CSE-ECE Instructional Dilemma
Prepared by: Richard J. Enbody and P. David Fisher
College of Engineering
Michigan State University
Draft: September 21, 2000
Introduction
The origin of computer science education here at Michigan State University can be traced to
electrical engineering education at MSU. In the mid 1960s, some faculty members from the
Department of Electrical Engineering became the core faculty in the newly formed Department
of Computer Science, and some courses that had previously been offered as EE-coded courses
were renumbered to instead be offered as CPS-coded courses. It was a conscious decision on the
part of each department’s faculty to minimize the duplication of courses; hence, the courses and
(and faculty expertise) that left EE for CPS were not duplicated within EE.
The evolution of electrical engineering education, computer science education and computer
engineering education at Michigan State University—coupled with the changing supply and
demand for professionals in these fields—has resulted in the creation of a dilemma, which we
refer to as the “CSE-ECE Instructional Dilemma.” This report is an attempt to identify the origin
and magnitude of this dilemma. With both undergraduate and graduate education considered, we
address four core issues: supply, demand, access, and possible actions to solve the dilemma.
Finally, we also examine faculty-hiring trends in each department.
Undergraduate Education
1. Supply
a. Freshman trends (See TABLES I-IV)
i. In the fall of 1991, 57 freshman indicated a preference for Computer
Engineering (CpE). This number swelled to 157 in the fall of 2000.
ii. In the fall of 1991, 146 freshman indicated a preference for Electrical
Engineering (ECE). This number dropped to 78 in the fall of 2000.
iii. In the fall of 1991, 119 freshman indicated a preference for Computer Science
(CS). This number swelled to 242 in the fall of 2000.
b. Junior level major targets and actual (FS00 actual data is not available)
i. CpE target = 40; actual = 58 (FS99), with a minimum GPA of 3.0 required for
admits.
ii. CS target = 90; actual = 110 (FS99), with a minimum GPA of 3.0 required for
admits.
iii. EE target = 120; actual = 115 (FS99), with a minimum GPA of 2.8 required
for admits.
iv. CSE-coded courses of general interest to EE and CpE majors are at capacity.
v. ECE-coded courses, which are in the CpE subject area are at or near capacity.
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2. Demand
a. CpE (and CS) majors and enrollment demand for courses are increasing, without new
resources internal or external. Both are 30% over the original enrollment targets, and
the difference should be greater when Fall 2000 data becomes available.
b. GPA cutoff for junior-level entry into the CpE and CS undergraduate programs
i. Is there a desirable GPA target, e.g., 2.8?
ii. Is some GPA level too high, e.g., 3.5?
c. National and State of Michigan Trends
i. Nationally in 1989 there were 22,929 BS degrees were awarded in Electrical
and Electronic Engineering. In 1998, this had dropped by 45.5% to 12,498.
ii. Nationally in 1989 there were 4,398 BS degrees awarded in Computer
Engineering. In 1998, this number had risen by 67.4% to 7362.
iii. Within Michigan in 1991, there were 216 BS degrees awarded in Computer
Engineering. In 1998, this number had risen by 38.4% to 299.
iv. Within Michigan in 1991, there were 1,106 BS degrees awarded in Electrical
and Electronic Engineering. In 1998, this had dropped by 38.4% to 681.
v. In 1998, the State of Michigan produced 5.5% of the BS Electrical and
Electronic Engineering graduates produced nationally, while it produced 4%
of the Computer Engineering produced nationally. In 1993, both stood at the
national level of 5.5%.
3. Access
a. Should admissions targets for CpE, EE, and CS be equitable, i.e., the same GPA for
all three programs?
b. Should EE majors, undergraduate and graduate students, be allowed into
undergraduate upper-level CSE courses related to CpE, e.g., CSE 410, 420, 422?
c. Should there be Computational-X programs allowing majors from major "X" access
to upper-level CSE courses? Examples of existing requests for "X" include Physics,
Chemistry, Biology, and Business. (Computational Mathematics exists).
4. Possible Actions
a. Adjust GPA higher for undergraduates wanting to major in CS, CpE and EE
b. Redirect resources within department, college, university
i. Within CSE and ECE departments by altering faculty hiring practices and
laboratory space utilization practices;
ii. Within the college by altering faculty hiring practices, TA appointment
practices and laboratory space utilization practices.
Graduate Education
A significant number of EE graduate students have complained about not having access to
certain courses at MSU that they believed were critical for their program of study. To better
understand the issue, the academic programs of the most recent 230 EE-coded graduate students
were examined. Some of these are recent graduates are at all different stages of their graduate
programs. The following data was extracted from these programs (See TABLES V-VII).
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1.
2.
3.
4.
5.
6.
These 230 students collectively selected 504 CSE-coded courses (2.2 per student).
These 230 students collectively selected 1268 ECE-coded courses (5.5 per student).
These 230 students collectively selected 210 MTH-coded courses (0.91 per student)
These 230 students collectively selected 30 PHY-coded courses (0.13 per student)
These 230 students selected 133 STT-coded courses (0.58 per student)
Courses in other subject areas made up a very small number and are not included in this
survey.
7. The typical EE graduate student's program surveyed is as follows:
a. ECE-coded courses--5.5 (59%)
b. CSE-coded courses--2.2 (24%)
c. MTH-coded courses--0.91 (10%)
d. STT-coded courses--0.58 (6%)
e. PHY-coded courses--0.13 (1%)
f. Total Number of Courses--9.32 (100%)
From this survey of 230 EE graduate students’ academic programs and interviews with many of
these graduate students, we are able to draw the following conclusions.
1. Supply
a. Insufficient ECE-taught CpE courses exist, e.g., one 800-level course per semester
over last five years.
b. Some ECE students' MS programs have only two or three courses taught by ECE
faculty.
2. Demand
a. One quarter of all ECE graduate student courses are taught by CSE faculty.
b. Few CSE students take ECE-taught courses—e.g., FS'00 ECE 809 has no CSE
students.
c. ECE-taught CpE courses have very high enrollments when compared with ECE
Department averages for ECE-coded graduate courses.
d. During the past two years, faculty members in the ECE-CpE Faculty Group advised
54% of the EE MS graduates (TABLE VIII).
e. During the past two years, faculty members in the ECE-CpE Faculty Group advised
24% of the EE Ph.D. graduates TABLE VIII).
f. For the new EE graduate students who entered MSU in the fall of 2000, 65%
expressed the CpE area as their preference (TABLE IX).
3. Access
a. Should EE grad students be able to take courses in a variety of areas, such as CSE,
PHY, MTH, BUS only on the advice of their advisor?
b. Should the ECE Department offer more ECE-taught CpE courses?
4. Possible Actions
a. Redirect resources
i. Within department, college, university;
ii. Adjust faculty hiring priorities;
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iii. Adjust strategic departmental planning.
b. Create more ECE-taught CpE graduate courses
c. Other
i. Modify course descriptions with respect to access;
ii. Change the marketing of programs;
iii. Change admissions practices into the graduate programs.
Faculty Trends
The faculty represents the single greatest resource for any academic unit. We examined faculty
hiring trends and enrollment data in various subject areas.
With respect to faculty hiring trends we were able to deduce the following (See TABLES XXII).
1. Faculty Size
a. The total number of ECE faculty has remained virtually constant at about 25 FTEs
between the years 1987 and 2000.
b. The total number of CSE faculty fluctuated somewhat between 1987 and 2000.
Between the years 1987 and 1993, the faculty grew from about 22 FTEs to a peak of
about 26 FTEs. Since then, it has dropped to about 24 FTEs.
2. New Faculty Hiring
a. In the last five years, the ECE Department hired eight new faculty members. One of
these was hired in the CpE area; however, he left after being on the faculty for only
two years.
b. In the last five years, the CSE Department hired seven new faculty members.
3. ECE Faculty Teaching Loads in CpE Subject Area
a. Fall Semester of 2000 Enrollment Data
i. ECE 230--3(3-0)--Two Lecture Sections (130 students total)
ii. ECE 331--4(3-3)--One Lecture Section and six Laboratory Sections (90
students total)
iii. ECE 410--4(3-3)--One Lecture Section and six Laboratory Sections (54
students total)
iv. ECE 411--4(3-3)--One Lecture Section and four Laboratory Sections (49
students total)
v. ECE 482--4(3-3)--One Lecture Section and eight Laboratory Sections (46
students total)
vi. ECE 809--3(3-0)--One Lecture Section (32 students total)
b. Fall Semester of 2000 Summary:
i. Seven lecture sections and 24 laboratory sections, with an average of 57
students per lecture section.
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ii. The total SCHs generated is 1442, which is 32% of the department’s total for
the fall of 2000 for ECE-coded courses taken by EE and CpE majors.
c. Spring Semester of 2001 Enrollment Data
i. ECE 230--3(3-0)--Two Lecture Sections (98 students total)
ii. ECE 331--4(3-3)--One Lecture Section and six Laboratory Sections (62
students total)
iii. ECE 410--4(3-3)--One Lecture Section and six Laboratory Sections (52
students total)
iv. ECE 411--4(3-3)--One Lecture Section and four Laboratory Sections (50
students total)
v. ECE 482--4(3-3)--One Lecture Section and six Laboratory Sections (36
students total)
vi. ECE 813--3(3-0)--One Lecture Section (15 students total)
vii. ECE 921--3(3-0)--Not currently scheduled for the spring of 2001; however,
C.-L. Wey has requested that he be permitted to offer a section in the spring of
2001.
d. Spring Semester of 2001 Summary
i. Seven (or eight) lecture sections and 22 laboratory sections, with an average
of 45 students per lecture section.
g. The total SCH generated is projected to be 1139, which is 32% of the department’s
total for the spring of 2001 for ECE-coded courses taken by EE and CpE majors.
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LIST OF TABLES
Table
Page
TABLE I—Computer Engineering Enrollment Trends at MSU .....................................................7
TABLE II—Electrical Engineering Enrollment Trends at MSU ....................................................8
TABLE III—Computer Science Enrollment Trends at MSU..........................................................9
TABLE IV—Distribution of Honors College Students ...................................................................9
TABLE V—CSE and ECE-Coded Courses on EE Graduate Student Programs ..........................10
TABLE VI—Distribution of CSE-Coded Courses on EE Graduate Student Programs ................12
TABLE VII— Distribution of ECE-Coded Courses on EE Graduate Student Programs .............12
TABLE VIII—MS and Ph.D. Degrees Awarded in EE (1998-2000) ...........................................12
TABLE IX—Interest Areas for New EE Graduate Students Entering in the Fall of 2000 ...........13
TABLE X—Number of CSE and ECE Faculty Members (1985-2000)........................................13
TABLE XI—New ECE Faculty Members (1996-2000) ...............................................................14
TABLE XXI—New CSE Faculty Members (1996-2000).............................................................14
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Table I—Computer Engineering Enrollment Trends at MSU
(Three-year Moving Average)
Year
Fresh
Soph
Junior
Senior
F89
F90
F91
F92
F93
F94
F95
F96
F97
F98
F99
F00
57
66
66
68
71
91
111
130
143
157
32
40
43
41
41
45
57
71
89
105
25
30
34
37
33
34
32
38
44
56
19
25
29
30
36
35
35
33
37
45
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Table II—Electrical Engineering Enrollment Trends at MSU
(Three-year Moving Average)
Year
Fresh
Soph
Junior
Senior
MS
PhD
F79
F80
F81
F82
F83
F84
F85
F86
F87
F88
F89
F90
F91
F92
F93
F94
F95
F96
F97
F98
F99
F00
197
221
230
241
258
283
273
238
204
178
146
124
113
112
104
97
99
96
85
78
166
210
248
266
276
276
283
272
243
206
181
139
114
87
86
82
83
86
85
74
133
138
144
141
151
143
132
119
117
118
115
123
123
126
115
112
116
127
128
125
133
143
152
164
166
172
162
158
151
147
144
142
145
143
141
137
127
132
136
151
34
37
44
47
49
55
62
78
85
88
83
84
89
88
76
71
76
93
108
117
15
19
22
23
24
27
32
40
47
54
56
55
52
50
52
56
54
49
46
47
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Table III—Computer Science Enrollment Trends at MSU
(Three-year Moving Average)
Year
Fresh
Soph
Junior
Senior
MS
PhD
F79
F80
F81
F82
F83
F84
F85
F86
F87
F88
F89
F90
F91
F92
F93
F94
F95
F96
F97
F98
F99
F00
302
380
432
447
383
311
227
181
152
134
119
103
95
97
113
136
176
209
220
242
177
225
288
301
288
227
184
153
132
124
109
95
81
75
81
92
118
147
168
173
99
112
122
140
131
112
85
85
91
88
78
72
71
71
72
78
85
94
102
110
111
112
122
132
147
123
106
81
88
91
92
89
85
89
96
101
105
121
136
156
43
40
48
65
78
83
92
110
123
122
107
89
81
82
87
88
91
87
81
69
11
12
13
14
17
21
29
36
42
49
60
68
69
63
57
57
55
57
58
56
Table IV—Distribution of Honors College Students
Academic Program
Number of Honors College Students
Computer Engineering
Electrical Engineering
Computer Science
41
41
87
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Table V—CSE and ECE-Coded Courses on EE Graduate Student Programs
Course
Number
Course Title
Number of EE
Grad Students
CSE 232
CSE 330
CSE 331
CSE 360
CSE 410
CSE 420
CSE 422
CSE 450
CSE 460
CSE 470
CSE 472
CSE 479
CSE 480
CSE 802
CSE 803
CSE 807
CSE 808
CSE 812
CSE 814
CSE 820
CSE 822
CSE 824
CSE 830
CSE 835
CSE 838
CSE 841
CSE 845
CSE 860
CSE 880
CSE 890
CSE 891
CSE 898
CSE 910
CSE 914
CSE 941
ECE 302
ECE 303
ECE 305
ECE 330
ECE 331
ECE 332
ECE 360
ECE 410
ECE 411
Introduction to Programming II
No Title Available
Algorithms and Data Structures
No Title Available (Course Dropped)
Operating Systems
Computer Architecture
Computer Networks
Translation of Programming Languages
Computability and Formal Language Theory
Software Engineering
Computer Graphics
No Title Available (Course Dropped)
Database Systems
Pattern Recognition and Analysis
Computer Vision
Computer System Performance and Measurement
Modeling and Discrete Simulation
Advanced Operating Systems
Formal Methods in Software Development
Advanced Computer Architecture
Parallel Processing Computer Systems
Advanced Computer Networks and Communications
Design and Theory of Algorithms
Algorithmic Graph Theory
Design of Parallel Algorithms
Artificial Intelligence
Knowledge-Based Systems
Foundations of Computing
Advanced Database Systems
Independent Study
Selected Topics
Master's Project
Selected Topics in Computer Networks and Distributed Systems
Selected Topics in Formal Methods in Software Development
Selected Topics in Artificial Intelligence
Electronic Circuits
Electronics Laboratory
Electromagnetic Fields and Waves I
Digital Logic Fundamentals
Microprocessors and Digital Systems
Microprocessors and Digital Systems Laboratory
Signals and Linear Systems
Digital Electronics/VLSI Design
Electronic Design Automation
10
1
5
1
2
79
6
66
3
1
9
1
1
7
23
11
30
2
56
5
84
26
11
33
1
1
5
1
1
10
11
5
1
2
1
2
1
1
1
1
1
1
1
15
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ECE 413
ECE 435
ECE 457
ECE 458
ECE 466
ECE 474
ECE 476
ECE 482
ECE 483
ECE 484
ECE 490
ECE 491
ECE 801
ECE 802
ECE 809
ECE 813
ECE 818
ECE 823
ECE 824
ECE 825
ECE 826
ECE 827
ECE 829
ECE 831
ECE 832
ECE 835
ECE 836
ECE 841
ECE 842
ECE 847
ECE 850
ECE 863
ECE 864
ECE 865
ECE 866
ECE 874
ECE 875
ECE 885
ECE 899
ECE 921
ECE 925
ECE 929
ECE 931
ECE 960
ECE 963
ECE 966
ECE 989
ECE 999
Control Systems
Electromagnetic Waves and Applications
Communication Systems
Communication Systems Laboratory
Digital Signal Processing and Filter Design
Principles of Electronic Devices
Electro-Optics
Capstone: Computer Systems Design
Capstone: Integrated Circuit Design and Fabrication
Capstone: Applications of Analog Integrated Circuits
Independent Study
Special Topics
Independent Study
Selected Topics
Algorithms and Their Hardware Implementation
Logic Design Principles/Advanced VLSI Design
Robotics
Power System Stability and Control
Power System Operation and Control
Alternating Current Electrical Machines and Drives
Linear Control Systems
Nonlinear Systems Analysis
Optimal Multivariable Control
Analog Circuit Theory
Analog Integrated Circuit Design
Advanced Electromagnetic Fields and Waves I
Advanced Electromagnetic Fields and Waves II
Fourier Optics
Quantum Electronics
Analog and Digital Communications
Electrodynamics of Plasmas
Analysis of Stochastic Systems
Detection and Estimation Theory
Analog and Digital Communications
No Title Available
Physical Electronics
Electronic Devices
Artificial Neural Networks
Master's Thesis Research
Advanced Topics in Digital Circuits and Systems
Advanced Topics in Power
Advanced Topics in Electromagnetics
Advanced Topics in Electronic Devices and Materials
Advanced Topics in Control
Advanced Topics in Systems
Advanced Topics in Signal Processing
Advanced Topics in Plasma
Doctoral Dissertation Research
11
5
4
6
25
24
4
8
2
8
2
1
7
53
12
130
96
18
5
9
8
148
17
9
29
18
35
17
6
8
12
10
58
22
25
7
130
40
18
78
20
3
11
12
4
1
14
5
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Table VI
Distribution of CSE-Coded Courses on EE Graduate Student Programs
Percent of Program in CSE Courses
Number of Students
0-10%
10-20%
20-30%
30-40%
40-50%
50-60%
60-70%
70-80%
80-90%
90-100%
108
19
15
17
24
32
10
1
2
2
Table VII
Distribution of ECE-Coded courses on EE Graduate Student Programs
Percent of Program in ECE Courses
Number of Students
0-10%
10-20%
20-30%
30-40%
40-50%
50-60%
60-70%
70-80%
80-90%
90-100%
3
1
14
29
22
28
28
32
38
35
Table VIII—MS and Ph.D. Degrees Awarded in EE (1998-2000)
Year
MS (CpE)
MS (Total)
PhD (CpE)
PhD (Total)
1998-99
1999-00
25
31
47
56
4
1
10
11
TOTALS
56
103
5
21
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Table IX
Interest Areas for New EE Graduate Students Entering in the Fall of 2000
Subject Area
Number of Students
Computers
Communications & Signal Processing
Control Systems
Circuits and Devices
Electromagnetics
Power
24
3
7
1
1
1
Table X—Number of CSE and ECE Faculty Members (1985-2000)
Year
Number of CSE Faculty
(Three-year Average)
Number of ECE Faculty
(Three-year Average)
21.8
23.6
24.2
25.1
25.8
26.2
26.0
25.2
24.4
23.7
23.9
24.0
24.0
25.0
25.3
25.0
25.1
25.0
25.0
25.4
24.9
24.5
24.0
24.3
25.0
25.2
1985-86
1986-87
1987-88
1988-89
1989-90
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
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Table XI—New ECE Faculty Members in Last Five Years
Name
R. Nowak
V. Ayres
N. Xi
L. Kempel
B. Kim
T. Hogan
F. Peng
H. Radha
Arrived
Area
1996
1997
1997
1998
1998
1998
2000
2000
Communications
Materials
Manufacturing
Electromagnetics
Computers
Materials
Power
Communications
Departed
1999
2000
Table XII—New CSE Faculty Members in Last Five Years
Name
L. Dillon
S. Mahadevan
C. Owen
K. Stirewalt
S. Kulkarni
P. Mohapatra
J. Lee
Arrived
Area
1997
1997
1998
1998
1998
1999
2000
Departed
Software Engineering
Machine Intelligence
Multimedia
Software Engineering
Systems
Networks
Compilers
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