1. 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?

2. 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

3. Curriculum Structures Current and Proposed

4. Current Curricular Structure, BSCE Arts, Hum., S.S. Writing Science Freshman Eng. CE Core Math ECE Tech. ElectivesGeneral Electives Capstone 32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits

5. 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

6. 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!)

7. 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.

8. Example Broad Introductory ECE Course Biomedical

9. 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

10. 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

11. Courses in the New Curiculum

12. New BS in ECE Freshman Engineering I Freshman Engineering II ECE Intro. I Biomedical ECE ECE Intro. II Communications, Networks? EE Fundamentals Electromagnetics EE Fundamentals Cir./Electronics EE Fundamentals Signals/Systems ECE Fund. Comp. Organization CE Fundamentals Algorithms CE Fundamentals Software 1 or 2 Freshman Engineering 2 Broad Introductory 3/6 ECE Fundamentals 2 Level 1 ECE Electives 2 Advanced Electives 2 Capstone Capstone ICapstone 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 Electives or Advanced Electives) Computer Architecture Communication Systems

13. A Question for Later Do we want EE and CE and dual or ECE?

14. Subjects Covered in Broad Introductory Courses TopicCourse ICourse II Circuits and ElectronicsMajor Signal ProcessingMajor Data acquisition (Analog to Digital Conversion)Example(Example?) Data Structures and AlgorithmsMajor Networking (Layering model (OSI))Major Communication (phys. level)(Example?) Embedded Systems / ES Programming(Example?)Example BiomedicalExample Digital Design (combinatorial / sequential design) Major Control Systems Computer Architecture Electromagnetic and Optics

15. 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.

16. Freshman Year?

17. 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.

18. 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.

19. Extra Reference Slides

20. 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.

21. 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.

22. ECE with First Broad Introductory Course in the Freshman Year

23. Current Curricular Structure, BSEE Arts, Hum., S.S. Writing Science Freshman Eng. EE Core Math ECE Tech. ElectivesGeneral Electives Capstone 32 four-credit courses = 128 credits + 10 one-credit extras = 138 credits

24. 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

25. 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

26. New BS in EE ECE Intro. I Biomedical ECE ECE Intro. II Communications ECE 1 or 2 Freshman Engineering 2 Broad Introductory 3/4 ECE Fundamentals 2 Level 1 ECE Electives 2 Advanced Electives 2 Capstone Capstone ICapstone II Electronics II Electronics I +5 General Electives + 2-3 ECE Technical Electives (Can include CE Fundamentals, Level 1 Electives or Advanced Electives) Electronics II Wireless Communication Real Time Embedded Systems Electronics I Power and Energy Discrete Time Signal Processing Embedded Systems Computer Networks Digital Design Communication Systems Capstone ICapstone II EE Fundamentals Electromagnetics EE Fundamentals Cir./Electronics EE Fundamentals Signals/Systems ECE Fund. Comp. Architecture Freshman Engineering I Freshman Engineering II ECE Intro. I Biomedical ECE ECE Intro. II Communications ECE

27. New BS in CE ECE Intro. I Biomedical ECE ECE Intro. II Communications ECE ECE Fundamentals Comp. Architecture CE Fundamentals Algorithms CE Fundamentals Software 1 or 2 Freshman Engineering 2 Broad Introductory 3/3 CE Fundamentals 2 Level 1 ECE Electives 2 Advanced Electives 2 Capstone Capstone ICapstone II Electronics II Electronics I +5 General Electives + 2-3 ECE Technical Electives (Can include CE Fundamentals, Level 1 Electives or Advanced Electives) Electronics II Wireless Communication Real Time Embedded Systems Electronics I Power and Energy Discrete Time Signal Processing Embedded Systems Computer Networks Digital Design Communication Systems Capstone ICapstone II Freshman Engineering I Freshman Engineering II ECE Intro. I Biomedical ECE ECE Intro. II Communications ECE

28. ABET material, just for reference. Selected sections, see web site for more details.

29. 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 Curiculum Guidance

30. 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

31. Combined ECE Major? What would this look like?

32. 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

33. 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 ??

34. 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?

35. 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?