1. Toward a Revised Imaging Science Undergraduate Curriculum Motivation, Requirements, Elements, and Scenarios

2. Why Produce Imaging Scientists? Industry demand for our graduates –Training the next generation of “systems integrators” Cross-disciplinary approach is key to future success in science careers –true for contemporary industry as well as for grad school prospects

3. Why Revise Undergraduate Curriculum? Clarify essentials of imaging science –Rapidly changing field demands graduates with a forward-looking, relevant education Enable flexibility within undergraduate program in both directions: –CIS students can minor in other sciences –Other majors can choose electives from CIS Make our graduates more competitive Make our program more accessible

4. Core Curriculum: Clarifying the Essentials The revised core delivers the material essential to every Imaging Scientist –general introductory sequence –linear math for imaging –computing for imaging –optics for imaging –digital image processing –interaction between light & matter; radiometry –image systems analysis –image statistics (microstructure) –vision, color, & psychophysics –research practices –Professional Seminar

5. Enabling Flexibility Revised curriculum facilitates wide variety of scenarios and outcomes –range of potential undergraduate and graduate program scenarios/outcomes is far broader than is enabled by the present Img Sci curriculum

6. Makes CIS Graduates More Competitive Industry will be more interested in students w/ B.S. that includes concentration in specific subdiscipline of imaging science B.S. students interested in CIS as grad school can obtain direct training in faculty field of specialty Students interested in external grad schools can obtain minor/concentration in related subdiscipline

7. Makes CIS Program More Accessible New curriculum facilitates: –more direct interaction with the College of Science and local colleges/universities revised introductory sequence, elective opportunities more appealing to “undeclared” COS students easier to accommodate transfer students –B.S./M.S. degrees –Image Science as a minor made possible through revised introductory sequence and condensed core courses

8. Curriculum Scenarios We are now fleshing out specific examples of each of the following: –B.S. leading directly to industry w/ specific concentration(s) or elective sequence(s) –e.g., image processing, materials & sensors, remote sensing, medical imaging –5-year B.S./M.S. degree Imaging Science or Color Science –B.S. leading to graduate study Minors in Astronomy, Physics already on the books

9. Condensed B.S. Curriculum Calculus I-IV, Differential Equations, Stats(28) University Physics I-III, Modern Phys (16) Chemical Principles, Intro. Organic Chemistry ( 9) Liberal Arts, General Education(29) –Writing and Literature I, II, Freshman Seminar (9) –2 Courses each in Hum, SocSci, 1 elective (20) Imaging in Physical Science (12) Imaging Core (32) Independent Research Project(5-9) Professional Electives(24) Free Electives(24) Imaging Science Professional Seminar( 2) TOTAL 181-185

10. Condensed B.S./M.S. Curriculum Calculus I-IV, Differential Equations, Stats(28) University Physics I-III, Modern Phys (16) Chemical Principles, Intro. Organic Chemistry ( 9) Liberal Arts, General Education(29) –Writing and Literature I, II, Freshman Seminar (9) –2 Courses each in Hum, SocSci, 1 elective (20) Imaging in Physical Science (12) Imaging B.S. Core (32) Professional Electives(12) Free Electives(20) Imaging M.S. Core (includes Lab and Seminar)(26) M.S. Electives(36) Thesis (6) TOTAL226 (181 + 45)

11. Curriculum -- B.S. + Minor Calculus I-IV, Differential Equations, Stats(28) University Physics I-III, Modern Phys (16) Chemical Principles, Intro. Organic Chemistry ( 9) Liberal Arts, General Education(29) –Writing and Literature I, II, Freshman Seminar (9) –2 Courses each in Hum, SocSci, 1 elective (20) Imaging in Physical Science (12) Imaging Core (32) Independent Research Project(5-9) 5 courses in minor field(20) Professional Electives(12) Free Electives(16) Imaging Science Professional Seminar( 2) TOTAL 181-185

12. Issues to tackle How do we measure our success? –Can we develop a “litmus test” for the young Imaging Scientist? Small enrollments in electives –Initially, must rely on other College of Science programs (e.g., most astronomy minor course options offered by Physics) –Must grow Img Sci undergraduate population to justify initial investment of faculty time in low-enrollment courses –Again, must make our program more accessible! (e.g., through Img Sci minor) Transition plan needed –Can model after previous curriculum revisions (most recent: ‘98) Long lead time to implementation –Fall ‘04 is target

13. Is there a “litmus test” for Imaging Science students? One potential example: –Assemble a simple optical system (optics, filters, detectors, computer) to take and store image data –Empirically determine MTF of assembled system –Model the observed scene, determine noise sources, and calculate signal-to-noise ratio –Determine optimum image rendering scheme

14. ADDENDUM: General Education Requirements in Science Programs in other NYS Colleges University of Rochester Rensselaer Polytechnic University Clarkson University St. Lawrence University

15. UR Requirements 3 Areas: Humanities, Social Sciences, Natural Sciences (including Mathematics and Engineering) Students select “clusters” of three courses in each of the two areas other than major –Humanities examples: “Modern & Contemporary Literature” “Japanese Language” –Social Sciences examples: “Applied Economics” “African-American History”

16. RPI Requirements (Physics B.S.) 6 three-credit semester course electives in Humanities or Social Sciences

17. Clarkson University “Foundation Program” 2 Courses in Mathematics 2 Courses in Sciences 1 Course in Computing 1 Course in Engineering 1 Course in Business 6 Courses in Liberal Arts

18. St. Lawrence University Admitted Fall 2001 and later: –1 Course in “Arts/Expression” –1 Humanities course –1 Social Sciences course –1 Mathematics or Foreign Language –2 Natural Sciences/Science Studies –2 “Diversity” (“engaging participants in critical study of sameness and difference”)