe just one of them freshman year)?

• What about ABET?• When can changes to the freshman year

happen?

Some Questions

• Do we want EE and CE or ECE? In what form?• How do we phase in the changes? Can we

pilot the first two courses (or maybe just one of them freshman year)?

• What about ABET?• When does this happen?• When can changes to the freshman year

happen?

outline

Documents

ece electives

ece area

broad introductory courses

credit courses

interesting courses

elective courses

science courses

handson courses