Department of Electrical Engineering
University of Hawaii
Undergraduate Program Summary To
2010 Industrial Advisory Board (IAB)
October 4, 2010
Table of Contents
A. Introduction.............................................................................................................................. 3
B. Industrial Advisory Board (IAB) ............................................................................................ 4
B.1. Mission ........................................................................................................................... 4
B.2. Organization ................................................................................................................... 4
B.3. October 2010 Meeting .................................................................................................... 5
B.4. 2010 IAB Members ........................................................................................................ 6
C. Undergraduate Program ....................................................................................................... 7
C.1. Mission Statement .......................................................................................................... 7
C.2. Educational Objectives ................................................................................................... 7
C.3. Program Outcomes ......................................................................................................... 8
C.4. How Program Outcomes Map to Objectives.................................................................. 8
C.5. Curriculum ..................................................................................................................... 9
C.5.1. Overview of Curriculum Requirements .................................................................. 9
C.5.2. Design Experience................................................................................................. 15
C.6. How Curriculum Maps to Objectives........................................................................... 17
C.7. How Curriculum Maps to Outcomes ........................................................................... 18
C.8. Student Surveys .............................................................Error! Bookmark not defined.
C.9. Changes to the Curriculum ............................................Error! Bookmark not defined.
D. Faculty ................................................................................................................................... 21
D.1. List of Current Faculty ................................................................................................. 21
D.2. Changes in Faculty ....................................................................................................... 22
E. Facilities ................................................................................................................................. 23
E.1. Undergraduate and Project Laboratories .......................Error! Bookmark not defined.
E.1.1. Basic Circuits Laboratory (Holmes 357) ................Error! Bookmark not defined.
E.1.2. Analog Circuits Laboratory (Holmes 358) .............Error! Bookmark not defined.
E.1.3. Communications Laboratory (Holmes 386) ...........Error! Bookmark not defined.
E.1.4. Digital Circuits Laboratory (Holmes 451) .............Error! Bookmark not defined.
E.1.5 Optical and Photonic Lab (Holmes 458) .................Error! Bookmark not defined.
E.1.6 Physical Electronics Lab (PEL): .............................Error! Bookmark not defined.
E.1.7 EE Computer lab (Holmes 387) ..............................Error! Bookmark not defined.
E.2. Changes to Facilities......................................................Error! Bookmark not defined.
2
A. Introduction
Thank you for participating in the 2010 Industrial Advisory Board (IAB) for our Department of
Electrical Engineering at the University of Hawaii. The IAB is a critical component of the
evaluation of our undergraduate program. The IAB has provided valuable suggestions that we
have implemented to improve our curriculum, facilities, and interactions with students.
This report is a summary of our undergraduate program. Section B describes the IAB, and its
mission and organization. Included is the itinerary of the on-campus IAB meeting in October 12,
2010. Sections C, D, and E describe, respectively, curriculum, faculty, and facilities, and the
relevant changes therein.
We know that you are taking time from your busy schedule to provide us with this evaluation.
We estimate it will take 3 hours to review this report, and 1 hour to complete the 2007 IAB
Questionaire.
We greatly appreciate the time and effort, and are looking forward to your expert evaluation.
Mahalo!
3
B. Industrial Advisory Board (IAB)
B.1. Mission
Mission of the Industrial Advisory Board
The General Mission of the Industrial Advisory Board (IAB) is to facilitate communication,
cooperation, and interaction between the Department and industry. This will serve the
educational endeavor and develop electrical, electronic, communication, energy, and
computer industries. The specific mission includes the following:
a) Provide a direct link to the practices of electrical and computer engineering in its diverse
forms.
b) Provide advice, opinions, and assistance to the department relative to teaching, job
qualifications, and professional practices.
c) Assist Development activities that enhance the educational and research programs in the
department.
d) Encourage close interactions among the faculty, students and practicing professionals.
B.2. Organization
Membership of the Industrial Advisory Board
The IAB will consist of approximately 10 members (nominated by the Department Chair,
who is a sitting member of the IAB) and shall be elected by majority vote of the sitting IAB
at a regular meeting. The department Chair shall establish the initial membership. It is
desired that the board consist of practicing engineers from within the state and from
industrial regions where our students seek employment.
The terms of the board members will be 4 years with 2-3 members to be replaced or
reappointed each year (terms after initial membership will be determined at the time of
establishment of the IAB). The Department Chair and the ABET Committee Chair will be
ex-officio member of the IAB. An IAB Chair and secretary will be elected from the
membership of the board for a 2-year term. The secretary will record notes of official
meetings and correspond with members.
4
B.3. October 2010 Meeting
Industrial Advisory Board Meeting 2010
Last Update: October 4, 2010
October 12, 2010 (Tuesday).
Friday, Oct. 15th is College of Engineering Career Day.
TENTATIVE






8-830: Coffee and Continental Breakfast
830-930: Introduction: Holmes 389. All EE faculty welcome..
o Welcome by Bruce Liebert and Introductions [10 min]
o Objectives of Meeting Tony Kuh [20 min]
o Overview of Curriculum Anders Host-Madsen [10 min]
o Computer Engineering program Galen Sasaki [10 min]
o IAB discussion
930-1030: IAB and SAB closed meeting: Holmes 389
o SAB Presentation
o Discussion
Break 15 minutes
10:45-11:45: IAB and Faculty Meeting: Holmes 389. All EE Faculty attend.
o Additional discussion about the program [Chair 15 min]
 Faculty
 Enrollment
 Resources
o Discussion about the program and curriculum
12noon-1:15: Lunch. EE Conference Room Holmes 485 IAB and EE faculty,
Dean Crouch,

1:15-3:00: IAB Completes Surveys and Writes Final Report. Closed meeting.
EE Conference Room Holmes 485 (possible teleconference with other IAB
members)

3:00-3:15pm: Conclude Meeting. Holmes 485 (ABET Committee , Chair, UCC
Chair)
5
B.4. 2010 IAB Members
Name
Ms. Shari Ishikawa
Affiliation
NAVFAC Pacific
Contact
shari.ishikawa@navy.mil
Ms. Kelly Matsumoto
Spirent Communications
kelly.matsumoto@spirentcom.com
Mr. Ken Morikamai
Hawaiian Electric Company
ken.morikami@heco.com
Mr. Ed Nakamoto
Spirent Communications
Edward.Nakamoto@spirentcom.com
Mr. Reid Shizumura
Lockheed Martin
reid.shizumura@lmco.com
Mr. Mark Sora
msora@referentia.com
Mr. Nolan Tanaka
Referentia Systems
Incorporated
Northrup-Grumann
Mr. Brian Yim
Pearl Harbor – Navy
brian.yim@navy.mil
nolan.tanaka@ngc.com
6
C. Undergraduate Program
We currently offer undergraduate and graduate programs in Electrical Engineering / Computer
Engineering and offer B.S., M.S., and Ph.D. degrees. The department has three different areas of
emphasis for both undergraduate and graduate students. These three areas are computer
engineering (software and hardware), electrophysics (circuits, devices, electromagnetics, optics,
energy), and systems (communications, control, networks, signal processing, energy).
C.1. Mission Statement
The mission of the Department of Electrical Engineering (EE) is to provide quality
education, research and service to our constituents. Major goals of the Department are:
1. Educate a new generation of Electrical Engineers to meet the challenges of the
future.
2. Create, develop, and disseminate new knowledge.
3. Promote a sense of scholarship, leadership, and service amongst our graduates.
4. The program will contribute to the development of diversity within the profession
through the education of women, indigenous and other minority students.
C.2. Educational Objectives
The main educational objective is to ensure that our gradutes have the following capabilities
three years after graduation:
A. Electrical Engineering Graduates should be engaged in the practice of electrical and
computer engineering in industry, education, and public service.
B. Graduates should contribute to the technological and economic development of Hawaii,
the United States, and beyond.
C. Graduates should be prepared for admission to top graduate programs.
D. Graduates should be motivated toward and engaged in continuous professional
development, through individual effort and advanced professional education.
7
E. Graduates should provide technical leadership, with an understanding of the broader
ethical and societal impact of technological developments, and the importance of
diversity in the workforce.
C.3. Program Outcomes
All graduates of the Electrical Engineering Program are expected to have the following at the
time of graduation:
1. Knowledge of probability and statistics, including examples relevant to Electrical
Engineering (program criteria). Knowledge of mathematics through differential and
integral calculus, basic sciences, and engineering sciences necessary to analyze and
design complex devices and systems containing hardware and software. Knowledge of
advanced mathematics, including differential equations (program criteria).
2. Demonstrated an ability to design and conduct experiments, as well as to interpret data.
3. Demonstrated an ability to design a system or component that meets desired needs
within realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability..
4. Demonstrated an ability to function in a multi-disciplinary team.
5. Demonstrated an ability to identify, formulate and solve electrical engineering problems.
6. Understanding of professional and ethical responsibility.
7. Demonstrated an ability to communicate effectively (written and oral).
8. Demonstrated an understanding of the impact of engineering solutions in a global,
economic, environmental, and societal context.
9. Recognition of the need for life-long learning.
10. Demonstrated a knowledge of contemporary issues.
11. Demonstrated an ability to use the techniques, skills, and modern tools necessary for
engineering practice.
C.4. How Program Outcomes Map to Objectives
We will discuss how the outcomes lead to the achievement the Program Educational Objectives.
We will note if the outcome leads strongly or moderately to the particular objective.
We review the relationship of our Program Outcomes to our Program Educational Objectives
periodically every six years or whenever there is a change to our Outcomes or Objectives. Our
last review was December 2008 conducted by the ABET Committee. Table C.4.1 summarizes
the relationship between the Outcomes and Objectives. In the table, each Outcome is given a
value about how it affects an Objective: “2” = strongly, “1” = moderately, and “0” = low or no
influence. At the bottom of the table is the sum of these values. All Objectives receive a
reasonable amount of emphasis with Objectives 1, 2, 3, and 5 having high emphasis.
8
Table C.4.1. How Outcomes lead to achieving Objectives.
Outcomes
1. Knowledge of probability and statistics, including examples
relevant to Electrical Engineering (program criteria). Knowledge of
mathematics through differential and integral calculus, basic sciences,
and engineering sciences necessary to analyze and design complex
devices and systems containing hardware and software. Knowledge of
advanced mathematics, including differential equations (program
criteria).
2. Demonstrated an ability to design and conduct experiments, as well
as to interpret data.
3. Demonstrated an ability to design a system or component that
meets a specified need.
4. Demonstrated an ability to function in a multi-disciplinary team.
5. Demonstrated an ability to identify, formulate and solve electrical
engineering problems.
6. Understanding of professional and ethical responsibility.
7. Demonstrated an ability to communicate effectively (written and
oral).
8. Demonstrated an understanding of the impact of engineering
solutions in a global and societal context.
9. Recognition of the need for life-long learning.
10. Demonstrated a knowledge of contemporary issues.
11. Demonstrated an ability to use the techniques, skills, and modern
tools necessary for engineering practice.
SUM OF SCORES
Objectives
3
4
5
1
2
6
2
2
2
0
1
0
2
2
2
0
1
0
2
2
2
2
2
2
0
1
1
2
0
1
2
2
2
2
2
2
1
1
1
2
0
2
2
2
2
1
2
0
2
2
2
2
2
2
2
2
2
1
2
1
2
0
2
2
0
1
2
22
2
22
2
22
1
9
1
15
0
6
C.5. Curriculum
C.5.1. Overview of Curriculum Requirements
The bachelor of science degree in electrical engineering requires 124 credit hours. This includes
courses in mathematics, basic science, engineering, and general education.
Figure C.5.1 is a list of required courses for EE students which include mathematics, basic
sciences, and Engineering Required courses. Mathematics includes Calculus I through IV
(differentiation, integration, and vector calculus), and differential equations. It includes
probability and statistics in EE 342, and linear algebra and differential equations in Math 307.
Basic sciences are comprised of chemistry and physics. The Engineering Required courses are
fundamental courses in circuits, computer hardware and software, electro-magnetics, signals and
systems, physical electronics, and six credits of projects at the sophomore, junior, and senior
levels. It also includes Engineering Breadth, described in Figure C.5.2, which allows students to
broaden their engineering and science background.
EE Technical Electives are divided into three “Tracks”: Computers, Electro-Physics, and
Systems. The Computer Track is focused on computer hardware and software. The Electro9
Physics Track is focused on the EE applications of physics and chemistry, and covers analog
circuits, micro- and millimeter-wave engineering, optics, and solid-state devices. The Systems
Track is focused on signals and systems, and covers communications, controls, and signal
processing. Tracks allow students to explore specialized topics of their choice. The exploration
is in depth and yet provides breadth within a track. Students that find the track system too
restrictive may, with the help and consent of a faculty advisor, propose an alternate set of
electives, i.e., students may design their own track. The alternate set requires approval from our
Undergraduate Curriculum Committee.
The EE Technical Electives requirement is 24 credit hours. A minimum of 17 hours must be in
one of the major tracks, which includes all courses in Group I and the remaining courses in
Group II as shown in C.5.3. Group I are the “core” courses for the track, while Group II are
electives and only a subset are taken.
University of Hawaii has General Education course requirements for all undergraduates. They
are categorized as the Foundations, Diversification, and Focus requirements as shown in Figure
C.5.4. Foundation is intended to give students skills and perspectives that are fundamental to
undertaking higher education. Diversification ensures students have a broad exposure to
different domains of knowledge, while at the same time allowing flexibility for students with
different goals and interests. Focus identifies important additional skills and discourses which
can be provided through courses across the curriculum. There are four types of Focus classes:
Writing Intensive (W); Hawaiian, Asian, and Pacific Issues (H); Oral Communication (O); and
Contemporary Ethical Issues (E).
10
Type
Course
Mathematics
MATH 241
MATH 242
MATH 242L
MATH 243
MATH 244
MATH 307
EE 342
Basic
Sciences
Engineering
Required
Name
Calculus I
Calculus II
Calculus Computer Lab
Calculus III
Calculus IV
Linear Algebra and Differential Equations
Probability and Statistics
Mathematics Total Credit Hours
CHEM 161
General Chemistry I
CHEM 161L General Chemistry Lab I
CHEM 162
General Chemistry II
PHYS 170
General Physics I
PHYS 170L
General Physics I Lab
PHYS 272
General Physics II
PHYS 272L
General Physics II Lab
PHYS 274
General Physics III
Basic Science Credit Hours
EE 211
Basic Circuit Analysis I
EE 213
Basic Circuit Analysis II
EE 323
Microelectronic Circuits I
EE 323L
Microelectronic Circuits II Lab
EE 160
Programming for Engineers
EE 260
Introduction to Digital Design
EE 315
Signal and System Analysis
EE 371
Engineering Electromagnetics I
EE 324
Physical Electronics
EE 296
Sophomore Project
EE 396
Junior Project
EE 496
Capstone Design Project
Engineering Breadth. A description is presented in Fig. 5.2.
EE Core Total Credits
Figure C.5.1. Required Courses.
11
Credit
Hours
4
3
1
3
3
3
3
20
3
1
3
3
1
3
1
3
18
4
4
3
1
4
4
3
3
3
1
2
3
3
38
Design
Credits
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
2
0
0.5
0
0
0
3
0
7.5
Engineering Breadth
Approved by the Undergraduate Curriculum Committee, Department of Electrical
Engineering
October 15, 2002
Engineering Breadth (3 hrs). This is satisfied by CEE 270 Applied Mechanics I, ME 311
Thermodynamics, or a CEE, ME, OE or BE course that is at the 300 level or higher.
It may also be satisfied by one of the following approved physical or biological science course
that is at the 300 level or higher. Note that the courses are lecture courses on specific topics (not
directed reading, research, or seminar) and at least 3 credits. The topics must be technical rather
than, e.g., historical perspectives, environmental issues, etc. In addition, they must be useful for
engineering design.
Biochemistry (BIOC)
BIOC 341 Elements of Biochemistry (3)
BIOC 441 Basic Biochemistry (4)
Chemistry (CHEM)
CHEM 351 Physical Chemistry I (3)
Microbiology (MICR)
MICR 351 Biology of Microorganisms (3)
MICR 394 Marine Biotechnology (3)
MICR 485 Microbes and Their Environment (3)
Molecular Biosciences and Biosystems Engineering (MBBE)
MBBE 401 Molecular Biotechnology (3)
MBBE 402 Principles of Biochemistry (4)
MBBE 412 Environmental Biochemistry (3)
Physics (PHYS)
PHYS 310 Theoretical Mechanics I (3)
PHYS 350 Electricity and Magnetism (3)
PHYS 430 Thermodynamics and Statistical Mechanics (3)
PHYS 460 Physical Optics (3)
Figure C.5.2. Engineering Breadth.
12
Track
Computer
ElectroPhysics
Systems
Group
Course
Name
I
I
I
I
I
EE 361
EE 361L
EE 366
EE 367
EE 367L
II
II
II
II
II
II
EE 344
EE 449
EE 461
EE 467
EE 468
EE 469
I
I
I
I
I
EE 326
EE 326L
EE 327
EE 372
EE 372L
II
II
II
II
II
II
II
EE 328
EE 328L
EE 422
EE 422L
EE 426
EE 473
EE 475
I
I
I
I
I
EE 341
EE 341L
EE 351
EE 351L
EE 415
II
II
II
II
II
EE 344
EE 442
EE 449
EE 452
EE 453
Digital Systems and Computer Design
Digital Systems and Computer Design Lab
CMOS VLSI Design
Computer Data Structures and Algorithms
Computer Data Structures and Algorithms Lab
Group I Total
Networking I
Computer Communication Networks
Computer Architecture
Object-Oriented Software Engineering
Introduction to Operating Systems
Wireless Data Networks
Group II Total
Microelectronics Circuits II
Microelectronics Circuits II Lab
Theory and Design of IC Devices
Engineering Electromagnetics II
Engineering Electromagnetics II Lab
Group I Total
Physical Electronics Lab Techniques
Physical Electronics Lab
Electronic Instrumentation
Instrumentation Lab
Advanced Si IC and Solid State Devices
Microwave Engineering
Optical Communications
Group II Total
Introduction to Communication Systems
Introduction to Communication Systems Lab
Linear Systems and Control
Linear Systems and Control Lab
Digital Signal Processing
Group I Total
Networks I
Digital Communications
Computer Communication Networks
Digital Control Systems
Modern Control Theory
Group II Total
Figure C.5.3. EE Technical Electives -- Tracks
13
Credit
Hours
3
1
4
3
1
12
3
3
3
3
3
3
18
3
1
3
3
1
11
3
1
3
1
3
3
3
17
3
1
3
1
4
12
4
3
3
3
3
16
Design
Credits
1
1
2
1.5
1
6.5
1.5
0
1
1
1.5
1
6
1
1
1
0.5
0.5
4
1
1
1
1
1
2
1.5
8.5
0.5
1
0.5
1
2
5
1.5
0.5
0
0.5
1
3.5
Gen Ed
Requirement
Foundations
Diversification
Focus
Credit
Hours
Description
3 ENG 100 Composition I
6 Global and Multicultural Perspectives. Example courses are
History 151 World Civilization, ART 176 Survey of Global Art, and
GEOG 151 Geography and Contemporary Society.
9 Total Credits for Foundations
3 SP 251 Principles of Effective Public Speaking
3 ECON 120 Introduction to Economics
6 Total Credits for Diversification
Writing Intensive (W): A W course uses writing to promote the
learning of course materials, and provides interaction between the
instructor and students while students do assigned writing. It has
a substantial amount of writing – a minimum of 4000 words or
about 16 pages. Written assignments contribute significantly to a
student’s course grade, typically 40% or more. All students must
take five W courses, and a minimum 2 in upper division, i.e.,
courses that are 300 level or higher.
Oral Communication (O): In an O course, each student will
conduct or participate in a minimum of three oral communication
assignments, which will contribute to at least 40% of the student’s
final grade. Each student will receive explicit training in oral
communication and will receive feedback, critiquing and grading of
the oral communication assignments. All students must take an O
course.
Contemporary Ethical Issues (E): An E course will have the
equivalent of one credit hour or 30% of a 3 credit hour course will
be devoted to contemporary issues, and a minimum of 8 hours of
class time will be dedicated to discussing the issues. The
disciplinary approach(es) used in the course will give students
tools for the development of responsible deliberation and ethical
judgment. Students will achieve basic competency in analyzing
and deliberating upon contemporary ethical issues to help make
ethically determined judgments. All students must take an E
course.
Hawaiian, Asian, and Pacific Issues (H): An H course focus on
issues in Hawaiian and Asian or Pacific cultures and history; they
promote cross-cultural understanding between nations and
cultures. All students must take an H course.
Figure C.5.4. University General Education Requirements.
14
C.5.2. Design Experience
The curriculum provides design experience so that students are prepared to become successful
engineers. The experience has two components.
The first component are lecture and laboratory courses that have design features, such as openended design-oriented homework problems, design methodologies and tools, design-oriented
projects, team activity, engineering standards and realistic constraints. The amount of design in
each course is quantified by a “design credit,” which is the amount of credit hours dedicated to
design. Figures C.5.1 and C.5.3 have the design credits per course.
The amount of design credits is estimated by the course coordinator, who is a senior faculty who
teaches the course. As an example of design credits, EE 361 (Digital Systems and Computer
Design) has 1 design credit of its 3 credit hours, which means it has a moderate amount of
design. On the other hand, EE 496 (Senior Capstone Design) has 3 design credits out of 3 credit
hours, which means it is entirely dedicated to design.
To graduate, a student is required to have 16 design credits, which is slightly more than a half-ayear’s worth of design. Nine of the design credits are from the Engineering Required courses,
while the other seven design credits are from the EE Technical Electives.
The second component are the project courses EE 296 Sophomore Project (1 cr hr), EE 396
Junior Project (2 cr hrs), and EE 496 Senior Capstone Design (3 cr hrs), respectively. They
provide design experience through project activities from the sophomore through senior levels.
Students select their faculty advisor and project. Projects reflect real engineering problems and
constraints. They promote lifelong learning because new design tools and techniques are selflearned. In many cases, projects will be a team effort, with students from different class levels
(sophomores through seniors) and sub-disciplines (computers, electro-physics, and systems).
Communication skills are stressed. Each project course requires 30 minutes of oral presentation
to the faculty advisor. In addition, the senior design project course EE 496 is a writing intensive
(W) course, as described in Figure C.5.4.
In the sophomore and junior level project courses EE 296 and 396, students are not required to
be completely responsible for a design. Instead, they may participate as a member of a design
team, perhaps learning from more senior team leaders. They are expected to learn design
methodologies and tools, participate in some phase of the design process, and get hands-on
project experience.
The Senior Capstone Design, EE 496, is the major design experience in the curriculum. EE 496
is a significant and advanced level design project that integrates the design content of previous
courses. It is done under the supervision of a faculty advisor. It can be an individual or team
project, where the team may be a mix of beginning to advanced level students. The project may
be a continuation of an EE 396 project, an entirely new project, or a continuation of an earlier EE
496 if it spans multiple semesters.
15
The project must cover at least two of the following four topics: (i) data collection and analysis;
(ii) design methodology; (iii) design tools; and (iv) instruments. It must cover engineering
standards and practical constraints that include most of the following considerations: economic;
environmental; sustainability; manufacturability; ethical; health and safety; social; and political.
The course is a writing intensive (W) course, i.e., it has writing assignments that total at least
4000 words (or 16 pages), at least 40% of the final grade is based on writing, and there must be
effective writing instruction and feedback to students.
EE 496 requires a written final report, which must cover the following items:








Project objectives and criteria
A discussion of related work and how the project is different.
Final design
Alternate solutions
Explanation of how previous and concurrent course work is related to the project.
Future work or subsequent development
At least two of the following four topics
o Data collection and analysis
o Design methodology
o Design tools
o Instruments
Engineering standards and practical constraints including most of the following
considerations (for the following considerations that are not applicable, it must be
explained why they are not)
o Economic
o Environmental
o Sustainability
o Manufacturability
o Ethical (for reference, the IEEE Code of Ethics)
o Health and safety
o Social
o Political
It is also speaking intensive, which requires at least 30 minutes of oral presentation.
Written and oral reports are to be of professional quality and should be prepared using computer
tools. Written reports are to be prepared with word processors, and oral presentations should be
done with computer presentation tools, such as Powerpoint.
Examples of EE 496 projects are in Attachment II.
16
C.6. How Curriculum Maps to Objectives
Objectives A, B, and C: The basic sciences, mathematics, Engineering Required, and EE
Technical Elective courses provide students with technical competence to solve electrical
engineering problems. Engineering Required and EE Technical Elective courses ensure that
students will have the fundamental knowledge and skills to apply modern engineering techniques
and tools to identify, formulate, and solve electrical engineering problems with realistic
constraints. They ensure that students will have the ability to apply design methods effectively,
and possess an understanding of the relationship between theory and practice. This is especially
true for the project courses.
Basic science and a number of Engineering Required courses have laboratories. They develop
the skills of testing, data collection, interpretation and verification for the purpose of validation
by experiments. A number of EE Technical Electives also cover this.
The General Education O and W requirements and the project courses ensure that students have
the basic skills to communicate effectively as members of multi-disciplinary teams. All project
courses are speaking intensive, requiring oral presentations. The senior project course has a
writing requirement. In addition, students are required to take a number of labs: four in basic
science, five in Engineering Required, and two in EE Technical Electives. Most if not all labs
have students working in groups, usually two or three. This provides practice in working in
teams. The labs have some elements of multidisciplinary training since the lab assignments are
on non-engineering topics, e.g., physics or chemistry. The labs also provide practice in writing
since they require written lab reports.
Objective D: All courses provide some development of lifelong learning skills, so that students
become critical thinkers and independent learners with the ability to adapt to changing
engineering technology. This is emphasized more in the EE Technical Elective courses that
leverage the maturity of the students. Students must decide for themselves what specialization to
pursue. In addition, many EE Technical Elective courses have less detailed instruction,
assuming that students can work out the details. Project courses also emphasize lifelong learning
skills, especially the senior capstone design project. These courses involve less instruction, and
students are expected to have more initiative.
Objective E: The achievement of this objective is ensured by:
 General Education requirements provide a broad based education to develop an
understanding of societal, environmental, and ethical issues.
 Engineering Breadth helps ensure a broad based engineering education.
 EE project courses contribute to a broad based engineering education. The project can
cover issues outside of the strictly technical ones.
 Some Regular EE courses contribute to Objective C. Outcomes 6 and 8 directly relate to
Program Objective C. Figures C.7.1 and C.7.2 illustrate how EE courses contribute to
these outcomes, which in turn contribute to Objective C.
17
C.7. How Curriculum Maps to Outcomes
Figures C.7.1 and C.7.2 illustrate how the curriculum prepares students for the Program
Outcomes. Figure C.7.1 lists the required courses, indicating how each contributes to the
Program Outcomes (1)-(11). The contribution is the rating given by the Course Coordinator.
The figure gives an overall view of how the required courses contribute to the Program
Outcomes. Since this is for required courses, it applies to all students and provides a baseline of
their EE education.
For brevity, not all University General Education courses are listed, but only the ones that
contribute to Program Outcomes. For non-EE courses and requirements, the Undergraduate
Curriculum Committee determined the contributions to the Program Outcomes.
Note that all outcomes have some emphasis from multiple required courses. This shows that all
outcomes have at least some coverage. Naturally, most courses have greater emphasis on
technical outcomes because of the technical nature of electrical engineering.
Figure C.7.2 corresponds to the EE Technical Electives with respect to the Tracks. A student
must take 17 credit hours in a particular Track including all of Group I. Group I courses cover
all outcomes for each Track.
18
MATHEMATICS
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
Math 241 Calculus I (4 hrs)
Math 242 Calculus II (3 hrs)
Math 242L Calculus Computer Lab (1 hr)
Math 243 Calculus III (3 hrs)
Math 244 Calculus IV (3 hrs)
Math 302 Introduction to Differential Equations (3
hrs)
EE 342 EE Probability and Statistics (3 hrs)
BASIC SCIENCES
Chem 161 General Chemistry I (3 hrs)
Chem 161L General Chemistry Lab I (1 hr)
Chem 162 General Chemistry II (3 hrs)
Phys 170 General Physics I (3 hrs)
Phys 170L General Physics I Lab (1 hr)
Phys 272 General Physics II (3 hrs)
Phys 272L General Physics II Lab (1 hr)
Phys 274 General Physics III (3 hrs)
ENGINEERING REQUIRED
EE 160 Programming for Engineers (4 hrs)
EE 211 Basic Circuit Analysis I (4 hrs)
EE 213 Basic Circuit Analysis II (4 hrs)
EE 260 Introduction to Digital Design (4 hrs)
EE 296 Sophomore Project (1 hr)
EE 315 Signal and Systems Analysis (3 hrs)
EE 323 Microelectronic Circuits I (3 hrs)
EE 323L Microelectronic Circuits I Lab
EE 324 Physical Electronics (3 hrs)
EE 371 Engineering Electromagmetics I (3 hrs)
EE 396 Junior Project (2 hrs)
EE 496 Capstone Design Project (3 hrs)
Engineering Breadth (3 hrs)
GENERAL EDUCATION
ENG 100 Composition I (3 hrs)
SP 251 Principles of Effective Public Speaking (3
hrs)
Contemporary Ethical Issues (E) -- 1 course
Oral Communication (O) -- 1 course
Writing Intensive (W) -- 5 courses
Key:
= 1, no emphasis
= 3, moderate emphasis
= 2, some emphasis
= 4, significant emphasis
Figure C.7.1. Program Outcomes in relation to required courses.
19
COMPUTERS
Group I
EE 361 Digital Systems and Computer Design (3 hrs)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
EE 361L Digital Systems & Computer Design Lab (1 hr)
EE 366 CMOS VLSI Design (3 hrs)
EE 367 Computer Data Structures and Algorithms (3 hrs)
EE 367L Comp. Data Structures & Algorithms Lab (1 hr)
Group II
EE 344 Networking I (4 hrs)
EE 449 Computer Communication Networks (3 hrs)
EE 461 Computer Architecture (3 hrs)
EE 467 Object-Oriented Software Engineering (3 hrs)
EE 468 Introduction to Operating Systems (3 hrs)
EE 469 Wireless Data Networks (3)
ELECTRO-PHYSICS
Group I
EE 326 Microelectronics Circuits II (3 hrs)
EE 326L Microelectronics Circuits II Lab (1 hr)
EE 327 Theory and Design of IC Devices (3 hrs)
EE 372 Engineering Electromagnetics II (3 hrs)
EE 372L Engineering Electromagnetics II Lab (1 hr)
Group II
EE 328 Physical Electronics Lab Techniques (3 hrs)
EE 328L Physical Electronics Lab (1 hr)
EE 422 Electronic Instrumentation (3 hrs)
EE 422L Instrumentation Lab (1 hr)
EE 426 Advanced Si IC and Solid State Devices (3 hrs)
EE 473 Microwave Engineering (3 hrs)
EE 475 Optical Communications (3 hrs)
SYSTEMS
Group I
EE 341 Introduction to Communication Systems (3 hrs)
EE 341L Intro. to Communication Systems Lab (1 hr)
EE 351 Linear Systems and Control (3 hrs)
EE 351L Linear Systems and Control Lab (1 hr)
EE 415 Digital Signal Processing (4 hrs)
Group II
EE 344 Networks I (4 hrs)
EE 442 Digital Communications (3 hrs)
EE 449 Computer Communication Networks (3 hrs)
EE 452 Digital Control Systems (3 hrs
EE 453 Modern Control Theory (3 hrs)
= 1, no emphasis
= 2, some emphasis
Key:
= 3, moderate emphasis
= 4, significant emphasis
Figure C.7.2. Program Outcomes in relation to EE Technical Electives.
20
D. Faculty
D.1. List of Current Faculty
1. GURDAL ARSLAN, Ph.D., University of Illinois at Urbana-Champaign. Distributed systems,
Markov decision problems, nonlinear and robust control, game theory, learning and adaptive
control.
2. OLGA BORIC-LUBECKE, Ph.D., University of California at Los Angeles, RFIC's for wireless
communications, millimeter-wave and microwave devices, circuits and systems, and biomedical
applications.
3. PETER CROUCH, Ph.D., Harvard University (Dean), Nonlinear systems and control,
simulation of electrical power systems, dynamical systems, and numerical analysis.
4. TEP DOBRY, Ph.D., University of California at Berkeley, Digital Electronics, Computer
Architecture
5. YING-FEI DONG, Ph.D., University of Minnesota at Twin Cities, Computer Networks,
Distributed Systems, System Architecture and Performance Evaluation, especially in Multimedia
Streaming, Networking Security, Secure Internet Service, Resource Management in Multimedia
Streaming, Broadband Networks, and Distributed Applications.
6. N.T. GAARDER, Ph.D., Stanford University, Communication and Information Theory
7. DAVID GARMIRE, Ph.D., University of California at Berkeley, MicroEletroMechanical
Systems (MEMS), computer aided design (CAD), computer vision, and computational biology.
8. ANDERS HOST-MADSEN, Ph.D., Technical University of Denmark, Communications Signal
Processing, CDMA Communications, Multi-user Communication Equalization
9. ALEKSANDAR KAVCIC, Ph.D., Carnegie Mellon University (Graduate
Communications, Signal Processing, Information Theory, Magnetic Recording
Chair),
10. ANTHONY KUH, Ph.D. , Princeton University (Chair), Communications, Neural Networks,
Signal Processing
11. VICTOR LUBECKE, Ph.D., California Institute of Technology, MEMS, microwave/terahertz
radio, remote sensing, and biomedical applications.
12. LUCA MACCHIARULO, Ph.D., Politecnico di Torino. Design automation, digital circuit
design, VLSI design.
13. VINOD MALHOTRA, Ph.D., Colorado State University, Solid State Electronics,
Optoelectronic Materials and Devices, ECR Plasma Enhanced Chemical Vapor Deposition
21
14. AARON OHTA, PhD., University of California at Berkeley, Design, fabrication, and
application of microelectromechanical systems (MEMS), biomedical microdevices, microfluidics,
and optofluidics.
15. TODD REED, Ph.D. University of Minnesota, Signal, Image and Image Sequence Processing,
Multidimensional Digital Signal Processing, and Computer Vision
16. NARAYAMA PRASAD SANTHANAM, Ph.D. University of California at San Diego,
Information theory, statistical learning and signal processing.
17. GALEN SASAKI, Department Chair, Ph.D., Illinois at Urbana-Champaign, Communication
Networks, Optimization Algorithms, Network Performance Evaluation
18. WAYNE A. SHIROMA, Ph.D., University of Colorado at Boulder, Microwave, Millimeterwave, and Quasi-Optical Electronics, Active Integrated Antennas
19. VASSILIS L. SYRMOS, Ph.D., Georgia Institute of Technology, Control Systems, Linear
System Theory, Numerical Analysis. He has been interim Associate Dean, and as of August
2005, he will be full time in the Vice Chancellor’s Office.
20. JAMES R. YEE, Ph.D., Massachusetts Institute of Technology, Computer Communication
Networks, Network Optimization, Stochastic Models
21. DAVID Y.Y. YUN, Ph.D., Massachusetts Institute of Technology, High Performance Computing
and Communications, Resource Management by Planning and Scheduling, Image and Design
Intelligence, Intelligent Information Technology
22. XIANGRONG ZHOU, Ph.D, University of Maryland, College Park, Embedded systems,
computer architecture, hardware/software co-design and reconfigurable computing.
D.2. Changes in Faculty
o Spring 2008, Yingbing Liang from Princeton and David Garmie from UC Berkeley
joined us.
o Spring 2009, Aaron Ohta from UC Berkeley and Narayana Prasad Santhanam from UC
San Diego joined us.
o Spring 2010, James Holm Kennedy retired.
o Summer 2010 Yingbin Liang resigned (currently at Syracuse University)
22
E. Facilities
E1. Space
Space and equipment for faculty
Electrical engineering has approximately 32,000 square feet of space with more than 9000 square
feet of office space for faculty, staff, and students and the remainder of the space for instructional
and research laboratories. Offices for faculty average about 160 square feet per office. The
chair has an office next to the EE office staffed by two permanent office staff and student help.
The graduate chair also has his office adjacent to the EE office. Faculty members are provided
with computers, furniture, and supplies to conduct their educational, research, and service
activities. New computers are bought for faculty every three years with funds supplied by the
department. Faculty members with research grants also buy additional computer and laboratory
equipment. We currently have research labs in circuits, microwave /millimeter waves, physical
electronics, optical systems, computers, communications, and image processing. These labs are
primarily funded by external research grants. New faculty members receive start up money
where these funds can be used for computers and equipment for facilitating research.
Instructional equipment is described later in this Section and is provided by departmental support
and external donations.
Space and equipment is provided to faculty to assist in instructional activities and help facilitate
meeting educational objectives and outcomes. We put faculty on a three year cycle to receive
new computers so that software and course documentation is periodically updated. This helps
the instructor as they impart knowledge with up-to-date computers and software. As an example
in EE 342, Probability and Statistics we use Matlab to help illustrate concepts in probability and
discrete math (Outcome 1). Current versions of Matlab need to run on up-to-date computers.
Space and equipment for staff
We have five permanent staff in the department. Two members of the office staff share a
common office adjacent to the EE chair’s office. Other support staff members have their own
offices. Like faculty, staff members are supplied computers, furniture, and supplies and have
their computers updated periodically on three year cycles. All the staff members assist in
assuring that instructional activities at the undergraduate and graduate level run efficiently and
smoothly. More details about support staff function are provided later in this Section and next
Section.
Space and equipment for teaching and research assistants
Graduate students have access to our research laboratories and have office space. Currently
there is about 3000 square feet of office space for graduate student teaching and research
assistants. Graduate students share common office space with most TAs located in one office
area. These offices include computers, peripherals, desks, and bookshelves. TAs primarily assist
in instruction by running undergraduate instructional labs. As we recruit new faculty members
23
and increase the extramural funding coming into our department, our graduate student population
will increase. This will result in a need for additional graduate student office space.
Classrooms
Classrooms are assigned based on class size, time of the class, and facilities needed. The EE
department has one classroom that can hold fifteen students. The College of Engineering has a
distance learning facility and another high tech classroom equipped with computers at desks and
SMART Boards. Other classrooms are located in Holmes Hall, POST, and nearby buildings. A
higher percentage of classrooms are now equipped with LCD projectors, DVD players, and
computers. Most of these classrooms are equipped by the University of Hawaii instructional
support services.
Undergraduate and Project Laboratories
We have about 10,500 square feet in research labs, 2600 square feet in combined instructional
and research labs, and 4100 square feet in instructional labs. These labs consist of four regular
instructional labs – a basic circuits lab, analog circuits lab, digital circuits lab, and
communications lab. We also have a computer lab that is used for instructional purposes and
general student use. In addition EE students use two large computer laboratories (laboratories
are run by the College of Engineering) for class and laboratory instruction. We also have
laboratories setup for students working on design projects and mixed research and instructional
labs where students work on design projects and research. Presently, we are renovating our
Physical Electronic Laboratories (PEL) which will be used for both research and instruction.
More details about our instructional labs and facilities are described later in this section. The
instructional labs are equipped with a wide range of equipment including computers, spectrum
analyzers, oscilloscopes, and facilities for fabricating electronic devices. An inventory of
equipment available in each laboratory is shown in Appendix C.
There are some concerns about space and equipment. As we recruit new faculty and seek to
increase the size of both our undergraduate and graduate programs, we will experience space
shortages. The Department of Electrical Engineering has lost some space in Holmes Hall the last
few years. With anticipated more research and educational grants being funded we will need
additional laboratory space and equipment. The second concern is about our ability to maintain
undergraduate instructional labs and equipment which is addressed later in this section.
Libraries
The College of Engineering does not have a library, but faculty and students use the University
of Hawaii’s two main libraries; Sinclair Library and Hamilton Library. Many of the library
resources can now be found online.
E2. Resources and Support
Computing Resources
24
The primary computing facilities for undergraduate students are three computer labs; 387
Holmes (EE lab) and two College of Engineering labs (both on 2nd floor of POST building).
These labs are equipped with a series of PCs, Apple computers, and SUN Unix workstations
(detailed list for 387 Holmes in Appendix C). These computer labs are also equipped with
software such as CAD design tools and software packages such as Matlab (detailed list in
Appendix C). There is some concern that the design tools are expensive and also require us to
upgrade to the latest computer platforms. With impending budget cuts the bulk of our resources
will come from newly instituted lab fees. Our operating budgets will be reduced and we may run
into future shortages when purchasing computer server upgrades and licenses to operate
expensive software such as Cadence design tools.
A higher proportion of instructors are using computers in their instruction. Many classrooms are
now equipped with LCD projectors and computers, but not all classrooms have this equipment.
For the dedicated EE classroom (388 Holmes) we will be purchasing this equipment. This
equipment is expensive and requires maintenance. We are seeing in some classrooms that older
equipment such as SMART Boards and TV cameras need to be upgraded.
The EE department currently has a computer administrator and student help to support these
activities. Student help is needed to help the computer administrator maintain our increasingly
more complicated computer and netwok infrastructure. There are concerns that with impending
budget cuts that we may not be able to support student help and this will make it more difficult
for the computer administrator. Possible solutions include more coordination with College
computer administrators and sharing resources.
Laboratory equipment planning, acquisition, and maintenance
Resources for laboratory equipment have come from EE department operating budget and
College of Engineering annual banquet funds. The amount of budget allocated for planning and
acquisition of equipment is done by the department chair with consultation from the department
budget committee. The process starts with the budget committee making a request to faculty
for proposals for undergraduate instructional improvement. This can vary from lab equipment
(e.g. spectrum analyzers) to computers for computer labs. The budget committee prioritizes
proposal requests from faculty and staff and then submits to the department chair. The
department chair with consultation from faculty then allocates funds for high priority proposals.
In coming years we anticipate severe budget shortfalls. There will be no EE departmental
operating funds for new laboratory equipment and maintenance. The College of Engineering has
instituted lab fees starting in Fall 2009. These fees will be $400 per semester for each
undergraduate engineering student (not including freshmen). Funds for these fees will be used
for laboratory equipment purchases and maintenance.
Our instructional lab administrator and computer administrator are responsible for maintenance
of respectively lab equipment and computer equipment. The faculty and staff computers are on a
three year cycle for upgrading to new computers. For lab computers we have established a four
year cycle for upgrading to new computers, electronic equipment is on an eight year cycle for
upgrading to new computers, and furniture is on a sixteen year schedule. The instructional lab
administrator and computer administrator work with computer and equipment manufacturers to
provide service and maintenance contracts for our instructional computer and lab equipment.
25
With lab fees starting Fall 2009 the EE department should get enough funds from these fees to
provide for good computer and laboratory facilities for our undergraduate students. There is
some concern about getting large funds to do major overhauls and restructuring of labs. We are
anticipating lab fees to provide the EE department with about $100K per year in funds for
instructional lab and computer support. For major instructional and project overhauls additional
funds may be required.
Support personnel for computing resources
We have one permanent staff (computer administrator) that supports the departmental hardware,
software, and networks. This staff member has a student help that assists him with this support.
Two additional computer labs that EE students use are supported by the College of Engineering
which has two additional support staff to support these labs.
The department chair works with the computer administrator to insure the installation,
maintenance, and management of computer hardware, software, and networks. The computer
administrator purchases computers for computer labs, instructional labs, faculty, and staff. He
also purchases computer peripherals and accessories, networking equipment, software, and
licenses. He oversees the operation and maintenance of these facilities and is on call for
handling computer hardware, software, or networking problems.
Support personnel for laboratory equipment
We have one permanent staff (instructional lab administrator) that supports the instructional labs
and instructional tools used in classrooms. This staff member has a student help that assists
him with this support. We have another permanent staff (research lab administrator) that
primarily supports the device research labs. He has assisted with the Physical Electronic Lab
(PEL) research and instructional activities. When PEL is renovated he will again assist with PEL
research and instructional activities.
The department chair works with the instructional lab administrator for the installation,
maintenance, and management of the laboratories and their equipment. With the help of the
department chair, budget committee, input from faculty, and teaching assistants the instructional
lab administrator purchases equipment, computers, and furniture for the instructional labs. He
also works with the teaching assistants to maintain laboratory equipment and ensure that it is
running or that faulty equipment is replaced. The instructional lab administrator is also
responsible for the installation, maintenance, and management of instructional tools (e.g. LCD
projectors, video equipment, and smart boards) for EE and College of Engineering classrooms
and meeting rooms. For College of Engineering classrooms such as our distance learning facility
(389 Holmes) he works with College of Engineering staff and administrators.
E3. Major Instructional and Laboratory Equipment
1. Instructional labs
26
The Department of Electrical Engineering has several instructional labs dedicated to enable our
undergraduate students to obtain hands-on experience with electrical engineering principles.
These labs include
basic circuits lab
analog circuits lab
digital circuits lab
communications lab
physical electronics lab
computer lab
Laboratory sessions are also held in some of our research laboratories (particularly in
microwaves and optics). We also have laboratory space set aside for undergraduate projects and
design courses. The labs are equipped with a wide range of equipment including computers,
spectrum analyzers, oscilloscopes, and facilities for fabricating electronic devices. An inventory
of equipment available in each laboratory is presented as follows.
27
Basic Circuits Lab (Holmes 357)
This lab is currently used for EE 211Basic Circuit Analysis and EE 213 Basic Circuit Analysis II.
The laboratory has 12 new work benches for a capacity of 24 students. Each work bench has a
set of equipment consisting of a function generator, an oscilloscope, a digital lab multimeter, a
DC power supply, and an analog multimeter. Each lab bench has
 Function Generators:
o HP 3312A Function Generator or Agilent 33120A 15 MHz Function / Arbitrary
Waveform Generator
 Digital Multimeter:
o Fluke 45 Dual Display Multimeter
 HP Dual-DC Power Supply
 Oscilloscopes:
o Tektronix Two Channel Color Digital Phosphor Oscilloscope Digital 100 MHz
 Analog Multimeter
o Simpson 260
 PC:
o 12 OptiPlex GX280 Pentium 4
o 3.20 GHz 512 MB of Ram
o 17” LCD 1280x1024 Res
 Software:
o Microsoft Office
o Matlab 7.0.1
o OrCAD 10.3
o IntelliCAD 2001
 Printers:
o HP Laserjet II or HP Laserjet IID
Bench View
Classroom View
28
Analog Circuits Lab (Holmes 358)
The laboratory has 10 work benches for a capacity of 20 students. Each work bench is equipped
with a function generator, an oscilloscope, a digital multimeter, and a DC power supply.
Computers:
1 each Dell Dimension XPS P90
Printers:
1 each HP Laserjet III
Function Generators:
10 each HP 3312A
Power Supplies:
10 each DC Power Supply, HP6205C Dual or Agilent E3620A Dual
Digital Multimeters:
10 each Fluke 8050A or 45 Dual Display
Oscilloscopes:
10 each Tektronix 2245A 100 MHz
Curve Tracers:
1 each Tektronix 577 W/ 177 Standard Test Fixture
1 each Tektronix 576
s
Bench Equipment
Lab Views
29
Communications lab (Holmes 386)
Four work benches are used for the Communication Lab, with a set of equipment including two
function generators, a power supply, an oscilloscope, a digital multimeter, and a spectrum
analyzer.
The Control Lab uses all ten work benches, where each bench has a PC.
Computers:
10 each Gateway E3600 W/15” LCD flat panel display (Pentium 4, 1.8GHz, 256MB 133MHz
SDRAM). Matlab, OfficeXP, Exceed Xwindows installed.
Function Generators:
5 each HP 3312A 15 MHz Function/Arbitrary Function Generator
5 each Sony/Tektronix AFG310 Arbitrary Function Generator
Power Supplies:
5 each Agilent E3631A Triple Output DC Power Supply
Digital Multimeters:
5 each Fluke 45 Dual Display Multimeter
Oscilloscopes:
5 each Tektronix 2232 100 MHz Digital Storage Oscilloscope
Spectrum Analyzers:
5 each Agilent E4401B 9kHz – 1.5 GHz
Bench Equipment
Lab Views
30
Digital Circuits Lab (Holmes 451)
The laboratory has 11 work benches with 22 lab chairs. Each work benches has an equipment set
consisting of a function generator, an oscilloscope, a digital multimeter, a DC power supply, and
a PC.
Computers:
1 each Gateway P5-166 w/ EPP-04AE EPROM Programmer
1 each Tower PC
11 each Gateway E4600 w/ 15.7” LCD display (Pentium 4, 1.2GHz, 256MB 133MHz SDRAM)
and PC-based logic analyzers
2 each Macintosh Centris 650
Printers:
1 each Apple Laserwriter II
Function Generators:
11 each HP 3312A
Power Supplies:
11 each HP 6205B Dual DC Power Supply
Digital Multimeters:
11 each Fluke 45 Dual Display Multimeter
Oscilloscopes:
11 each Tektronix 2225 50MHz
Misc.:
2 each EPROM Erasers
Bench Equipment
Lab Views
31
Physical Electronics Lab (Holmes 448)
1 each Veeco 4 Source Filament Evaporation System (Refurbished 1999)
1 each 4-pt Probe Station
4 each Chemical Fume Hoods (New in POST)
2 each HP Digital Oscilloscope
1 each HP LCR Meter
1 each Agilent 4155C Semiconductor Parameter Analyzer (New 6/03)
1 each HP Spectrum Analyzer
2 each Agilent Precision Power Supplies (new 6/03)
2 each Fluke 45 DMM's (new 6/03)
1 each K&S Thermosonic Wire Bonder
2 each Laminar Flow Hoods
1 each Micromanipulator Wafer Probing Station
1 each Probing Solutions Wafer Probing Station (New 6/03)
1 each Nikon photomicrography system (Refurbished 7/03)
1 each Union Carbide Parylene Deposition System
2 each OAI and JBA Contact Mask Aligners
4 each Ovens/Incubators (New 6/03)
1 each PC-based Instrumentation Controller
1 each Solitec Photoresist Spinner
1 each Reverse Osmosis/Deionized Water System (New in POST)
1 each Rudolf Ellipsometer
2 each Tektronix Curve Tracer (Refurbished and Calibrated 1/03)
5 each Tektronix Function Generators
1 each Thermco Diffusion Furnaces
32
Casual Use Computer Lab (Holmes 387)
5 each Pentium 4 Processor 1.6GHz, 256MB 133MHz SDRAM W/19” CRT Monitor.
Matlab, OfficeXP, Exceed Xwindows, Adobe Acrobat, MS Visual C++ installed.
6 each Pentium 4 Processor 2.40GHz, 384MB PC1200 SDRAM W/18” UltraSharp LCD
Flat Panel Display. Matlab, OfficeXP, PowerLAN X-Windows, Adobe Acrobat,
MS Visual Studio .Net installed.
6 each Sun Blade 500-MHz UltraSPARC-IIe, 256-KB External Cache, 384-MB RAM
W/19” CRT Monitor. Solaris 9, Sun Workshop Compilers (C, Fortran, etc.),
Matlab, StarOffice, Opera installed.
4-6 each Apple Macintosh G3 500 MHz W/19” CRT Monitor. Matlab, MSOffice
installed.
1 each HP C7670A scanner
1 each HP 5M LaserJet printer
33
Engineering Electromagnetic Lab (Holmes 386, POST 214)
Most of the labs are software based. The software is developed entirely by the instructor using VPython,
Python, and Matlab.

12 computers in Holmes 386
Gateway E3600 W/15 LCD flat panel display (Pentium 4, 1.8GHz, 256MB 133MHz SDRAM).
VPython, Python, and Matlab installed.

13 computers in POST 214
Dell Precision 360, Pentium 4 cpu 3.20 GHz, 1GB of RAM
Microsoft Windows XP Pro. 2002, Service Pack 2. VPython, Python, and Matlab installed.

Propagation labs
(a)
(b)
(c)
(d)
(e)
Agilent E4438C Vector Signal Generator (250 kHz – 6.0GHz).
HP 8349B Microwave Amplifier 2 – 20 GHz
Anritsu MS2036A VNA Master (Mode Selector: Spectrum Analyzer).
LabVIEW software on laptop being linked to the VNA via a LAN cable.
Transmit and receive antennas (dipole at 2.4 GHz).
(a)
(b)
(c)
(d)
34
2. Software Support
Software available through server:
Cadence (electronic design)
Synopsys (electronic design)
Opnet (network modeling)
Allegro Common LISP (object-oriented software development)
Xilinx (for programmable logic devices)
Verilog
GNU compilers, LaTeX, Prolog, Perl, etc
Other open-source software packages, such as OpenSSL, PGP, Network Simulator,
OpenMP, etc.
3. Other Facilities for undergraduate projects
In addition, we have laboratories dedicated to undergraduate student projects (Holmes 447 and
450), Micromouse (Holmes 408A), CubeSat (Holmes 406 and 412), and IEEE/HKN (Holmes
411).
The integration of computer-aided design has been a major focus of the department in the past
several years. Students are introduced to computing very early in their careers (C programming
in EE160). Computer-aided design tools including PSpice and Electronics Workbench
(Multisim) are used in the basic circuits class (EE211) as well as in later courses (such as EE326
and EE422). MatLab is used extensively throughout the curriculum, beginning in EE211. The
use of these software tools in multiple classes allows students to gain a significant degree of
sophistication in their use.
Later courses make use of more specialized tools. Examples include Xilinx or Logicworks in
EE260, the Cadence software suit (EE328), and specialized routing simulation software from
Cisco (EE344). The MatLab toolboxes have proven useful (EE351, EE452, EE453) as has
Simulink (EE452, EE453). Students use the SPIM RISC processor simulator to run and debug
assembly language programs, use the "mcc" MIPS C compiler to compile C programs into
assembly language programs, and design, simulate, and debug digital circuits using an HDL
simulator software tool (e.g., veriwell or Xilinx Student Edition) in EE361. They use the Simple
Scalar Simulator to simulate the impact on processor performance by changing various design
parameters in EE461. In addition to the above examples, more conventional software tools (C,
C++ and Java) are in widely used, particularly in our computer engineering courses.
Computer-aided design tools have also had an immense impact on the microwave and optics
fields. Freeware available on the web is used to visualize waves on transmission lines and in
material media in EE371. Students use the ZeMax or Optica ray optics programs to simulate
optical systems in EE372. Microwave Office is used as the primary design tool for designing all
of the microwave circuits in EE473.
35