Outline
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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?
Some ECE Curriculum Goals
• 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.
Curriculum Structures
Current and Proposed
Current Curricular Structure, BSCE
Capstone
ECE Tech. Electives
General Electives
CE Core
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits
Possible New Curricular Structure, BSCE
Capstone
ECE Advanced Elec.
ECE Level 1 Electives
ECE Tech. Electives
CE Fundamentals
General Electives
ECE Broad Intro.
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + ?
ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE 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:
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–
–
–
–
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
EKG Signal from a student (actual):
R
T
P
Q S
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
ECE concepts involved in doing this lab:
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
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
2 Capstone
Capstone I
2 Advanced
Electives
Electronics II
2 Level 1 ECE
Electives
Electronics I
+5 General Electives, + 2-3 Technical Electives
(Can include CE Fundamentals, Level 1 Electives
or Advanced Electives)
Capstone II
Wireless
Communication
Real Time
Embedded
Systems
Discrete Time
Signal Processing
Communication
Systems
Embedded
Systems
Computer
Architecture
Computer
Networks
EE Fundamentals
Cir./Electronics
EE Fundamentals
Signals/Systems
ECE Fund. Comp.
Organization
CE Fundamentals
Algorithms
CE Fundamentals
Software
Power and
Energy
3/6 ECE
Fundamentals
2 Broad
Introductory
1 or 2 Freshman
Engineering
EE Fundamentals
Electromagnetics
ECE Intro. I
ECE Intro. II
Biomedical ECE
Communications,
Networks?
Freshman
Engineering I
Freshman
Engineering II
A Question for Later
• Do we want EE and CE and dual or ECE?
Subjects Covered in Broad Introductory Courses
Topic
Course I
Circuits and Electronics
Major
Signal Processing
Major
Course II
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?)
Biomedical
Example
Digital Design (combinatorial / sequential
design)
Control Systems
Computer Architecture
Electromagnetic and Optics
Example
Major
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 disciplinespecific 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
Capstone
ECE Tech. Electives
General Electives
EE Core
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits
Possible New Curricular Structure, BSEE
Capstone
ECE Advanced Elec.
ECE Level 1 Electives
ECE Tech. Electives
EE Fundamentals
General Electives
ECE Broad Intro.
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + ?
ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.
Probability?
New BSEE with one course in Freshman Year
Capstone
ECE Advanced Elec.
ECE Level 1 Electives
ECE Tech. Electives
EE Fundamentals 3/6
General Electives
ECE Broad Intro.
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + ?
ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.
New BS in EE
2 Capstone
Capstone
Capstone II
2 Advanced
Electives
Electronics
Electronics IIII
2 Level 1 ECE
Electives
Electronics II
Electronics
+5 General Electives + 2-3 ECE Technical Electives
(Can include CE Fundamentals, Level 1 Electives
or Advanced Electives)
Capstone IIII
Capstone
Wireless
Communication
Real Time
Embedded
Systems
Discrete Time
Signal Processing
Communication
Systems
Embedded
Systems
EE Fundamentals
Cir./Electronics
EE Fundamentals
Signals/Systems
ECE Fund. Comp.
Architecture
Power and
Energy
3/4 ECE
Fundamentals
2 Broad
Introductory
1 or 2 Freshman
Engineering
EE Fundamentals
Electromagnetics
ECE Intro.
Intro. II
ECE
ECE
ECE Intro.
Intro. IIII
Biomedical ECE
ECE
Biomedical
Communications
Communications ECE
ECE
Freshman
Engineering I
Freshman
Engineering II
Digital Design
Computer
Networks
New BS in CE
2 Capstone
Capstone
Capstone II
2 Advanced
Electives
Electronics
Electronics IIII
2 Level 1 ECE
Electives
Electronics II
Electronics
+5 General Electives + 2-3 ECE Technical Electives
(Can include CE Fundamentals, Level 1 Electives
or Advanced Electives)
Capstone IIII
Capstone
Discrete Time
Signal Processing
Wireless
Communication
Real Time
Embedded
Systems
Communication
Systems
Embedded
Systems
Digital Design
Computer
Networks
Power and
Energy
ECE Fundamentals
Comp. Architecture
3/3 CE
Fundamentals
2 Broad
Introductory
1 or 2 Freshman
Engineering
ECE Intro.
Intro. II
ECE
ECE
ECE Intro.
Intro. IIII
Biomedical ECE
ECE
Biomedical
Communications
Communications ECE
ECE
Freshman
Engineering I
Freshman
Engineering II
CE Fundamentals
Algorithms
CE Fundamentals
Software
ABET material, just for reference.
Selected sections, see web site for
more details.
ABET Curiculum Guidance
PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER,
AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: Institute of Electrical and Electronics Engineers
Cooperating Society for Computer Engineering Programs: CSAB
These 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 Criteria
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.
Combined ECE Major?
What would this look like?
Current Curricular Structure, BS EE and CE
Capstone
ECE Tech. Electives
ECE Core
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + 11 one-credit extras = 139 credits
Possible New Curricular Structure, BS EE and CE
Capstone
ECE Advanced Elec.
ECE Level 1 Electives
ECE Tech. Electives
ECE Fund. 4/6*
??
General Electives
ECE Broad Intro.
Freshman Eng.
Science
Math
Arts, Hum., S.S.
Writing
32 four-credit courses = 128 credits + ?
ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE Electives.
*2 EE, 2 CE.
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?