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Outline• Motivation and Curriculum Goals• Overall Structure of Proposed Curriculum• Example of a Broad Introductory ECE Course• How do we get started?• What Does ECE want in the freshman year?
• Students understand connections among a broad range of Electrical and Computer Engineering concepts.
• Provide early, integrated, hands-on courses to motivate students, make connections within ECE, help students choose area of focus, and improve coop preparation.• Not survey or just interesting courses, real ECE content,
Sophomore/Freshman year. Provides breadth to the ECE curriculum.
• Ensure depth with level 2 electives.• Offer flexibility, including option for an alternative
semester experience. • Students can tailor program to interests. • Semester Abroad.
• Build a curriculum that can be modified easily in the future.
• Reduce # of credits.
Some ECE Curriculum Goals
Curriculum Structures
Current and Proposed
Current Curricular Structure, BSCE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
CE Core
Math
ECE Tech. Electives General Electives
Capstone
32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits
Possible New Curricular Structure, BSCE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
ECE Broad Intro.
Math
ECE Level 1 Electives
General Electives
Capstone
32 four-credit courses = 128 credits + ?ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE Electives.
CE Fundamentals
ECE Advanced Elec.
ECE Tech. Electives
What stays the same?• The fundamental material taught in each ECE area
(some will be in the broad introductory courses). • Many of the elective courses.• Math and science courses. (They may change, but
this is mostly independent of the changes discussed here.)
• Freshman year. (Again, this is not part of the package, although we hope it will change. To be discussed!)
What Changes?
• Some fundamental material is introduced in the broad introductory courses. For example:– Some of Circuits– Some Data Structures and Algorithms– Some Signals and Systems– Some Networks– Some Digital Design
• Core has a different meaning.• Require 2 upper level electives.
Example Broad Introductory ECE Course
Biomedical
Example Unit: Electrocardiogram (EKG) measurements:Students build and test a multi-stage differential amplifier on a prototyping breadboard and then measure their own EKG signal by attaching electrodes to their forearms or chest
To do this, they must first understand some basic “biology”, but this is relatively minimal
- Anatomy of the heart- electrophysiology of the heart- ‘normal’ and ‘abnormal’ EKG signals
EKG Signal from a student (actual):
P
Q
R
S
T
How do I isolate and amplify the EKG signal while rejecting noise?- Operational amplifiers- Differential amplifier circuits
- input/output impedance considerations-multi-stage instrumentation amplifier configurations-common mode rejection ratio
- Frequency content of the signal - Fourier transforms, power spectral density
- matching the frequency response of the amplifier- Active filters vs. passive filters
ECE concepts involved in doing this lab:
How do I get the amplified EKG signal into a computer?- Embedded systems? - Data acquisition, analog-to-digital conversion
- Sampling rate, Nyquist rate, ADC bit-depth, sources of ADC noise- Programming automated data acquisition (Matlab)
What information can I extract (process) from the EKG signal once I have acquired it?- signal filtering- automatic extraction of heart rate- automatic detection of electrophysiological abnormalities such as AV heart block, ectopic beats, flutter, fibrillation etc. on (hopefully) simulated data
Courses in the New Curiculum
New BS in ECE
Freshman Engineering I
Freshman Engineering II
ECE Intro. IBiomedical ECE
ECE Intro. IICommunications,
Networks?
EE FundamentalsElectromagnetics
EE FundamentalsCir./Electronics
EE FundamentalsSignals/Systems
ECE Fund. Comp. Organization
CE FundamentalsAlgorithms
CE FundamentalsSoftware
1 or 2 Freshman Engineering
2 Broad Introductory
3/6 ECE Fundamentals
2 Level 1 ECE Electives
2 Advanced Electives
2 Capstone Capstone I Capstone II
Electronics II Wireless Communication
Real Time Embedded
Systems
Electronics I
Power and Energy
Discrete Time Signal Processing
Embedded Systems
Computer Networks
+5 General Electives, + 2-3 Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)
Computer Architecture
Communication Systems
A Question for Later
• Do we want EE and CE and dual or ECE?
Subjects Covered in Broad Introductory Courses
Topic Course I Course IICircuits and Electronics Major
Signal Processing Major
Data acquisition (Analog to Digital Conversion) Example (Example?)
Data Structures and Algorithms Major Major
Networking (Layering model (OSI)) Major
Communication (phys. level) (Example?)
Embedded Systems / ES Programming (Example?) Example
Biomedical Example
Digital Design (combinatorial / sequential design)
Major
Control Systems
Computer Architecture
Electromagnetic and Optics
How can we get started?• Teach the circuits course as broad introductory
course #1.• Consequences for the rest of the curriculum:
– Electronics I is now circuits and electronics.– Electronics II will not go quite as far as the current
Electronics II.– More student exposure to MATLAB.– More coverage of signals.– More student programming experience.
• Simple.
Freshman Year?
What about Freshman Year?What do we know?
1. Students want real engineering in freshman year.
2. Students want to choose study in their area(s) of interest. (Often in major)
3. Students do not think the first course (the Design course) is worthwhile.
4. Students are being recruited into IE.5. We don’t want to reduce retention.
Options Discussed in Freshman Committee
• Improve current courses.• Choose 2 of (4-7) courses. ECE, MIE, ChE, CivEnvE.
Or EE, CE, ME, IE, ChE, CivE, EnvE. These two courses would be the two courses in the freshman year. Ours would be one of our broad introductory courses.
• Split the current design course into two discipline-specific parts.
• Make the design course discipline-specific.• Computation course first, then a broad introductory
course.
Extra Reference Slides
Scheduling Courses
• With no change in freshman year, little change. Some added flexibility.
• With the first course in the freshman year, significant added flexibility.
• Consider integrating labs with courses to reduce # of credits or workload.
Background/Broader Motivation• Global economy and opportunities.
– Study abroad.– Alternative semesters.
• Engineering as a “liberal arts” education.– Interdisciplinary/Combine with other disciplines.– Other disciplines study engineering – minors.– Transition to learn how to learn rather than knowledge of
a particular body of knowledge.
• ECE as a discipline is broader than ever.• Sources: NAE, Al Soyster, Provost Director, Other
Writers, Students, Faculty, Other Curricula.
ECE with First Broad Introductory Course in the Freshman Year
Current Curricular Structure, BSEE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
EE Core
Math
ECE Tech. Electives General Electives
Capstone
32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits
Possible New Curricular Structure, BSEE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
ECE Broad Intro.
Math
ECE Level 1 Electives
General Electives
Capstone
32 four-credit courses = 128 credits + ?ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.Probability?
EE Fundamentals
ECE Advanced Elec.
ECE Tech. Electives
New BSEE with one course in Freshman Year
Arts, Hum., S.S. Writing
Science
Freshman Eng.
ECE Broad Intro.
Math
ECE Level 1 Electives
General Electives
Capstone
32 four-credit courses = 128 credits + ?ECE Tech. Electives can be CE Fundamentals, Level 1 or Level 2 ECE Electives.
EE Fundamentals 3/6
ECE Advanced Elec.
ECE Tech. Electives
New BS in EE
ECE Intro. IBiomedical ECE
ECE Intro. IICommunications ECE
1 or 2 Freshman Engineering
2 Broad Introductory
3/4 ECE Fundamentals
2 Level 1 ECE Electives
2 Advanced Electives
2 Capstone Capstone I Capstone II
Electronics II
Electronics I
+5 General Electives + 2-3 ECE Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)
Electronics II Wireless Communication
Real Time Embedded
Systems
Electronics I
Power and Energy
Discrete Time Signal Processing
Embedded Systems
Computer NetworksDigital DesignCommunication
Systems
Capstone I Capstone II
EE FundamentalsElectromagnetics
EE FundamentalsCir./Electronics
EE FundamentalsSignals/Systems
ECE Fund. Comp. Architecture
Freshman Engineering I
Freshman Engineering II
ECE Intro. IBiomedical ECE
ECE Intro. IICommunications ECE
New BS in CE
ECE Intro. IBiomedical ECE
ECE Intro. IICommunications ECE
ECE Fundamentals Comp. Architecture
CE FundamentalsAlgorithms
CE FundamentalsSoftware
1 or 2 Freshman Engineering
2 Broad Introductory
3/3 CE Fundamentals
2 Level 1 ECE Electives
2 Advanced Electives
2 Capstone Capstone I Capstone II
Electronics II
Electronics I
+5 General Electives + 2-3 ECE Technical Electives(Can include CE Fundamentals, Level 1 Electivesor Advanced Electives)
Electronics II Wireless Communication
Real Time Embedded
Systems
Electronics I
Power and Energy
Discrete Time Signal Processing
Embedded Systems
Computer NetworksDigital DesignCommunication
Systems
Capstone I Capstone II
Freshman Engineering I
Freshman Engineering II
ECE Intro. IBiomedical ECE
ECE Intro. IICommunications ECE
ABET material, just for reference.
Selected sections, see web site for more details.
PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER, AND SIMILARLY NAMED ENGINEERING PROGRAMS
Lead Society: Institute of Electrical and Electronics EngineersCooperating Society for Computer Engineering Programs: CSABThese program criteria apply to engineering programs that include electrical, electronic, computer, or similar modifiers in their titles.
1.Curriculum:
•The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program.
•The program must demonstrate that graduates have: knowledge of probability and statistics, including applications appropriate to the program name and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives.
•Programs containing the modifier “electrical” in the title must also demonstrate that graduates have a knowledge of advanced mathematics, typically including differential equations, linear algebra, complex variables, and discrete mathematics.
•Programs containing the modifier “computer” in the title must also demonstrate that graduates have a knowledge of discrete mathematics.
ABET Curiculum Guidance
Criterion 5. Curriculum: The professional component must include:
(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.
(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.
Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.
ABET Criteria
Combined ECE Major?What would this look like?
Current Curricular Structure, BS EE and CE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
ECE Core
Math
ECE Tech. Electives
Capstone
32 four-credit courses = 128 credits + 11 one-credit extras = 139 credits
Possible New Curricular Structure, BS EE and CE
Arts, Hum., S.S. Writing
Science
Freshman Eng.
ECE Broad Intro.
Math
ECE Level 1 Electives
General Electives
Capstone
32 four-credit courses = 128 credits + ?ECE Tech. Electives can be EE Fundamentals, Level 1 or Level 2 ECE Electives.*2 EE, 2 CE.
ECE Fund. 4/6*
ECE Advanced Elec.
ECE Tech. Electives
??
Some Questions
• How do we phase in the changes? Can we pilot the first two courses (or maybe just one of them freshman year)?
• What about ABET?• When can changes to the freshman year
happen?
Some Questions
• Do we want EE and CE or ECE? In what form?• How do we phase in the changes? Can we
pilot the first two courses (or maybe just one of them freshman year)?
• What about ABET?• When does this happen?• When can changes to the freshman year
happen?
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