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ABET Self-Study Report

for the

B.S. in Computer Engineering

Program

at

Illinois Institute of Technology

Chicago, Illinois

July 1, 2008

CONFIDENTIAL The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

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Table of Contents

BACKGROUND INFORMATION..............................................................................................................3 CRITERION 1. STUDENTS .......................................................................................................................7 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES................................................................11 CRITERION 3. PROGRAM OUTCOMES...............................................................................................15 CRITERION 4. CONTINUOUS IMPROVEMENT .................................................................................21 CRITERION 5. CURRICULUM ...............................................................................................................23 CRITERION 6. FACULTY .......................................................................................................................40 CRITERION 7. FACILITIES ....................................................................................................................50 CRITERION 8. SUPPORT ........................................................................................................................57 CRITERION 9. PROGRAM CRITERIA ..................................................................................................62 APPENDIX A – COURSE SYLLABI........................................................................................................65 APPENDIX B – FACULTY RESUMES..................................................................................................194 APPENDIX C – LABORATORY EQUIPMENT ....................................................................................252 APPENDIX D – INSTITUTIONAL SUMMARY ...................................................................................254

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Self-Study Report

Computer Engineering

Bachelor of Science

Illinois Institute of Technology

BACKGROUND INFORMATION • Contact information

The primary pre-visit contact person is Dr. Mohammad Shahidehpour, Chair of the Department of Electrical and Computer Engineering Department (ECE Department).

Dr. Mohammad Shahidehpour Department of Electrical and Computer Engineering Illinois Institute of Technology 3301 S. Dearborn St. Chicago, IL 60616 voice: 1-312-567-5737 fax: 1-312-567-8976 email: ms@iit.edu

• Program History

The Bachelor of Science in Computer Engineering program (hereafter referred to as the BSCPE program) at IIT was founded in 1993 as a joint effort of the Electrical Computer Engineering (ECE) Department and the Computer Science and Applied Mathematics (CSAM) Department. The program's first graduates finished their degree programs in 1995 after changing their major to Computer Engineering from other majors (primarily Electrical Engineering) or entering the program as transfer students.

The basic structure of the program has remained fairly constant since it was first offered, with modest adjustments of the curriculum occurring over time. These changes are described below.

Initially the curriculum required selection of either a hardware specialization or a software specialization. The two specializations both required a common core in the major that included shared elements of hardware as well as software, but requirements for additional major courses differed between the specializations. The software specialization mandated a set of upper division (400-level) computer science courses, while the hardware specialization required additional junior-level electrical engineering science courses. Toward the latter part of the 1990s, the distinction between a hardware and a software specialization was eliminated. The previous common core was retained,

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but the additional major courses for all students in the program now required a slightly reduced version of the additional junior-level electrical engineering science courses previously used in the hardware specialization and also an expanded number of professional electives that enabled students to focus their program in an area of interest.

At the same time as this change, the university revised its general education requirements to include six credits of interprofessional projects. These were incorporated into the BSCPE curriculum by eliminating a three credit hour science elective and reducing the number of hours of junior level engineering science by three. The general education requirements also no longer mandated an English composition course as long as students demonstrated basic writing proficiency. The total number of credits in the program dropped by three (the equivalent of one course).

During 2003, the administration of the computer engineering program was moved entirely within the Department of Electrical and Computer Engineering, subsequent to an increase in the number of faculty within Electrical and Computer Engineering whose specializations were in computer engineering areas. At that time, a required course in computer architecture during the senior year was shifted from CS 470 (Computer Architecture) to a newly developed course ECE 485 (Computer Organization and Design). The three credit science elective, eliminated several years prior, was moved back into the curriculum, with the additional credit hours partially offset by the consolidation of the introduction to the professions requirement from two courses totaling four credits to a single, three-credit course, and by the elimination of a one-credit chemistry lab.

• Options

There are several minors available to include in the BSEE program. The minors are defined by a set of courses that the student completes as part of the program. The basic degree requirements for the BSEE do not change when a student undertakes a minor, and students do not have to select any minor.

The available minors include three that are associated with Reserve Officer Training Corps (ROTC) programs: Air Force Aerospace Studies, Military Science, and Naval Science. Other minors include Energy/Environment/Economics (the E3 program); Management; and Telecommunications. Specific courses required for each minor are listed in the 2006-2008 Bulletin of Undergraduate Studies on pp. 136-138.

• Organizational Structure

The BSCPE program resides within the ECE Department. The Chair of the ECE Department administers the BSCPE program, with the assistance of an Associate Chair. The ECE Department, along with four other engineering departments, resides within Armour College of Engineering, which is administered by a Dean. The Dean of Armour College reports to the Provost, the chief academic officer for IIT.

• Program Delivery Modes

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All required courses in the BSCPE program are offered on the IIT Main Campus. Some senior level ECE professional electives are offered at the Rice Campus in west suburban Wheaton, with these available on the IIT Main Campus via two-way audio/video conferencing facilities. Senior level ECE courses are offered during the day or evening. Sophomore and junior level ECE courses are offered during the day at least once per academic year, and they are offered in the day or evening in a second offering during the academic year. Though courses can be available during evenings, weekends, or via distance learning, the program is delivered as a traditional lecture/laboratory offering during days.

Like other engineering programs at IIT, the BSCPE program is available with a co-op option. Students can work from three to seven work periods with time for degree completion ranging from four to six years, depending on the number of work periods. Co-op work terms are not used to satisfy any academic requirements for the degree.

• Deficiencies, Weaknesses or Concerns Documented in the Final Report from the Previous Evaluation(s) and the Actions taken to Address them In the last general evaluation, which took place in 2002, weaknesses were noted in regard to the objectives and outcomes assessment processes of Criteria 2 and 3. At the time of the 2002 general evaluation, assessment processes that evaluated the program objectives and program outcomes were in place, and results had been collected and analyzed. However, it was noted that the results had not yet been used to improve the program. The BSCPE Program continued to operate its assessment processes and to feed the results back into program improvements. The results of these activities were reported in the interim review, which took place in 2005. The weakness in the outcomes assessment process was deemed to be resolved in that review, but the objectives assessment process remained as a concern. The review noted that the objectives assessment process needed to be continuously applied to address all program areas requiring improvement. Since the interim review, the cycles of assessment and feedback have continued.

In the last general evaluation a concern regarding Criterion 1 was expressed that faculty members have a large advising load that adversely affects the student advising. Between the time of the general evaluation (2002) and the interim review (2005), new faculty hires had increased the number of faculty committed to the program. The number of students in the program has also decreased. The interim review concluded that this concern had been resolved. Student numbers in the program have also further decreased since the interim review.

The last general evaluation also noted a concern regarding coordination between the Department of Electrical and Computer Engineering and the Department of Computer Science regarding the program’s outcomes and assessment (Criterion 3), and also regarding strategies for faculty hires. At that time, the BSCPE program was a joint offering of the two departments. This concern was resolved in by the due process response, which noted an extensive plan for the coordination of the two departments. Furthermore, the BSCPE program now is offered solely by the Department of Electrical and Computer Engineering so that the program faculty is now entirely within one department, obviated any need for cross-departmental coordination.

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The last general evaluation also noted a concern regarding Criterion 5 (Faculty) and Criterion 7 (Institutional Support and Financial Resources) in that additional faculty, space, and support services would be required as the program continued to grow. This concern was resolved during the due process response given additional faculty hires and institutional approval to improve laboratory space and equipment. The faculty has grown again since then, and further improvements and additions to lab space and equipment have been made. Also, the number of students in the program has decreased somewhat since that time.

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CRITERION 1. STUDENTS

• Student Admissions As with other engineering majors at IIT, students may be admitted directly into electrical engineering or into “undeclared engineering.” Admission decisions are based on academic performance, standardized test scores, teacher/counselor recommendations and evidence of promise to succeed, which includes co-curricular activities, interests and hobbies, and personal maturity.

Students must have attended an accredited high school (although we do accept home schooled students) and have completed a minimum of 16 units of high school work and a minimum of 3 ½ units of mathematics that must include 2 units of algebra through pre-calculus, 1 unit of geometry and ½ unit of trigonometry. Calculus is strongly recommended but not required. Additionally, students must have completed 2 units of laboratory science (preferably physics and chemistry). Students are encouraged to take an additional laboratory science. Additional requirements include 4 units of English, and 2 units of History or Social Studies.

It is expected that students select a rigorous high school program that includes AP, IB or honors courses when they are available at the student’s school. Students are encouraged to take college courses to supplement their education while they are enrolled in high school.

Students with unweighted grade point averages greater than or equal to 3.0 and ACT test scores greater or equal to 24 math and 24 composite, or SAT scores greater or equal to 1150 may be admitted without a faculty committee review. Students who fall below these floors are generally denied admission, but may be, on an individual basis, selected for admission by a faculty review committee.

• Evaluating Student Performance Students are evaluated using a traditional four point grading scale, with grades being assigned by the course instructor. All ECE courses have stated learning objectives and instructors are expected to assign grades based on achievement of those objectives.

Students who have completed at least 60 semester hours (including applicable transfer credit) will receive an audit from the Office of Educational Services. An academic audit provides a summary of a student’s academic status to date and lists the courses to be completed in order to receive a degree. Student progress is also monitored on a semester-by-semester basis via the advising system as described below.

• Advising Students The advising and monitoring of students in the BSCPE Program includes an advising system within the ECE Department that provides guidance of individual students throughout their degree program. Monitoring of a student’s progress through the curriculum is integral to ensuring that program objectives can be realized. This function is performed by the Office of the ECE Advisor under the supervision of the ECE Department’s Associate Chair, who serves as the Director of ECE Undergraduate Programs.

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The Office of the ECE Advisor monitors all ECE undergraduate students for ECE undergraduate degree requirements, course prerequisites, and minimum GPA requirements. Advising records for each student are maintained in student files. Along with copies of academic records, this file contains a curriculum checklist that is filled in to record student progress, and the record what the student was advised to take during each advising session.

Each student must seek permission for course registration, and this permission is granted after meeting with the ECE Advisor. This meeting includes a review of the student's current progress, a discussion of any problems that are occurring, and a discussion of the courses to be taken by the student in the upcoming semester. At the end of the advising session, the ECE advisor updates the curriculum checklist and indicates approval of the proposed schedule by signing the student’s paper registration form or by placing an electronic advising approval in the Student Information System (SIS – the electronic database of student academic records). Student advising sessions are held during pre-registration periods that normally take place in November and April, at the beginning of each semester, and at other times by appointment.

In addition to registration advising, the Director of ECE Undergraduate Programs is also available during the semester to discuss problems with students and handle situations such as course drops, probation status, and excessive stress. When approving drop forms, the ECE Advisor discusses the consequences of dropping an excessive number of courses with respect to progress toward graduation and financial aid eligibility. Students on probation status are advised with respect to course load limits during registration, study habits, and possible tutoring. Students showing signs of excessive stress are referred to the IIT Counseling Center, which provides counseling and help with academic, career, and personal concerns.

Substitutions in the curriculum are generally allowed only when (a) the required course is not available in a time frame that would allow timely graduation of a student and (b) a course can be found that provides a roughly equivalent contribution to the same area (e.g. mathematics, engineering science, engineering design, etc.) as the course it will replace. Each substitution is documented in a memorandum that is placed in the student’s file in the Office of the ECE Advisor and in the Office of Educational Services.

• Transfer Students and Transfer Courses The Office of Educational Services is responsible for verifying all courses transferred from other colleges. Transfer applicants must be in good academic standing at their previous colleges to be considered for admission to IIT. Applicants with less than 30 hours of transferable college course work must submit high school transcripts and SAT or ACT scores as part of their application. Admission is based upon a cumulative GPA and individual grades in all classes that apply to the selected major. A minimum cumulative GPA of 3.0 is expected for transfer consideration. However, a faculty committee will review a transfer applicant who has special circumstances.

Transfer credit is granted only for courses completed at schools listed in Transfer Credit Practices of Designated Educational Institutions, American Association of Collegiate Registrars and Admissions Officers. Transfer credit for the equivalent of engineering

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and professional electives is given only for courses completed at schools accredited by the EAC of ABET.

Transfer credit is granted on a course equivalency basis, i.e. the nature, content, level and prerequisites of the course must be comparable to those offered at IIT. Students may transfer a maximum of 68 applicable credits from a 2-year college. Transfer students must complete their last 45 credits at IIT with at least 50% of the course work at the 300 and 400 level in their major discipline. Transfer credit will be accepted for courses completed with the equivalent of a grade of “C” or better.

• Graduation Requirements The Office of Educational Services is responsible for certifying that an individual student has satisfied the prescribed curriculum for the Bachelor of Science degree in electrical engineering. When necessary, the Associate Chair provides assistance in the verification process.

An academic audit provides a summary of a student’s academic status to date and lists the courses to be completed in order to receive a degree. Students who have completed at least 60 semester hours (including applicable transfer credit) will receive an audit from the Office of Educational Services. After receiving their first audit, students may request periodic updates. Faculty advisors have access to the same database of student information that is used by the Office of Educational Services.

After a student submits an application for graduation, a graduation audit is completed and a letter, which indicates the remaining requirements for the degree, is sent to the student. The final audit is completed when the grades for the semester are recorded and, if all requirements are completed, the degree is awarded.

A cumulative and major GPA of at least 2.000/4.000 is required for graduation.

• Enrollment and Graduation Trends The number of students enrolled in, entering into, and graduating from the program are summarized in Tables 1-1 through 1-3 below.

The total enrollment (in full-time equivalents) of 186 students in 2003-2004 has dropped to an average of 113 over the last three years and has been quite constant during that period. The drop may be attributed to a combination of large graduating classes coupled with a reduced number of new students enrolled. However, the number of new students enrolled is again increasing, so that we expect the total number of students in the program to increase somewhat in upcoming years.

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Table 1-1. History of Admissions Standards for Freshmen Admissions for Past Five Years

Composite ACT Composite SAT Percentile Rank in High

School Fall of

Academic Year MIN. AVG. MIN. AVG. MIN. AVG.

Number of New Students

Enrolled 2007-8 21 28 970 1273 47 2006-7 19 28 930 1291 40 2005-6 22 28 960 1304 27 2004-5 20 28 1000 1263 42 2003-4 22 27 1000 1278 38

Table 1-2. Transfer Students for Past Five Academic Years

Fall of Academic Year Number of

Transfer Students Enrolled 2007-8 6 2006-7 10 2005-6 8 2004-5 10 2003-4 10

Table 1-3. Undergraduate Enrollment Trends for Past Five Academic Years

Academic Year: 2003-4 2004-5 2005-6 2006-7 2007-8

Enrollment during Fall Full-time Students 186 153 113 114 112 Part-time Students 14 9 4 5 5 Student FTE1 201.7 164.2 121.1 121.0 119.5Completions between 7/1 and 6/30 Graduates 52 55 31 26 101 FTE = Full-Time Equivalent: 15 Credit hours = 1FTE 2007-8 Graduate value includes ONLY Summer and Fall, not Spring as those values are not yet available.

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Table 1-4. Program Graduates (For Past Five Years or last 25 graduates, whichever is smaller)

Numerical Identifier

Year Matriculated

Year Graduated

Certification/ Licensure

(If Applicable)

Initial or Current Employment/

Job Title/ Other Placement

10237737 2002 Spring 2007 Fall none electrical associate 10255356 2002 Fall 2007 Fall 10306925 2003 Fall 2007 Fall none unemployed 10370845 2003 Fall 2007 Fall 10370962 2003 Fall 2007 Fall none project engineer 10372270 2004 Spring 2007 Fall 10372341 2003 Fall 2007 Fall 10372454 2004 Fall 2007 Fall 10415483 2006 Spring 2007 Fall 10393714 2004 Fall 2007 Summer none sales advisor 10203218 2003 Fall 2007 Spring 10234831 2002 Fall 2007 Spring 10249975 2002 Fall 2007 Spring 10254929 2002 Fall 2007 Spring 10279032 2003 Fall 2007 Spring 10292891 2002 Fall 2007 Spring 10321285 2003 Fall 2007 Spring 10334082 2003 Fall 2007 Spring none graduate student 10370420 2001 Spring 2007 Spring 10370634 2002 Fall 2007 Spring 10370933 2003 Fall 2007 Spring 10371907 2002 Fall 2007 Spring none graduate student 10372042 2003 Fall 2007 Spring 10372160 2003 Fall 2007 Spring none system engineer 10394074 2004 Fall 2007 Spring

(NOTE: ABET recognizes that current information may not be available for all students)

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CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

• Mission Statement The mission statement of Illinois Institute of Technology is published on the IIT web site at http://www.iit.edu/about/mission.html. The IIT mission statement reads as follows.

To educate people from all countries for complex professional roles in a changing technological world and to advance knowledge through research and scholarship.

The mission statement of the Armour College of Engineering is published on the Armour College section of the IIT web site at http://www.iit.edu/engineering/about/mission.shtml. The mission statement reads as follows.

The mission of the Armour College of Engineering is to:

• Provide state-of-the art education and research programs; educate a new breed of engineers with a strong fundamental knowledge of engineering principles, the capability to apply their knowledge to broad interdisciplinary areas, and an understanding and appreciation of the economic, environmental, and social forces that impact intellectual choices; and enhance Armour's reputation as an internationally recognized engineering school (Transforming Lives).

• Strengthen Armour's leadership role by focusing on the core research competencies and enhancing partnerships with industry, government laboratories and academic and research institutions (Inventing the Future).

The mission statement of the Department of Electrical and Computer Engineering is published on the Department’s section of the IIT web site at http://www.iit.edu/engineering/ece/about/mission.shtml. The mission statement reads as follows.

The mission of the ECE Department at IIT is to achieve continued excellence in the interrelated areas of undergraduate education, graduate education, research, and public service.

• Program Educational Objectives

The objectives of the ECE undergraduate electrical engineering program are to produce electrical engineering graduates who are prepared to:

enter their profession and make intellectual contributions to it;

embark on a lifelong career of personal and professional growth;

take advanced courses at the graduate level.

These objectives are published on the Department’s section of the IIT web site at http://www.iit.edu/engineering/ece/programs/undergrad/ce.shtml.

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• Consistency of the Program Educational Objectives with the Mission of the Institution The institutional, college, and departmental missions all speak to education leading to accomplishment in professional roles, which is the focus within electrical engineering for this program.

• Program Constituencies

The program constituencies are • the faculty of the Department; • the current students of the program; • alumni of the program; • the ECE Department Advisory Board (who are selected from industry and

academia).

• Process for Establishing Program Educational Objectives The educational objectives of the BSCPE program were formally adopted by vote of the ECE Faculty on 4 February 2002. Changes in program objectives must be approved by a two-thirds vote of the regular voting members of the ECE faculty.

The ECE Undergraduate Program Committee periodically assesses the success of the program in meeting the educational objectives, as discussed below in the next section. At the time of each review, the ECE Undergraduate Program Committee also reviews whether or not the objectives appropriately reflect the needs of the program’s constituencies.

For the review, the ECE Undergraduate Program Committee assembles a variety of information sources including alumni surveys and graduating senior surveys. These and the other review materials are described in more detail in the section concerning assessment of achievement of program objectives. Feedback regarding whether or not the degree program is meeting the alumni’s needs is obtained in part by questions on the alumni surveys that ask whether there are any areas in the degree program that require more or less emphasis, and also through a suite of questions regarding satisfaction with the engineering education provided by IIT. The graduating senior surveys include a question asking the graduating seniors to discuss whether or not the degree program’s objectives meet their needs, thereby providing feedback from current students.

The ECE Undergraduate Program Committee provides the primary faculty input on matters pertaining to the appropriateness of program objectives during the preparation of the periodic objectives assessment report. This report incorporates all these inputs and is finalized for presentation to the ECE Faculty. The report may or may not include recommendations to modify the program objectives. If it does, the ECE Faculty then decide whether or not to adopt such recommendations, or amended versions thereof.

Further faculty input comes from the ECE Faculty as a whole when the outcomes assessment report is presented to them. The completed assessment report is provided to the ECE Advisory Board, and the ECE Undergraduate Program Committee meets either

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with the ECE Advisory Board or with representative members of the board to discuss the report and to obtain input from the ECE Advisory Board regarding the objectives.

The most recent action of the ECE Faculty regarding the formal statement of objectives took place at its meeting of 6 May 2008, based on recommendations contained in the ECE Undergraduate Program Committee’s BSCPE Program Objectives Assessment Report of 2 May 2008. No substantial modifications of the objectives were made, but the distinction between objectives and outcomes was made clearer in the formal statement of objectives adopted by the faculty.

• Achievement of Program Educational Objectives

As noted just above, the ECE Undergraduate Program Committee periodically assesses the success of the program in meeting the educational objectives (and at the same time also reviews whether or not the objectives appropriately reflect the needs of the program’s constituencies). The ECE Undergraduate Program Committee gathers the following sources of information.

• Alumni surveys: conducted annually by the Office of Accreditation and Assessment in the Armour College of Engineering. These surveys are sent to all alumni of IIT’s engineering programs who graduated two years or five years prior to the year in which the survey is conducted. The survey instrument includes a variety of demographic questions, including the current employment situation and whether employed in an engineering position. The survey instrument also includes a suite a questions regarding the effectiveness of the degree program in providing the ability to succeed in engineering. There is also another set of questions evaluating the importance of, and the degree to which the program provides preparation for, variance outcomes of the program. Finally, the survey affords alumni to indicate areas that they feel the program should give more or less emphasis.

• Placement reports: prepared by the Career Management Center. These reports are based on information provided by recently graduated students who indicate their employment situation or whether they are continuing studies in graduate school.

• Graduating senior surveys: conducted annually by the ECE Undergraduate Program Committee. This survey includes question asking the graduating seniors to discuss whether or not the degree program’s objectives meet their needs. A sample survey form is available in the display materials.

For the review, the ECE Undergraduate Program Committee assembles all instances of the above sources of information that have become available since the last review. The ECE Undergraduate Program Committee meets to discuss these materials and prepares a report that presents its findings to the ECE Faculty. The report includes a discussion of the data that has been gathered, conclusions drawn there from regarding the success of the degree program in meeting the program objectives, recommendations regarding any required actions, and a report on the status of actions associated with any adopted recommendations from earlier objectives report. Recommendations may include

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additions, deletions, and modifications of program objectives; additions, deletions, or modifications of program outcomes; or any educational initiatives or curricular changes to improve the program’s success. Any significant curricular changes must receive the approval of the ECE Faculty, then the approval of the university’s Undergraduate Studies Committee, and subsequently the approval of the University Faculty Council and the full faculty of IIT.

The most recent objectives assessment report was presented to the ECE Faculty on 6 May 2008.

CRITERION 3. PROGRAM OUTCOMES ABET definition: Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.

ABET definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes.

ABET definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes are being achieved, and results in decisions and actions to improve the program.

• Process for Establishing and Revising Program Outcomes The BSCPE program outcomes were initially established by vote of the ECE Faculty on 4 February 2002. The most recent action of the ECE Faculty to change the formal statement of outcomes took place at its meeting of 6 May 2008, based on recommendations made by the ECE Undergraduate Program Committee at its 28 March 2008 meeting. No substantial modifications of the outcomes were made, but the distinction between objectives and outcomes was made clearer in the formal statement of objectives adopted by the faculty, and wording of many of the stated outcomes was adjusted to more closely reflect associated ABET-mandated outcomes.

Proposals to revise the program outcome normally would arise as a result of either the objectives assessment review or the outcomes assessment review, but may be proposed by the ECE faculty independently of these processes. Any changes to the program outcomes must be approved by vote of the ECE Faculty.

• Program Outcomes The program outcomes are the following.

(a) An ability to apply knowledge of mathematics, science, and engineering.

(b) An ability to design and conduct experiments and analyze and interpret the resulting data.

(c) An ability to design a system, component, or process to meet desired needs within realistic constraints.

(d) An ability to function on multidisciplinary teams.

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(e) An ability to identify, formulate, and solve engineering problems.

(f) An understanding of professional and ethical responsibility.

(g) An ability to communicate effectively both orally and in writing.

(h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

(i) A recognition of the need for, and an ability to engage in life-long learning.

(j) A knowledge of contemporary issues.

(k) An ability to use the techniques, skills, and tools of modern engineering practice.

(l) Proficiency in the basic elements of computer engineering.

(m) Knowledge of advanced topics in computer engineering.

These program outcomes are documented in the ECE Department meeting minutes of the meeting at which they were adopted (see the minutes of the 6 May 2008 meeting of the ECE Faculty).

• Relationship of Program Outcomes to Program Educational Objectives

The principal program objective is that graduates are able to enter the electrical engineering profession and make contributions to it. Achievement of the attributes among the program outcomes (a) through (k) is integral to fundamental engineering practice. Achievement of outcomes (l) and (m) enables the application of fundamental engineering practices specifically within the computer engineering profession.

Outcome (i) relates specifically to the objective that program graduates embark on a lifelong career of personal and professional growth.

Outcome (m), based on the foundational knowledge and skills of outcomes (a) through (l), indicates capability to pursue advanced coursework at the graduate level.

• Relationship of Courses in the Curriculum to the Program Outcomes The ECE courses in the curriculum include required courses at the 100, 200, and 300 level plus ECE 441 and ECE 485. Six or seven additional credit hours of professional electives and three or four credit hours of hardware-design elective, all at the 400 level, may also be ECE courses. The objectives of each of these courses are linked to program outcomes. Tables 3-1(a), 3-1(b), and 3-1(c) below show these linkages. These tables demonstrate that the collection of ECE coursework in the curriculum are strongly related to outcomes (a), (b), (c), (e), (g), (k), (l), and (m).

Required computer science coursework includes CS 115, 116, 330, 331, 350, 351, and 450. Six or seven additional credit hours of professional electives and three or four credit hours of hardware-design elective, all at the 400 level, may also be computer science courses. This coursework contributes to outcomes (l) and (m).

The objectives of the Interprofessional Projects (IPRO) courses include developing teamwork, project management, communication, and ethical behavior skills. They thus connect to program outcomes (d), (f), and (g).

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The science and mathematics courses of the curriculum relate to outcome (a).

The humanities and social science electives are integral to the achievement of outcomes (g), (h), and (j).

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Table 3-1(a). Relationship of program outcomes to ECE 100, 200, and 300 level courses.

Outcome ECE

401 ECE 403

ECE 404

ECE 406

ECE 407

ECE 408

ECE 411

ECE 412

ECE 419

ECE 420

ECE 421

ECE 423

(a) X X X X X X X X X X X X (b) X X X (c) X X X X X X X (d) (e) X X X X X X X X X X (f) (g) X X X X X (h) (i) (j) (k) X X X X X X (l)

(m) X X X X X X X X X X X X

Table 3-1(b). Relationship of program outcomes to ECE 400 level courses, part 1 of 2.

Outcome ECE 100

ECE 211

ECE 212

ECE 213

ECE 214

ECE 218

ECE 242

ECE 307

ECE 308

ECE 311

ECE 312

ECE 319

(a) X X X X X X X X X X X X

(b) X X X X X

(c) X X X

(d)

(e) X X X X X X X X X X X

(f)

(g) X X X X X

(h)

(i)

(j)

(k) X X X X X X X X X

(l) X X X X X X X X X X X X

(m)

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Outcome ECE

425 ECE 429

ECE 436

ECE 437

ECE 438

ECE 441

ECE 446

ECE 448

ECE 449

ECE 481

ECE 485

(a) X X X X X X X X X (b) X X X (c) X X X X X X X X (d) (e) X X X X X X X X (f) (g) X X X X (h) X (i) (j) (k) X X X X X X X (l)

(m) X X X X X X X X X X X

Table 3-1(c). Relationship of program outcomes to ECE 400 level courses, part 2 of 2.

• Documentation Samples of course materials and samples of graded student work have been collected for ECE courses offered during the 2007-2008 academic year. These and other display materials (such as outcome and objectives assessment reports) have been assembled into electronic (html and pdf) format for review. The samples of graded student work have been organized both by course and also by program outcome. Browsing the material under a program outcome heading will enable review of course work associated with that outcome. Course syllabi include a listing of course learning objectives, with associated program outcomes noted for each such learning objective; thus, an examiner will be able to see what program outcomes are targeted by work in a particular course.

• Achievement of Program Outcomes The ECE Undergraduate Program Committee has primary responsibility for evaluating the success of the BSCPE undergraduate program in meeting its stated outcomes. The Committee periodically

1. assembles outcomes assessment data from various sources;

2. conducts a review of the success of the undergraduate programs in meeting their stated outcomes;

3. makes recommendations to the ECE faculty for improvements in the BSCPE program and courses based on this review;

4. follows up on program changes recommended previously to ensure that they are meeting their goals; and

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5. advises IIT’s Associate Dean for Accreditation and Assessment of issues relating to program components external to the ECE Department.

The results of the assessment review are summarized in a report that documents the committee’s findings and makes recommendations for program and course improvements. Reports have been issued to the ECE Faculty on 4 November 2002, 28 March 2005, and 6 May 2008.

Materials that are regularly used in the assessment reviews are the following.

a) Faculty Course Assessment Forms. For each ECE course in the program, the course instructor completes at the end of the semester a faculty course assessment form. The instructor indicates for each course objective whether it was or was not met in that semester’s offering. If an objective was not met, the instructor provides commentary on proposed changes in order to better meet that objective. The instructor also provides additional commentary as to whether students were adequately prepared in mathematics, in basic sciences, and in prerequisite course work. Assessment forms for each course are available in the display materials.

b) IPRO Program Assessment Reports. These reports provide information from four assessment measures employed by the Interprofessional (IPRO) Program: (1) IPRO Day judging of presentations and presentation materials; (2) self assessment by students; (3) a student learning objectives cognitive test; and (4) a student teamwork survey.

c) EIT Examination Results (FE and PE). Tabulated scores of results from examinations taken by current students in the program and graduates of the program are available for the review. Though the number of examinees associated with the program is small, some useful information is available in these results.

d) Graduating Senior Exit Surveys. Graduating seniors are requested to complete a survey form. This survey focuses on a student assessment of how well they feel the program has prepared them to achieve the program outcomes, and provides an opportunity for the students to comment on whether or not the program’s objectives meet their needs. A sample survey form is available in the display materials.

e) Alumni Surveys. These annual surveys are sent to alumni of IIT’s engineering programs who graduated two or five years prior to the year of the survey. These surveys ask a range of questions; including amongst these is a number of questions that directly target the basic program outcomes.

f) Sample Graded Senior Design Project Reports. Beginning with the 2007/2008 outcomes assessment review, the ECE Undergraduate Program Committee incorporated graded samples of student design project reports into the outcomes assessment process.

g) Assessment Materials from IIT’s Communications Assessment. The assessment protocol developed for the Communications Across the Curriculum (CAC) Program specifies that the CAC Program Director writes a report to each

21

department giving the results of the communications assessment, and also making recommendations. The assessment includes collection and evaluation of random samples of final written documents for each communications-intensive course, evaluation of IPRO presentations, and evaluation of oral presentations in communications-intensive courses.

As discussed in the most recent outcomes assessment report (issued 6 May 2008), the ECE Undergraduate Program Committee determined that BSCPE graduates have the abilities and the various other attributes described in the program outcomes. Supporting evidence from the above listed materials is described in the report, which is available as part of the display materials.

CRITERION 4. CONTINUOUS IMPROVEMENT

• Information Used for Program Improvement The assessments of the BSCPE program’s success in achieving program objectives and program outcomes result in reports to the ECE Faculty detailing the assessment methodologies, the results of the assessment, and recommendations for actions to improve the program. These reports also follow up on previous recommendations to ensure that they are meeting their goals. There have been three sets of such reports since the adoption of program outcomes and objectives in February 2002. The first assessment report was issued 4 November 2002. The second report was issued 28 March 2005. The most recent and third assessment produced separate reports, one for objectives assessment and one for outcomes assessment. These reports were issued 2 May 2008.

• Actions to Improve the Program In the 4 November 2002 reports, a recommendation was made to the ECE Faculty to include explicit linkages between individual course objectives and program outcomes. The ECE Faculty adopted this recommendation at its 17 December 2003 meeting. Previously, linkages to program outcomes were at the course level and not the level of course objectives. The intent of this recommendation was to strengthen the connection between course activities and achievement of program outcomes. Actions to implement this recommendation were completed by the end of the Spring 2004 semester. Subsequent to these actions, a better evaluation of achievement of program outcomes resulted via feedback from the faculty course assessments that are conducted each semester. (See the material regarding Criterion 3 for a description of these course assessments.) Furthermore, a stronger awareness of the linkages between program outcomes and course activities was engendered.

Also in the 4 November 2002 report, a recommendation was made to include in each communications-intensive course (communications-intensive courses are denoted with a bold (C) in the Undergraduate Bulletin) a course objective explicitly targeting communication skills. The ECE Faculty adopted this recommendation at its 17 December 2003 meeting. The actions to implement this recommendation were completed by the end of the Spring 2004 semester.

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Concurrent with those actions, the ECE Department developed during the 2003/2004 academic year the “ECE Guide to Laboratory Report Writing.” The Guide was developed with cooperation from IIT’s Communication Across the Curriculum program. The ECE Faculty at its 5 May 2004 meeting voted to approve the guide and to mandate its use in laboratory courses beginning in Fall 2004. The goal of adopting the Guide is to provide a framework in which the writing skills in major coursework can be improved over the four-year program. The Guide states to students the need for clear writing, defines the audience, provides a structure, and stresses the importance of language and style. A Grader’s Checklist is included to ensure the evaluation of the communication component of the laboratory report grade. A component of the report grade in all ECE laboratory courses is based on the communications component. The laboratory reports, together with the Guide, are also available for use as writing samples provided to the Communication Across the Curriculum program for their assessment of communication skills of the students.

The impact of the adoption of the report writing guide is not yet clear. The 2 May 2008 outcomes assessment report noted that 20 of 21 faculty course assessments of communications related objectives indicated satisfactory achievement in communications skills. However, there is no comparable data from the 28 March 2005 report. Though the Communications Across the Curriculum (CAC) program had provided evaluations of writing samples (predominantly laboratory reports) in May 2002, no further reports from the CAC program have been provided to the ECE Department.

Also in regard to further strengthening success in achieving program outcomes relating to communications skills, the outcomes assessment report dated 2 May 2008 proposed a formal definition for the design project included in 400-level professional electives with laboratory component. This proposal formalized the characteristics of the design experience that were already in place, but it also added requirements regarding written and oral project reports. The proposal was debated an amended at the ECE Faculty meeting on 6 May 2008, where the following communications skills characteristics were adopted for inclusion in each such course:

The project requires a written report that clearly describes the design process, the procedures used to measure performance, and the design results and their interpretation. The report must be a stand-alone document that is readable by an informed person without reference to other materials (including but not limited to the document that defines the project assignment and the course's laboratory manual).

The project requires a presentation or demonstration of the project results. (This is an oral communication component to the project assignment.)

The project grade must include component evaluating performance on the written and oral communication aspects.

In the 28 March 2005 assessment report, a recommendation was made to the ECE Faculty that a plan be developed to use the student branches of HKN and IEEE as a formal, structured means to encourage in BSEE students the recognition of the need for, and an ability to engage in, life-long learning. The ECE Faculty adopted this

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recommendation at its 30 January 2008 meeting. The plan will be developed during the Fall 2008 semester.

In the 28 March 2005 assessment report, a recommendation was made to the ECE Faculty that course coordinators review their course’s objectives and add, if appropriate, a course objective that links specifically to the outcome of an ability to design and conduct experiments, and to add, if appropriate, a course objective to analyze and interpret data. The ECE Faculty adopted this recommendation at its 30 January 2008 meeting. This recommendation was intended to strengthen the component of the curriculum that targets this program outcome. Implementation of the recommendation is in progress.

In addition to efforts stemming directly from the assessment reports, the ECE Department has taken other actions to improve the program. A major focus of these was the development and improvement of instructional laboratories. Rooms 311 and 001 of Siegel Hall now host undergraduate teaching laboratory facilities (Room 311 is used for ECE 212, 214, 311, and 312 and Room 001 is used for ECE 411 and 412); this lab space was not present at the time of the last general review. The Introduction to the Profession (ECE 100) lab has moved to new facilities in Room 333 of Siegel Hall. The undergraduate teaching laboratories in Rooms 310 A – D of Siegel Hall (used for ECE 406, 407, 423, 429, 436, 441, 446, 448, and 449) have been fully renovated since the last general review.

The department has acquired new office and research lab space in the north end of Siegel Hall on the first floor and in the basement.

At the time of the last general review there were 21 full-time faculty in the ECE Department. This number has increased to 24 full-time faculty (one having his primary appointment in another department) at the time of preparation of this self-study, with an additional 3 assistant professors having been hired who will join the department in Fall 2008. The number of full-time faculty has thus increased to 27 from 21, a 28.6% increase in faculty strength. This increased faculty size improves the program by reducing the student-to-faculty ratio and by expanding the range of expertise represented within the faculty.

CRITERION 5. CURRICULUM

• Program Curriculum

Preparation for a professional career and further study in the discipline The curriculum prepares students for engineering practice by providing an appropriate mix of breadth and depth in engineering science and computer engineering design. Breadth in engineering science is important for computer engineers, who will work in a number of different areas during their careers. The computer engineering curriculum provides depth in the fundamentals of computer science and engineering and allows flexibility to take a wide range of advanced courses.

Breadth in computer engineering is provided by courses in circuit analysis; digital systems; engineering electronics; a course chosen from among electrodynamics, signals

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and systems, electronic circuits, and power engineering; and a suite of computer science courses including programming, data structures and algorithms, systems programming, and discrete structures. Students in the program have exposure to engineering science outside the area of computer engineering through the curricular requirement either of a course in thermodynamics (MMAE 320) or in mechanics (MMAE 200), and also through two required interprofessional projects (IPRO). These components support program outcomes (a), (k), and (l).

Depth is provided by advanced courses at the senior level. Four courses are required: operating systems, microcomputers, computer organization and design, and software engineering. These courses combine a rigorous theoretical base that provides an understanding of the fundamentals of computer hardware and the relationship between hardware and software in both design and implementation. Adding to the laboratory experience in the microcomputers course is the requirement for another design-oriented laboratory via the hardware-design elective, chosen from courses in VLSI design, advanced logic design, or the design of computer processors. Two more professional elective courses are chosen from a range of advanced topics in electrical engineering or computer science. These curricular components support outcomes (a), (b), (c), (e), (g), (k), (l), and (m).

Engineering design and engineering science are distributed throughout the curriculum under the rationale that students can perform in-depth engineering design only after they have learned the engineering science fundamentals of their field. Thus, the curriculum includes its most meaningful major design experience in the senior year, after the student has completed the suite of engineering science electives in the curriculum. However, there is value in exposing students to engineering design before the senior year. First of all, previous exposure to engineering design serves to motivate and interest students in the technical problems of their field. Second, exposure to engineering design provides a context for engineering science courses. For example, coverage of a theoretical topic such as circuit analysis will have more meaning if students have designed, built, and debugged simple circuits in the laboratory. For this reason, the curriculum includes exposure to engineering design starting in the freshman year, increasing in the sophomore and junior years, and culminating in a design-oriented senior year.

As noted above, the curriculum requires two three credit hour Interprofessional Project (IPRO) courses. Nominally the two IPRO courses are taken in the junior and senior years. An IPRO project course is a team-based learning environment in which students from various concentrations and disciplines work together to solve a real-world problem. Through the experience of working on this problem, students have the opportunity to apply and develop their teamwork, project management, communication, and ethical behavior skills. There is a wide range of topics proposed by sponsors, faculty and students that includes all of IIT’s disciplines and professional programs. The IPRO projects offered each semester are constantly changing to reflect emerging trends in technology and the needs of society.

Each IPRO course is organized as a team of 5-15 students from sophomore to graduate level. All projects are designed with goals that can be completed in one semester. However, many projects continue over multiple semesters and years, with continuing

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areas of investigation. An Entrepreneurial IPRO (EnPRO) has the added dimension of business planning and new venture analysis.

The IPRO experience supports the program outcomes (a), (c), (d), (e), (f), (g), and (h), and in some cases also supports (b), (k), and (l).

The technical component of the curriculum begins during the freshman year, with the primary emphasis is on basic science, mathematics and programming skills (supporting program outcome (a)). However, the ECE 100 (Introduction to the Profession I) course provides some initial exposure to engineering design (supporting program outcomes (b), (c), and (e)). In this course, students investigate complex engineering problems, generate alternative solutions to them, and determine the optimal solution based on a quantitative comparison of design criteria. Students in this course also design an autonomous robot to solve an engineering challenge, and they test and analyze the robot’s performance. Emphasis is also placed on communications through technical reports and oral presentations (support program outcome (g)).

During the sophomore year, the primary emphasis is on physics, mathematics and the fundamentals of programming and engineering science (further developing knowledge and skills toward program outcomes (a), (e), and (k)). Specific topics include physics, multivariate and vector calculus, differential equations, circuit analysis, digital logic, discrete mathematics, data structures and algorithms, and computer organization. Students take a two-semester laboratory sequence, ECE 212 and 214 (Analog and Digital Laboratory I, II). The primary emphasis of this laboratory sequence is on instrumentation skills, analysis, and debugging of analog and digital circuits. However, students are also exposed to engineering design as part of this sequence (supporting program outcome (c)). For example, in ECE 214 students are given a partial specification for a finite-state machine based “ping-pong” game. Students must refine and complete this specification and come up with a design that meets the specification under the constraints of the number of parts available to them. The discrete mathematics course (CS 330) covers fundamental topics in discrete structures and methodologies, with special emphasis on structures applicable to computer science. The data structures class (CS 331) provides practical skills for implementing and applying the essential data structures used in computer science. In particular, this course focuses on data abstraction and object-oriented design/programming. This course provides the foundation for more advanced and specialized senior level course topics such as algorithms (CS 430), object oriented programming (CS 445), and software engineering (CS 487).

During the junior year, the primary emphasis is on advanced mathematics (probability and statistics and either matrices or numerical methods) and major-specific engineering science courses and a non-major engineering science course (to enhance breadth). The major–specific engineering science courses are engineering electronics and an elective electrical engineering course. The elective is selected from a set of junior-level electrical engineering courses (either electromagnetics (ECE 307), signals and systems (ECE 308), electronic circuits (ECE 312), or the fundamentals of power engineering (ECE 319)). This base provides students with the prerequisite material needed to take senior-level ECE courses in topics such as electronics, communications, digital signal processing, image processing, and others. In the junior year, students are also required

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to take software engineering courses including systems programming (CS 351) and operating systems (CS450). CS 351 examines the components of sophisticated multi-layer software systems-including device drivers, systems software, applications interfaces, and user interfaces. It also explores the design and development of interrupt-driven and event-driven software. CS 450 covers topics in the design of the operating system concepts including system organization for uniprocessors and multiprocessors, scheduling algorithms, process management, deadlocks, paging and segmentation, files and protection, and process coordination and communication. Additional courses are in humanities and social science courses that partially satisfy the general education requirement. The first interprofessional (IPRO I) project course is taken in the junior year. Engineering knowledge, skills, and techniques continue to mature during this year (supporting program outcomes (a), (b), (c), (e), (k), and (l)).

The senior year is intended to provide the student with an in-depth design experience in both hardware and software based on the accumulated knowledge and skills acquired in the first three years of the curriculum. (This design experience is described below.) Hardware courses available to senior students emphasize engineering design while providing opportunities for advanced study in engineering science. Senior year course requirements combine software design experience in CS 487 (software engineering) with hardware design experience in ECE 441 (microcomputers) and ECE 485 (computer organization and design). CS 487 (software engineering) is a particularly important course in the programming sequence since it emphasizes the development of large software systems in teams using detailed specifications. Additional hardware design experience is emphasized in the hardware elective, offering in-depth study of an advanced concept combined with a design-oriented laboratory. Hardware electives available to students include ECE 429 (VLSI design) and ECE 446 (advanced logic design and implementation). ECE 429 and ECE 446 feature design experiences in the laboratory through open-ended design projects utilizing software tools such as ABEL, VHDL, and PSPICE for developing hardware. Senior year software electives are planned for students whose primary career goals are in the area of computer systems design (hardware and software) and/or engineering applications of computer systems with an emphasis on software design and development. The Computer Science Department offers a significant number of courses that are designated as professional CPE electives (for example: database organization (CS 425), introduction to algorithms (CS 430), programming languages and translators (CS 440), object-oriented design and programming (CS 445), distributed objects (CS 447), data communications (CS 455), and artificial intelligence (CS 480). Students may also choose senior level ECE courses with laboratories as their professional electives, many of which have a laboratory segment that includes an open-ended design project as a meaningful design experience. Example courses are ECE 406 (Digital and Data Communications), ECE 411 (Power Electronics), ECE 412 (Electric Motor Drives), and ECE 436 (Digital Signal Processing I), among others. This year supports continued development toward program outcomes (a), (b), (e), and (k), provides a significant experience toward outcome (c), and is meant to achieve outcome (m).

Throughout the four year curriculum, students complete humanities and social science electives that help fulfill the general education requirements. Through these courses

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students develop and enhance their reasoning and communication skills and broaden their education. These courses support achievement of outcomes (g), (h), and (j).

The BSCPE program, as for all undergraduate programs at IIT, requires curricular components to develop strong communication skills for success in college and the workplace: (i) a basic writing proficiency requirement satisfied either by completion of a university writing course (COM 101 at IIT) or passing IIT’s English Proficiency Examination; (ii) communication-intensive courses (“C-courses”). At least 42 credit hours of C-courses are required, with at least 15 credit hours in the major and at least 15 credit hours outside the major. C-courses outside the major in the BSCPE program include the IPRO, humanities, and social science course (supporting program outcome (g) as noted above). Within the CPE major, C-courses include ECE 100 (Introduction to the Profession) and courses with a laboratory segment. Thus, outcome (g) is well-supported by curricular components.

The curriculum as a whole thus embodies the skills and knowledge necessary to enter the electrical engineering profession and contribute to it, and also to continue to build on the knowledge of advance topics in electrical engineering by taking course at the graduate level.

Distribution of credit hours in the curriculum The curriculum includes 24 credit hours (six courses) of required, college-level mathematics (MATH 151, 152, 251, 252, 474, and either 333 or 350). These courses provide instruction in single-variable and multivariable calculus (151, 152, 251), differential equations (252), probability and statistics (474), and either matrix algebra and complex variables (333) or computational mathematics.

The science component of the curriculum requires 11 credit hours (three courses) of college level physics (PHYS 123, 221, 224) and three credit hours (one course) of college level chemistry (CHEM 122). Additionally, students must take three credits hours (one course) chosen from among a set of biology, chemistry, and materials science courses (BIOL 107, BIOL 115, CHEM 126, or MS 201).

The mathematics and basic sciences component, taken together, amounts to 41 credit hours. Using 32 credit hours as equivalent to a year of full-time study, this is 1.28 years of study.

Engineering topics in the curriculum include 25 credit hours (nine courses) of required ECE coursework at the 100 through 400 level, 22 credit hours of computer coursework central to computer engineering, 3 or 4 credit hours from the junior computer engineering elective, and between 10 and 12 credit hours of professional electives (one course at 4 credits and two courses at 3 credits hours each, with the possibility of one additional credit hour for each of the last two courses if the course includes a laboratory component), and 3 credit hours (one course) of mechanical engineering (MMAE 200 or MMAE 320), for a total of between 63 and 66 credit hours. The engineering component therefore provides a minimum of 1.94 years of study.

Four credit hours (two courses) of basic computer science are also required.

Complementing the technical component of the program are 21 credit hours (seven courses) of humanities and social sciences as part of the general education component

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of the curriculum. The six credit hours (two courses) of interprofessional projects may or may not be technical in nature.

Courses in the curriculum and their contribution to the various components are listed in Table 5-1.

Major Design Experience The major design experience within the curriculum is built around the open-ended design projects in the required course ECE 441 and in the required hardware design elective ECE 429 or ECE 446. This core hardware design experience is supplemented with software design in the required course CS 487. Some students may also select for their professional electives (two courses in the senior year) one or two 400-level ECE courses with a laboratory component. The laboratory segment of each such courses includes an open-ended design project that provides a meaningful design experience.

The following are descriptions of the major design experience included in the above mentioned courses.

ECE 429 (Introduction to VLSI Design) – Students must complete a design project with an open-ended specification for a system (a RISC type CPU design with additional components such as SRAM memory units) and a set of constraints such as timing (clock frequency) and area (chip size). This must be transformed into specifications for synthesis tools that result in a circuit with proper functionality that meets the design constraints. Lecture material in this course stresses the importance of design correctness and reliability, the economic considerations of integrated circuit design, and several other “real-world” considerations. The design project tests the students’ understanding of CMOS circuits and their proficiency of using engineering CAD tools for high-level synthesis. They have to make appropriate engineering judgments to achieve the design constraints. For the evaluation of the projects, the students have to demonstrate the circuit functionality in the lab environment. They also submit a technical report with descriptions of the individual architectural components and a comprehensive discussion of their design decisions and the circuit performance.

ECE 441 (Microcomputers) – The major design project focuses on designing and implementing a Resident Monitor Firmware that monitors/debugs and allows exception handling and other specialized functions. The students incorporate into the design the ability to handle a variety of exceptions; they load, test, and execute a number of programs; and they develop memory monitoring programs. Various logical and arithmetic operations are also implemented in the course of the project.

ECE 446 (Advanced Logic Design) – The major design project includes the designing of a serial transmitter, the design of a serial receiver, and the creation of a serial communication system between transmitter and receiver. During this project, students are provided the input-output requirements of the two systems and a general description of their operation. This initial specification must be refined into a working implementation that is feasible under the constraints of a relatively small set of parts and a fixed communication rate. The circuits must be designed for conservative, reliable operation using a fully synchronous design methodology.

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CS 487 (Software Engineering I) – Students build a software system using the waterfall life cycle model. Students working in teams develop all life cycle deliverables: requirements document, specification and design documents, system code, test plan, and user manuals.

The available laboratory courses from which students may choose their additional professional electives are

ECE 406: Digital Data Communications with Laboratory

ECE 407: Introduction to Computer Networks with Laboratory

ECE 411: Power Electronics

ECE 412: Electric Motor Drives

ECE 419: Power Systems Analysis

ECE 423: Microwave Circuits and Systems with Laboratory

ECE 436: Digital Signal Processing I with Laboratory

The major design experiences for these courses are described below.

ECE 406 (Digital and Data Communication with Laboratory) – Students propose a project subject to the instructor's approval. After their initial proposal has been improved, students must develop a preliminary specification, create a design, construct the design and test it for proper operation. Students write a formal report about the project and make an oral presentation at the end of the semester. Example projects include a Binary Frequency Shift Keying Modulator & Demodulator with additive noise, a Linear Delta Modulator to encode audio signals, an Error Detection/Correction system for binary data, Frequency Division Multiple Access, and Direct Sequence Spread Spectrum. System stability (reliability with time and temperature variation) is an important design consideration, as is the number and cost of components used in the design. They must also take realistic power and spectral requirements into consideration.

ECE 407 (Introduction to Computer Networks with Laboratory) –After six laboratory experiments in which students learn about fundamental concepts related to network design and operation and are exposed to different network architectures and protocols, the students are given a design project with an open-ended specification for a network. The objective of this project is to identify a small business with a certain number of employees, and to set up a network for that business. After the design of the LAN and WAN connections, the students need to evaluate and select different computing, telecommunication and networking systems and application/system software and lastly perform a cost analysis of their solution. The design project tests the students’ understanding of “real-world” computer networks. They have to make appropriate engineering judgments to achieve the design constraints. At the end, they submit a technical report with descriptions of their design as if they will be submitting a quote for a "tender" from a company. They have to give justification for why their design should be selected. Beyond networking features, students will learn some of the business aspects of networking through this project.

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ECE 411 (Power Electronics) – The major design project concerns the design of a switched-mode power supply (SMPS) according to specifications provided to the students. At the beginning of this project, each student selects and studies an application environment for the power supply to define the market potential, load requirements, and necessary system ratings. A basic SMPS conversion configuration is selected and must be justified based on the application requirements and cost competitiveness. The designed system is then modeled using one of a variety of software packages available in the laboratory. Comprehensive simulations with different practical load conditions defined by the selected application are conducted, and based on the simulation results the design may be modified. In the next stage, a gate driver circuit for each power electronic switch must be designed, and students must use available components and datasheets from companies and vendors to provide the practical design for the SMPS system. Here, students comprehensively address realistic constraints and implementation issues such as cost, packaging, manufacturability, reliability, thermal management, sustainability, and safety. Advantages of the final design are be presented in the final report.

ECE 412 (Electric Motor Drives) – In the design project, an electric motor drive is designed. At the beginning of this project, each student must select a motion control application together with an appropriate electric motor technology for the selected application. The students investigate the market potential for the selected application, define the load requirements for the motor drive, select appropriate ratings of the system in keeping with commercially available practical models, and choose parameters and equivalent circuits conforming to constraints in the selected application. The students then design the system based on the application requirements and cost competitiveness, with the design including a power electronic driver for the machine. Using software packages available in the lab, students model the entire system (including the electrical source and mechanical load) and conduct comprehensive simulations that test the designed systems under different practical load conditions defined by the selected application. Based on the simulation results, the design may be modified. At this stage, students look at the available components and datasheets from companies and vendors and provide the practical design of the system, comprehensively addressing realistic constraints and implementation issues such as cost, packaging, manufacturability, reliability, thermal management, sustainability, and safety. A final report includes selected application parameters, simulation results, design steps, and advantages of the final design.

ECE 419 (Power Systems Analysis) – Students complete two design projects in this course. In the first, students are required to make an electrical design of a transmission line considering such realistic constraints as transfer distance, available voltage levels, conductor sizes, and transmission tower structures. In the second, students design of an over-current protection system considering such realistic constraints as CT ratio choice, relay settings, coordination, and evaluation.

ECE 423 (Microwave Circuits and Systems with Laboratory) – In the major design project, students design and fabricate a microstrip circuit to meet a set of specifications. Consideration is given to selecting a design that can be fabricated within the tolerance of the printed circuit machining equipment and that reasonable repeatability of both the

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circuit pattern and the realized performance can be expected. A comparison of two possible designs is made in terms of their performance and ease of fabrication. An assessment of the ease of integration of the circuit with other circuits and devices needs to be given. It is also of interest to estimate the cost of manufacturing for the circuit in quantities of 1, 10, and 1,000 to see the economic implication of integrating the functional circuit in a microwave system.

ECE 436 (Digital Signal Processing I with Laboratory) – The major design experience is a project in which students research a technical area, design and build a working system, submit a written report, and make an oral presentation and demonstration to the laboratory section about the project. While a list of sample project topics is suggested, the students are encouraged to propose and explore additional topics of their own that are consistent with the course material and approved by the laboratory instructor. The design must address realistic constraints such as cost and time factors; the trade-offs of performance versus complexity and cost; and ethical, social, and professional issues such as safety, security, and privacy.

Time and Attention to Each Curricular Component Adequate time and attention are given to each curricular component as described in the sections above that detail how the curriculum prepares students for a professional career and how the credit hours distribute in the program.

Cooperative education Cooperative education is not used to satisfy any curricular requirements.

Materials Available for Review The ECE Department has assembled for review the following materials for each undergraduate ECE course that was taught in academic year 2007/2008. These are organized by course.

Course information materials such as syllabus, policies, and objectives.

Tests, quizzes, and examinations.

Homework and other assignments.

Samples of graded work, including

o tests, quizzes, and examinations;

o homework assignments;

o laboratory reports;

o project reports.

Textbooks and lab manuals

Samples of graded student work are also separately organized by program outcome. In this way, the samples of graded student work more readily illustrate abilities in science, engineering, and mathematics; writing skills; and design skills.

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• Prerequisite Flow Chart Figure 5-1 presents a flow chart showing the progression of courses through the curriculum. In Figure 5-1, each row represents a semester of study, with eight semesters comprising the four years of study in the program. Solid arrows show a prerequisite dependence (with the course at the head of the arrow requiring completion of the course at the tail); dashed arrows indicate a co-requisite dependence (with the course at the head of the arrow requiring co-registration in the course at the tail).

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Figure 5-1: BSEE program prerequisite flowchart. Solid arrow = prerequisite; dashed arrow = co-requisite. (Notes: MMAE 200 and 320 have courses from semesters 1 to 4 as prerequisites; the Jr. CPE Elective options have courses from semesters 1 to 5 as prerequisites.)

(Prereq link for MS 201 and CHEM 126 only)

MATH 151

CHEM 122

CS 115

ECE 100

Soc Sci elective

MATH 251

PHYS 224

ECE 213

ECE 214

CS 350

Jr. Math Elective

IPRO I

CS 351

ECE 311

Hum elective

Prof elective

ECE 429 or

ECE 446

IPROII

Hum elective

Soc Sci elective

MATH 474

Soc Scielective

CS 450

Hum or Soc Sci elective

Prof elective

ECE 441

ECE 485

CS 487

MATH 152

PHYS 123

CS 116

BIOL 107, BIOL 115,

CHEM 126, or MS

201

HUM 1xx

MATH 252

PHYS 221

ECE 211

ECE 212

ECE 218

CS 331

MMAE 200 or

320

(see caption)

CS 330

Jr. CPEElective

(see caption)

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Course Syllabi

Course syllabi are provided in Appendix A for each course used to satisfy the mathematics, science, and discipline-specific requirements required by Criterion 5 and by Program Criteria specific to electrical engineering.

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Table 5-1 Curriculum, part 1 of 2 Computer Engineering

Category (Credit Hours)

Semester Course

(Department, Number, Title) Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

1 MATH 151 Calculus I 5 ( ) 1 CHEM 122 Principles of Chemistry I 3 ( ) 1 CS 115 Object-oriented Programming I 2 ( ) 1 ECE 100 Introduction to the Profession 3 ( ) 1 Social Science Elective ( ) 3 2 MATH 152 Calculus II 5 ( ) 2 PHYS 123 Mechanics 4 ( ) 2 Science Elective (BIOL 107, BIOL 115,

CHEM 126, or MS 201) 3 ( )

2 CS 116 Object-oriented Programming II 2 ( ) 2 Humanities 100-level Course ( ) 3 3 MATH 252 Introduction to Differential

Equations 4 ( )

3 PHYS 221 Electromagnetism & Optics 4 ( ) 3 ECE 211 Circuit Analysis I 3 ( ) 3 ECE 212 Analog and Digital

Laboratory I 1 ( )

3 ECE 218 Digital Systems 3 ( ) 3 CS 331 Data Structures and Algorithms 3 ( ) 4 MATH 251 Multivariate and Vector

Calculus 4 ( )

4 PHYS 224 Thermal & Modern Physics 3 ( ) 4 ECE 213 Circuit Analysis II 3 ( ) 4 ECE 214 Analog and Digital

Laboratory II 1 ( )

4 CS 350 Computer Organization and Assembly Language Programming

3 ( )

4 CS 330 Discrete Structures 3 ( ) 5 Engineering Science Elective (MMAE

200 or MMAE 320) 3 ( )

5 ECE 311 Engineering Electronics 4 ( ) 5 CS 351 Systems Programming 3 ( ) 5 Junior mathematics elective (MATH

333 or 350) 3 ( ) 0

5 Humanities Elective ( ) 3 6 Junior computer engineering elective

(ECE 307, 308, 312, or 319) 3 or 4 ( )

6 CS 450 Operating Systems I 3 ( ) 6 MATH 474 Probability & Statistics 3 ( ) 6 IPRO I Interprofessional Project ( ) 3 6 Social Science Elective ( ) 3

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Table 5-1 Curriculum, part 2 of 2 Computer Engineering

Category (Credit Hours)

Semester Course

(Department, Number, Title) Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

7 ECE 441 Microcomputers 4 ( ) 7 ECE 485 Computer Organization and

Design 3 ( )

7 CS 487 Software Engineering I 3 ( ) 7 Professional Elective [ECE or CS 4xx] 3 or 4 ( ) 7 Humanities or Social Science Elective ( ) 3 8 Professional Elective [ECE or CS 4xx] 3 or 4 ( ) 8 Hardware-design Elective [ECE 429 or

ECE 446] 4 ( )

8 IPRO II Interprofessional Project ( ) 3 8 Humanities Elective ( ) 3 8 Social Science Elective ( ) 3 ( ) ( ) ( )

Add rows as needed to show all courses in the curriculum.

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 41 hrs 63 to 66 hrs 21 hrs 6 hrsOVERALL TOTAL FOR DEGREE

131 hrs

PERCENT OF TOTAL 30.6 to 31.3% 47.0 to 51.1% 15.7 to 16.0% 4.5 to 4.6%

Totals must Minimum semester credit hours 32 hrs 48 hrs satisfy one set Minimum percentage 25% 37.5 % Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit..

37

Table 5-2. Course and Section Size Summary, part 1 of 3

Computer Engineering

Course No. Title

Responsible

Faculty Member

No. of Sections Offered in

Current Year Avg. Section Enrollment Lecture1 Laboratory1 Other1

ECE 100 Introduction to the Profession I D.R. Ucci 5 17 67% 33%

ECE 211 Circuit Analysis I J.L. LoCicero 2 78 100%

ECE 212 Analog and Digital Laboratory I A. Khaligh 6 17 100%

ECE 213 Circuit Analysis II T.T.Y. Wong 2 44 100%

ECE 214 Analog and Digital Laboratory II A. Khaligh 5 16 100%

ECE 218 Digital Systems S. Borkar 2 65 100%

ECE 242 Digital Computers and Computing S. Borkar 2 26 100%

ECE 307 Electrodynamics T.T.Y. Wong 2 25 75% 25% (recitation)

ECE 308 Signals and Systems D.R. Ucci 2 33 100%

ECE 311 (lecture) Engineering Electronics G. Saletta 2 33 100%

ECE 311 (lab) Engineering Electronic G. Saletta 4 16 100%

ECE 312 (lecture) Electronic Circuits T.T.Y. Wong 2 29 100%

ECE 312 (lab) Electronic Circuits T.T.Y. Wong 4 14 100%

ECE 319 (lecture) Fundamentals of Power Engineering A. Flueck 2 27 100%

ECE 319 (lab) Fundamentals of Power Engineering A. Flueck 7 8 100%

1 Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).

38

Table 5-2. Course and Section Size Summary, part 2 of 3 Computer Engineering

Course No. Title

Responsible

Faculty Member

No. of Sections Offered in

Current Year Avg. Section Enrollment Lecture1 Laboratory1 Other1

ECE 401 Communication Electronics K. Choi 1 13 100%

ECE 403 Communication Systems J.L. LoCicero 1 41 100%

ECE 404/406 (lecture) Digital and Data Communication J.L. LoCicero 1 34 100%

ECE 406 (lab) Digital and Data Communications with Lab. J.L. LoCicero 1 7 100%

ECE 407/408 (lecture) Introduction to Computer Networks with Lab. T. Anjali 2 60 100%

ECE 407 (lab) Introduction to Computer Networks T. Anjali 5 14 100%

ECE 411 (lecture) Power Electronics A. Emadi 1 41 100%

ECE 411 (lab) Power Electronics A. Emadi 4 10 100%

ECE 412 (lecture) Electric Motor Drives A. Emadi 1 38 100%

ECE 412 (lab) Electric Motor Drives A. Emadi 4 10 100%

ECE 419 (lecture) Power Systems Analysis Z. Li 1 34 100%

ECE 419 (lab) Power Systems Analysis Z. Li 3 11 100%

ECE 420 Analytical Methods in Power Systems S.M. Shahidehpour 1 28 100%

ECE 421/423 (lecture) Microwave Circuits and Systems T.T.Y. Wong 1 26 100%

ECE 423 (lab) Microwave Circuits and Systems with Lab. T.T.Y. Wong 1 7 100%

ECE 425 Analysis and Design of Integrated Circuits Y. Xu 1 27 100%

ECE 436/437 (lecture) Digital Signal Processing I Y. Yang 1 49 100%

ECE 436 (lab) Digital Signal Processing I with Lab. Y. Yang 1 13 100%

ECE 438 Control Systems D.R. Ucci 1 40 100%

ECE 441 (lecture) Microcomputers J. Saniie 2 25 100%

ECE 441 (lab) Microcomputers J. Saniie 4 13 100%

ECE 446 (lecture) Advanced Logic Design J. Saniie 1 34 100%

ECE 446 (lab) Advanced Logic Design J. Saniie 2 17 100%

ECE 448 Mini/Micro Computer Programming E. Oruklu 0 0 100%

ECE 449 Object-oriented Programming and Computer

Simulation E. Oruklu 0 0 100%

ECE 481 Image Processing J. Brankov 1 21 100%

ECE 485 Computer Organization and Design S. Borkar 1 49 100%

1 Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).

39

Table 5-2. Course and Section Size Summary, part 3 of 3 Computer Engineering

Course No. Title

Responsible

Faculty Member

No. of Sections Offered in

Current Year Avg. Section Enrollment Lecture1 Laboratory1 Other1

ECE 425 Analysis and Design of Integrated Circuits Y. Xu 1 27 100%

ECE 429 (lecture) Introduction to VLSI Design K. Choi 2 66 100%

ECE 429 (lab) Introduction to VLSI Design K. Choi 6 22 100%

ECE 436/437 (lecture) Digital Signal Processing I Y. Yang 1 49 100%

ECE 436 (lab) Digital Signal Processing I with Lab. Y. Yang 1 13 100%

ECE 438 Control Systems D.R. Ucci 1 40 100%

ECE 441 (lecture) Microcomputers J. Saniie 2 25 100%

ECE 441 (lab) Microcomputers J. Saniie 4 13 100%

ECE 446 (lecture) Advanced Logic Design J. Saniie 1 34 100%

ECE 446 (lab) Advanced Logic Design J. Saniie 2 17 100%

ECE 448 Mini/Micro Computer Programming E. Oruklu 0 0 100%

ECE 449 Object-oriented Programming and Computer

Simulation E. Oruklu 0 0 100%

ECE 481 Image Processing J. Brankov 1 21 100%

ECE 485 Computer Organization and Design S. Borkar 1 49 100%

1 Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).

40

CRITERION 6. FACULTY

• Leadership Responsibilities The Chair of the ECE Department has leadership responsibility for the BSCPE program, with the assistance of the Associate Chair. The chair is responsible for fundraising activities, interfacing with the upper administration, budget, teaching assignments (full-time faculty, part-time faculty, teaching assistants), evaluating and monitoring teaching performance of full-time faculty, supervising part-time faculty, faculty hiring, involvement in promotion and tenure, salaries and raises, staff supervision, and oversight of facilities.

The Associate Chair also has responsibilities as Director of ECE Undergraduate Programs, including the BSCPE Program. The Associate Chair oversees the Office of the ECE Advisor and thereby manages faculty advising of students, handles matters pertaining to undergraduate probation and reinstatement, assists the Office of Educational Services regarding graduation checkout and regarding transfer credit, and assists the Office of Admission regarding any admission matters. The Associate Chair is the program’s liaison to the university Undergraduate Studies Committee

The ECE Undergraduate Program Committee, chaired by a faculty member, oversees all curricular matters associated with the undergraduate programs, and assists with policies regarding undergraduate advising and matters pertaining to undergraduate probation and reinstatement.

• Authority and Responsibility of Faculty Proposals for new courses, for modifications to existing courses, and for the elimination of courses originate with the faculty of the department offering the course. In the ECE Department, the ECE Undergraduate Program Committee (or for graduate level courses, the ECE Graduate Program Committee) reviews the course change proposal and either approves or rejects the proposal. If the Undergraduate Program Committee approves the course change, this fact is reported to the ECE Faculty and the course proposal is forwarded to the ECE Chair for approval. If approved by the ECE Chair, the course proposal is then passed to the Dean of Armour College for approval, and if approved is then sent to the university Registrar.

To ensure consistency of the courses taught, instructors must follow the catalog description and provide instruction leading to the achievement of the course objectives. Feedback regarding whether this happens is obtained via student evaluations of teaching. These student evaluations are conducted university-wide in all courses. They include a question in which students rate to what degree “The course covered the announced objectives.”

The monitoring of course quality is also achieved using the student evaluations of teaching. A range of questions regarding the quality of instruction and the quality of the course are posed to the students in the evaluation questionnaire, and the students also have the opportunity to provide additional comments. The results of the student evaluations are provided to the department chair, who can then take corrective or

41

supportive actions as appropriate. Results are also provided as feedback to the instructors, taking care to protect student anonymity in the process.

The department chair supervises part-time faculty and evaluates them on a semester-by-semester basis. Student evaluations of teaching apply to part-time faculty just as to full-time.

• Faculty The ECE Department includes 24 full-time faculty members. One of these, Dr. M. Anastasio, has his primary academic appointment in the Department of Biomedical Engineering. There are also five adjunct (part-time) faculty members who have recently been engaged in undergraduate instruction. All of the full-time faculty hold Ph.D. degrees. The highest degree of all three of the five part-time faculty is a Ph.D., and two hold a Master’s degree as their highest degree.

The faculty is internationally recognized for its achievements in education, research, and service to professional organizations. Besides being frequent contributors to archival journals and authors of technical books, faculty members are appointed to editorial positions in professional societies. Faculty members are active in the technical societies of professional organizations such as the IEEE, and serve on peer review panels of technical committees of various agencies such as the National Science Foundation. Many faculty members maintain a close working relationship with industry and are the originators of patents issued in the United States and overseas.

All adjunct faculty members have extensive industrial experience. A significant portion of this group has doctoral degrees. They provide valuable industrial input to the curriculum.

The level of activity and professional background information of the ECE faculty are presented in Tables 6-1 and 6-2. The faculty curricula vitae are included in Appendix B.

• Faculty Competencies Within the group of 25 full-time faculty, there are seven full-time faculty in the computers and microelectronics area providing directed expertise in computer engineering. Dr. Tricha Anjali has expertise in broadband networks, adaptive network management and optical networks. Dr. Yu Cheng has expertise in service-oriented networking, autonomic network management, internet performance analysis, quality of service provisioning, and resource allocation, wireless networks, and wireless/wireline interworking. Dr.Ken Choi specializes in DFP (Design For Power) VLSI chip design and automation for low power; and DFM (Design for Manufacturing) process variation and thermal effects analysis, and electrical verification for noise margin, IR drop, and signal EM (electro-migration). Dr. Erdal Oruklu focuses on reconfigurable computing, advanced computer architectures, hardware/software co-design and embedded systems. Dr. Kui Ren is an expert on network and system security, wireless networks, ubiquitous computing, internet security, information assurance, and applied cryptography. Dr. Jafar Saniie provides expertise in digital logic design and pattern recognition, and additionally in digital signal and image processing, ultrasonic imaging, detection and estimation, diffraction tomography, and nondestructive testing. Dr. Yang Xu is knowledgeable in RFIC design for digital communication and wireless medical

42

technology, ultra low-power RFIC designs in digital communication such as CDMA/WCDMA cellular systems, sensor mesh networks, and satellite navigation systems, analog IC design automation, RFIC noise/nonlinearity macromodel and analog IC design for manufacturability. These competencies cover a broad range of topics within computer engineering.

Further, there are 11 faculty members in the communications and signal processing area. In addition to general competencies in communications and signal processing, a partial list of specific areas of expertise of these faculty is adaptive systems, biomedical signal processing, data compression, digital mobile and wireless communications, medical imaging, pattern recognition, speech recognition and processing, and ultrasonic signal processing.

Another group of seven full-time faculty are in the power and control area. Areas of proficiency within this group include, among other topics, biomechanical energy scavenging, computational methods in power systems, large-scale power systems, market operation of electric power systems, power electronics, and vehicular power and electronics systems.

These faculty collectively provide core competencies across a broad range of advanced topics within computer and electrical engineering, including the core engineering science within the discipline.

• Faculty Size The full-time faculty of the ECE Department number 23 (excluding Prof. Anastasio, whose primary faculty appointment and teaching responsibilities are in the Department of Biomedical Engineering). The BSCPE Program enrolls approximately 145 students on average (in full-time-equivalents). The BSEE Program, for which the ECE Faculty also has responsibility, enrolls approximately 190 students on average. Thus, the student-to-faculty ratio for the ECE Department is approximately 14.6. The average lecture size for all undergraduate level ECE courses in academic year 2007/2008 was 39.8 students, and in 400-level ECE courses it was 38.0 students. These levels enable a strong quality of faculty/student interaction during course instruction.

The average teaching load for full-time faculty in calendar year 2007 was three courses per year. This reflects a reduction from the average of 3.5 courses per year during the period from 2000 to 2005. This load enables adequate faculty time for service activities and professional development.

Abbreviated resumes for each program faculty member with the rank of instructor or above are provided in Appendix B.

• Faculty Development The activities relevant to faculty professional development are listed in the following.

Research efforts in the faculty’s area of specialization (funded both externally and internally).

Service to professional organizations.

Technical conference and workshop attendance.

43

Teaching workshops offered by IIT.

Research proposal preparation workshops offered by IIT.

Editorial activities in technical societies.

Publishing journal articles and authoring books.

Peer review of journal submissions and grant proposals.

Patents.

Invited lectures and seminars.

Collaboration with industry and government laboratories.

Exchange and visiting faculty programs.

For each faculty member, the majority of these activities are detailed in the abbreviated resumes provided in Appendix B.

For new faculty, start-up packages provide funding for the purposes of establishing research laboratories, supporting research assistants, attending professional conferences, visiting funding agencies, and for other support of research activities.

All untenured faculty must attend at least one of the teaching workshops regularly offered by IIT, and other faculty are encouraged to attend these. Proposal writing workshops, fund searching workshops, workshops on budgeting basics, compliance workshops, and Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) workshops are offered on a regular basis by the Office of Sponsored Research and Programs, and program faculty are encouraged to attend these.

The Office of the Graduate Dean oversees a program for Educational Research Initiative Fund (ERIF). The objective of the ERIF program is to provide seed funding to initiate innovative research and education programs that will use the results obtained during the project period for developing proposals seeking external funding.

There is a limited amount of funding in the department budget for senior faculty to attend professional society meetings or to visit funding agencies. Support for junior faculty for these activities comes from their start-up packages.

The Office of Undergraduate Research promotes undergraduate research participation through undergraduate research stipends, with matching funds from the department. These funds assist faculty in their research programs.

44

Table 6-1. Faculty Workload Summary, part 1 of 3 Computer Engineering

Total Activity Distribution2 Faculty Member

(name)

FT or

PT4 Classes Taught (Course No./Credit Hrs.)

Fall 2007 and Spring 2008 Teaching Research/Scholarly

Activity Other3 M.A. Anastasio FT BME 330 (3 cr), BME 540 (3 cr) 33% 67% 0%

T. Anjali FT ECE 542 (3 cr), ECE 544 (3 cr) 33% 67% 0%

G. Atkin FT ECE 511 (3 cr), ECE 513 (3 cr), ECE 514 (3 cr), ECE 519 (3 cr) 67% 33% 0%

S. Borkar FT ECE 218 (3 cr), ECE 242 (3 cr) [2 semesters], ECE 485 (3 cr), ECE 585 (3 cr), ECE 586 (3 cr) 100% 0% 0%

J. Brankov FT ECE 481 (3 cr), ECE 568 (3 cr) 33% 67% 0%

Y. Cheng FT ECE 541 (3 cr), ECE 545 (3 cr) 33% 67% 0%

K. Choi FT ECE 429 (4 cr) [2 semesters] 33% 67% 0%

A. Emadi FT ECE 412 (4 cr), ECE 497 (1 cr) [2 semesters] 33% 62% 5% (research centerdirector

A. Flueck FT ECE 319 (4 cr) [2 semesters], ECE 558 (3 cr), ECE 562 (3 cr) 67% 33% 0%

A. Khaligh FT ECE 411 (4 cr), ECE 548 (3 cr) 33% 67% 0%

Z. Li FT ECE 419 (4 cr), ECE 555 (3 cr) 33% 67% 0%

J. LoCicero FT ECE 403 (3 cr), ECE 404/406 (4 cr) 33% 67% 5% (research center director

E. Oruklu FT ECE 529 (3 cr) 17% 83% 0%

K. Ren FT ECE 543 (3 cr) [2 semesters] 33% 67% 0% 1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty

45

Table 6-1. Faculty Workload Summary, part 2 of 3 Computer Engineering

Total Activity Distribution2 Faculty Member

(name)

FT or

PT4 Classes Taught (Course No./Credit Hrs.)

Fall 2007 and Spring 2008 Teaching Research/Scholarly

Activity Other3 J. Saniie FT ECE 441 (4 cr) [2 semesters], ECE 446 (4 cr) 50% 33% 17% (administration)

S.M. Shahidehpour FT ECE 650 (3 cr) 17% 33% 50% (administration)

H. Shanechi FT ECE 213 (3 cr), ECE 506 (3 cr), ECE 531 (3 cr), ECE 560 (3 cr) 67% 33% 0%

D.R. Ucci FT ECE 100 (2 cr), ECE 308 (3 cr) [2 semesters], ECE 438 (3 cr) 67% 33% 0%

M. Wernick FT none 0% 95% 5% (research center director

G.A. Williamson FT ECE 537 (3 cr), ECE 567 (3 cr), ECE 569 (3 cr) 50% 50% 0%

T.T.Y. Wong FT ECE 213 (3 cr), ECE 311 (4 cr), ECE 312 (4 cr), ECE 421/423 (4 cr), ECE 578 (3 cr) 83% 17% 0%

Y. Xu FT ECE 527 (3 cr) [2 semesters] 33% 67% 0%

Y. Yang FT ECE 436/437 (4 cr) 17% 33% 50% (sabbatical)

I.S. Yetik FT ECE 565 (3 cr) 17% 83% 0%

C. Zhou FT ECE 504 (3 cr) 17% 83% 0%

1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty

46

Table 6-1. Faculty Workload Summary, part 3 of 3 Computer Engineering

Total Activity Distribution2 Faculty Member

(name)

FT or

PT4 Classes Taught (Course No./Credit Hrs.)

Fall 2007 and Spring 2008 Teaching Research/Scholarly

Activity Other3 B. Briley PT ECE 407/408 (4 cr) [2 semesters] 100% 0% 0%

K.P. Ivanov PT ECE 307 (4 cr) [2 semesters] 100% 0% 0%

R. Nordin PT ECE 401 (3 cr), ECE 425 (3 cr) 100% 0% 0%

J.A. Pinnello PT ECE 211 (3 cr) [2 semesters] 100% 0% 0%

P. Simko PT ECE 218 (3 cr) 17% 83% 0%

1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty

47

Table 6-2. Faculty Analysis, part 1 of 3 Computer Engineering

Years of Experience

Level of Activity (high, med, low, none) in:

Name Ran

k

Type of Academic

Appointment TT, T, NTT

FT or PT H

ighe

st D

egre

e an

d Fi

eld

Institution from which Highest

Degree Earned & Year G

ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in

Indu

stry

M.A. Anastasio Assoc

Prof T FT PhD University of Chicago, 2001 2 7 7 none low high none

T. Anjali Asst

Prof TT FT PhD Georgia Inst of Tech, 2004 0 4 4 none high high low

G. Atkin Assoc

Prof T FT PhD University of Waterloo, 1986 0 27 22 none med high low

S. Borkar Sr.

Lect. NT FT PhD Illinois Inst of Tech, 1972 23 29 29 none med low high

J. Brankov Asst

Prof TT FT PhD Illinois Inst of Tech, 2002 3 2 2 none low high med

Y. Cheng Asst

Prof TT FT PhD University of Waterloo, 2003 0 2 2 none med high none

K. Choi Asst

Prof TT FT PhD Georgia Inst of Tech, 2003 2 1 1 none low high none

A. Emadi Prof T FT PhD Texas A&M University, 2000 3 8 8 none high high none

A. Flueck Assoc

Prof T FT PhD Cornell University, 1996 0 12 12 none med high low

A. Khaligh Asst

Prof TT FT PhD Illinois Inst of Tech, 2006 0 1 1 none med high none

Z. Li Asst

Prof TT FT PhD Illinois Inst of Tech, 2002 0 4 4 none low high low

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.

Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

48

Table 6-2. Faculty Analysis, part 2 of 3 Computer Engineering

Years of Experience

Level of Activity (high, med, low, none) in:

Name Ran

k

Type of Academic

Appointment TT, T, NTT

FT or PT H

ighe

st D

egre

e an

d Fi

eld

Institution from which Highest

Degree Earned & Year G

ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in

Indu

stry

J. LoCicero P T FT PhD City Univ of New York, 1976 0 32 32 none high high low

E. Oruklu Asst

Prof TT FT PhD Illinois Inst of Tech, 2005 0 3 3 none low high none

K. Ren Asst

Prof TT FT PhD Worcester Poly Inst, 2007 0 1 1 none med high none

J. Saniie P T FT PhD Purdue University, 1981 0 25 25 none med med none

H. Shanechi Sr Lect NTT FT PhD Michigan State Univ, 1980 2 28 1 Ontario med high med

S.M. Shahidehpour P T FT PhD University of Missouri, 1081 1 28 26 none high high med

D.R. Ucci Assoc

Prof T FT PhD City Univ of New York, 1979 1 29 21 none none high none

M. Wernick P T FT PhD University of Rochester, 1990 7 14 14 none high high high

G.A. Williamson P T FT PhD Cornell University, 1989 0 19 19 none low high none

T.T.Y. Wong P T FT PhD Northwestern University, 1980 6 26 26 none low high med

Y. Xu Asst

Prof TT FT PhD Carnegie Mellon Univ, 2004 5 1 1 none low high med

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.

Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

49

Table 6-2. Faculty Analysis, part 3 of 3 Computer Engineering

Years of Experience

Level of Activity (high, med, low, none) in:

Name Ran

k

Type of Academic

Appointment TT, T, NTT

FT or PT H

ighe

st D

egre

e an

d Fi

eld

Institution from which Highest

Degree Earned & Year G

ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in

Indu

stry

Y. Yang P T FT PhD Illinois Inst of Tech, 1994 0 11 11 none med high none

I.S. Yetik Asst

Prof TT FT PhD Univ Illinois at Chicago, 2004 0 2 2 none low high none

C. Zhou Asst

Prof TT FT PhD Northwestern University, 2002 0 6 2 none low high none

B. Briley Lect NTT PT PhD Univ Illinois at Urbana-

Champaign, 1963 44 43 43 none low high high

K.P. Ivanov Lect NTT PT PhD Moscow Engr Inst, 1961 50 7 7 Bulgaria low none low

R. Nordin Lect NTT PT PhD Northwestern University, 1984 25 25 20 IL low low high

J.A. Pinnello Lect NTT PT MS Illinois Inst of Tech, 1968 40 11 11 IL low none high

P. Simko Lect NTT PT MS Illinois Inst of Tech, 2005 9 2 2 none low med low

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.

Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

Page 50

CRITERION 7. FACILITIES

• Space

Offices The administrative suite is located in the north end of the first floor of Siegel Hall. This office suite includes offices of the chair, the associate chair, and department staff including the budget manager, the director of communications, and two secretaries. A conference room and office equipment room are also contained in the administrative suite. An office of the department and program coordinator (a staff position) is also located on the first floor of Siegel Hall.

Each full-time faculty member has individual office space. All full-time faculty offices are located in Siegel Hall. Additionally, ECE faculty in the Medical Imaging Research Center have second offices located in the center’s facilities in IIT’s Tech Park.

Adjunct (part-time) faculty have available a large room with seven desks, white board, and shelf space as their office facilities.

Teaching assistants have office space in the research laboratories of the dissertation advisors.

Classrooms The Office of the Registrar oversees classroom space. The majority of ECE classes are taught in rooms in Siegel Hall, Wishnick Hall, the E1 Building, the Life Sciences Building, and in the Stuart Building. There is sufficient classroom space to accommodate all ECE courses at the current enrollments, with excess capacity to support some expansion.

IIT offers three levels of technology-enhanced classrooms:

1. Basic A/V classroom, which is equipped with a network connection, a projector and screen, an ELMO and a VHS/DVD deck. All components are controlled through a single Crestron Control Panel on the instructor's desk.

2. Distance Learning Classroom has all the equipment of a basic A/V classroom, plus one or two video cameras, instructor and student microphones, plasma TV monitor, connections to broadcasting and digitizing devices for TV and/or Internet delivery. These classrooms also broadcast via television and the Internet.

3. Video Conferencing Classroom, which is similar to Distance Learning Classroom but also allows for real-time collaboration with a remote classroom location.

Most of the senior level ECE courses are taught in technology-enhanced classrooms of the type 1, 2, or 3 listed above.

In addition, a PC Classroom is an OTS computer lab that is equipped with a PC and projector for the instructor and individual computers for each student. This arrangement provides students with a hands-on learning experience.

The following buildings are equipped with technology-enhanced learning classrooms.

Page 51

Stuart Building: - 8 basic A/V classrooms - 8 distance learning classrooms (2 of which are videoconferencing classrooms) - 4 PC classrooms

E1: - 14 basic A/V classrooms - 3 distance learning classrooms - 1 PC classroom

Alumni Hall: - 2 basic A/V classrooms - 1 PC classroom

Siegel Hall: - 1 basic A/V classrooms - 1 distance learning classroom - 2 PC classrooms

Laboratories The laboratory facilities of the ECE Department that support the BSCPE program are summarized in Table 7-1. A narrative description of these laboratory facilities is also provided in the following.

Page 52

Table 7-1: ECE Department Laboratory Facilities.

Physical Facility Building and Room Number

Purpose of Laboratory, Including Courses Taught Condition of Laboratory

Adequacy for Instruction

Number Student Stations Area (sq. ft.)

Siegel Hall Room 310A Workstation Lab (ECE 429, 448, 449)

Renovated in 2006 Excellent 27 720

Siegel Hall Room 310B Electronics Lab (ECE 441, 446)

Renovated in 2006 Excellent 10 795

Siegel Hall Room 310C Computer Network Lab (ECE 407)

Renovated in 2006 Excellent 8 646

Siegel Hall Room 310D Communications, Microwave, and Signal Processing Lab (ECE 405, 406, 423, 436)

Renovated in 2006 Excellent 8 594

Siegel Hall Room 311 ECE Analog & Digital Lab  (ECE 212, 214, 311, 312) 

Renovated in 2006 Excellent 12 920

Siegel Hall Room, 022A Power Engineering Lab (ECE 419)

Renovated in 2006 Excellent 10 360

Siegel Hall Room 022A, 001 Power Engineering (ECE 319)

Renovated in 2006 Excellent 4, 12, 12 1944

Siegel Hall Room 001A Power Electronics (ECE 411)

Renovated in 2006 Excellent 6 792*

Siegel Hall Room 001B Electric Motor Drives (ECE 412)

Renovated in 2006 Excellent 6 792*

* Note: Room 001A Plus 001B is the same as Room 001 TOTAL 4219

53

Assessment of Equipment and Instrumentation Available in Each Laboratory to Meet Instructional Needs.

The following paragraphs discuss the laboratory facilities available to meet the instructional needs of the Electrical Engineering program. These facilities are shared with the Computer Engineering program; thus the same facilities are also listed in the Self-Study for Computer Engineering.

Siegel Hall 001 (A) – Power Electronics Lab This lab was fully renovated in 2006.

This lab supports ECE 411 (Power Electronics). In order to provide state-of-the-art courses and laboratories in electrical and computer engineering, we have established the Grainger Power Electronics Laboratory with the support of a generous gift from the Grainger Foundation, which is gratefully acknowledged. In addition, we have recently improved this laboratory and added three new experiments based on the NSF DUE-0311169 grant from the National Science Foundation (NSF). The three new experiments (#12-14) have been adapted and implemented from the exemplary materials, laboratory experiences, and educational practices that had been developed and proven successful at the University of Minnesota under the NSF CCLI-EMD-9952704 grant, which is gratefully acknowledged. Facilities of this laboratory are advanced specialized experimental teaching setups for undergraduate power electronic programs. Therefore, this laboratory is one of the best-equipped and most advanced labs for undergraduate teaching purposes in the nation. In fact, few universities have equipment of this sophistication for their teaching laboratories. This lab consists of 14 experiments and one major design experience. The laboratory experiments give simple practical introduction to operation and control of electronic switching circuits. They are done in groups of 2-3 students. Since this lab assumes that students are familiar with general circuit analysis techniques, it is appropriate for junior- or senior-level undergraduate EE and CPE students.

Siegel Hall 001 (B) – Electric Motor Drives Laboratory

This lab was fully renovated in 2006.

This lab supports ECE 412 (Electric Motor Drives). Facilities of this laboratory are advanced specialized experimental teaching setups for undergraduate electric machines and power electronic drives programs. This lab has been established by the support of a generous gift from the Grainger Foundation, which is gratefully acknowledged. In addition, we have recently improved this laboratory and added three new experiments based on the NSF DUE-0311169 grant from the National Science Foundation (NSF). The three new experiments (#12-14) have been adapted and implemented from the exemplary materials, laboratory experiences, and educational practices that had been developed and proven successful at the University of Minnesota under the NSF CCLI-EMD-9952704 grant, which is gratefully acknowledged. This lab consists of 14 experiments and one major design experience. The laboratory experiments give simple practical introduction to operation and control of electric motor drives. They are done in groups of 2-3 students. Since this lab assumes that students are familiar with general circuit analysis techniques,

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it is appropriate for junior- or senior-level undergraduate electrical engineering and computer engineering students.

Siegel Hall 022A, 022B, and 001 - Power Engineering Lab This lab was fully renovated in 2006.

This lab space supports ECE 319 (Power Engineering). Experiments include review of three-phase circuit analysis, principles of electromechanical energy conversion, fundamentals of transformer operation, DC machines, synchronous machines, induction machines, introduction to power network models, the per-unit system, Newton-Raphson power flow, symmetrical three-phase faults, and renewable energy systems. The experiments also involve the use of PC-based software applies to power engineering analysis and design. The lab spaces together are equipped with new test setups from Lucas-Nulle, four Hampden lab benches, 16 Pentium III PCs connected to the local area network (including Internet access), and MATLAB software.

Siegel Hall 022A also supports ECE 419 (Power System Analysis). Experiments include PSS/E software introduction, transmission line design, basic power flow analysis, power flow solution analysis and application, control of power flow, symmetrical short circuit analysis, unsymmetrical short circuit analysis, and application of short circuit analysis. The experiments mainly involve the use of the PSS/E software to perform power system analysis. This lab space is equipped with 16 Pentium III PCs connected to the local area network (including Internet access), and PSS/E software.

Siegel Hall 310A – VLSI Design Lab. This lab was fully renovated in 2006.

The VLSI Design Lab consists of a cluster of high-performance workstations connected to a local server and supported by commercial computer-aided design software such as Cadence and Synopsys. The laboratory is used for designing low-power and highly testable integrated circuits and for developing design automation software for fault diagnosis, testing, simulation, power estimation, and synthesis. This laboratory is also used for advanced VLSI designs including: High Speed VLSI Design, Clock Generation and Distribution, Power-Delay-Area Optimized Digital Design Flow, Standard Cell Design for Regularity, and Transistor-level Sizing.

This lab contains 26 Sun Blade 1500 ultrasparc and 1 Sun Blade 150 workstations that are connected to ECE Unix Cluster Environment. All Sun Blade 1500 workstations are equipped with 1GB of memory and 1.5GHz Processor. Login Authentication, home directory access and application access for all students and faculty are provided through the centralized servers. The VLSI design lab is also supported by additional ECE Servers, in Siegel Hall 308B. All class students have been given the 80MB of quota to save their work on the UNIX Cluster Environment. This lab is primarily used for the ECE Classes such as ECE 429 (Introduction to VLSI Design), ECE 448 (Mini/Micro Computer Programming), ECE 449 (Object-Oriented Programming and Computer Simulation) and ECE 485 (Computer Organization and Design). It is also used for graduate courses and research.

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Siegel Hall 310B - Digital / Microprocessor Lab This lab was fully renovated in 2006.

This laboratory supports 10 groups of students (2 students per group) performing experiments in ECE 441 (Microprocessors), and ECE 446 (Advanced Logic Design & Implementation). Each group has a Pentium IV personal computer, a specialized MC68000 microprocessor system, an oscilloscope, and a combined power supply/switch/indicator box. Additional equipment includes Field Programmable Gate Arrays (FPGA) programmers, and logic analyzers. In ECE 441, the PCs are used to support program editing, cross-assembly, and downloading to the MC68000 system. Students build interface circuits on breadboards, connect them to the bus of the MC68000 microprocessor, and write and download software to test the circuits. In ECE 446, students use the PCs to enter and simulate designs using the VHDL software. In both courses students use the oscilloscope and switch/indicator box to test and debug breadboarded designs.

Siegel Hall 310C - Computer Network Lab This is a new undergraduate lab established in 2006.

Computer network facilities allow students to study state-of-the-art technology in computer networks and to perform experiments. These experiments include the development and performance study of network applications, protocols and management software as well as novel physical and data link layer technology. IIT is a member of the Planet Lab Consortium. Also, the ECE department has established a fully fledged networking laboratory equipped with 24 state-of-the-art computers and 18 Cisco 3600 family routers The Communication Networks laboratory maintains licenses MATLAB and compilers for C, C++, and Java. Also, we have multiple licenses of OPNET. The students can also install ns-2 on solaris machines.

Siegel Hall 310D –Signal Processing, Communications and Microwave Lab This lab was fully renovated in 2006.

This laboratory is used in ECE 405 / ECE 406 (Analog, Digital and Data Communications) and ECE 423 (Microwave Circuits and Systems), and ECE 436 (Digital Signal Processing). It enables the ECE 405 and ECE 406 students to perform experiments on modulation, sampling, detection, etc. It enables ECE 423 students to study the effects of microwave frequency on lumped circuit elements, microwave power, reflection and transmission, and the measurement of waveguide properties. It enables ECE 436 students to use MATLAB and DSP software tools to perform experiments related to signal sampling and reconstruction, FIR filter design and implementation, IIR filter design and implementation, quantization effects in digital signal processing system, and real-time signal processing system design. This laboratory is equipped with 12 PCs, 12 sets of Agilent test equipments, each set include HP DSO3062A Oscilloscope, 33220A 20MHz function generator, E3630A triple output DC power supply and 34405A multi-meter. For conducting experiments in Analog/Digital communications and Microwave this laboratory is also equipped with a SHF oscillator (X band), unit oscillator, power meter, slotted lines, a signal detector/amplifier, a network analyzer, and

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a spectrum analyzer along with a collection of waveguide and coaxial components, detectors, mounting devices, word generators, noise generators, 4 HP SR760 Spectrum analyzer, and 6 TIMS 301Model.

Siegel Hall 311 – Electronics Lab This lab was fully renovated in 2006.

This laboratory is used in Basic Electronics Circuits Labs, ECE 212 (Analog and Digital Lab I), ECE 214 (Analog and Digital Lab II), ECE 311 (Engineering Electronics) and ECE 312 (Electronic Circuits). This lab is equipped with 12 sets of Agilent test equipments, each set include HP DSO3062A Oscilloscope, 33220A 20MHz function generator, E3630A triple output DC power supply and 34405A multi-meter. This laboratory is also equipped with twelve dell Inspiron intel Core 2 Duo processor PCs with 19’’ LCD monitors. that are connected to the department local area network. Students use these equipments to test, debug and analysis the circuits they build in each lab session. It supports 12 groups of students (two students per group). These courses (ECE 212, 214, 311 and 312) use computers for PSpice simulations of circuits and for Programmable Logic Device (PLD) programming.

Library In addition to the nominal book collection in the field of electrical engineering on campus, books and journals in many other libraries can be obtained through inter-library loan services. The On-Line Database at the Galvin Library provides access to the publications of many professional organizations, such as the IEEE, ACM, SIAM, and APS. The library also provides support for posting class notes and homework solution on electronic reserve. The support provided by the library is adequate, owing much to the recent effort of the library staff.

• Resources and Support The ECE Department has state-of-the-art systems to enhance and extend the generally available university systems. These computing and network systems are located in Siegel Hall 308B and consist of a heterogeneous environment of Solaris, Linux and Windows. We have three application servers installed for remote students to carry out projects. Two of the application servers are Sun Fire V440, which have four (1.5GHz) processors and 8GB of memory on them. The other application server is a Sun V420R Enterprise having four (450MHz) processors and 4GB of memory. A Sun Fire V240 server, which has a capacity of 1.4TB, provides file storage for all students, faculty and staff. Email services and web services for the faculty and research students are provided through a Dell Poweredge 2850 server. All server backups are done through a Veritas Netbackup 4.5 with a capacity of one month of storage.

There are many unix applications installed on the ECE Server that serve requirements for individual courses. Major industrial software such as Cadence Designing Tools (used for electronic design automation), Synopsys Tools (used for synthesis as well as for EDA), Modelsim Tools (used for complex ASIC and FPGA designs), Synplicity Tools (used for EDA solutions) are installed on the ECE Cluster Environment. There are some other free tools installed on the unix environment such as Magic, Irsim, Gemini, Code Compiler.

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Dedicated laboratories for undergraduate coursework are housed in Siegel Hall, the home of the ECE Department. These teaching laboratories are being constantly updated to stay current on equipment and measurement instruments to support undergraduate experiments and design projects in the areas of circuits and electronics, digital systems, energy conversion, control systems, computer organization and applications, communication systems, integrated circuits, microwave circuits, power electronics, and signal processing. The server of the department computer network is installed with a variety of simulation and CAD tools to support experiments and design projects. These tools are password protected and may be access remotely by authorized users.

Support for laboratory development and maintenance comes from student laboratory fees, major gifts by alumni, departmental fund raising activities, and industrial donations. These resources have been adequate for laboratory renovation, purchase of new equipment, acquisition of parts and supply items to run the experiments, and equipment repair. Most of the CAD tools are made available to the department with substantial discounts from the commercial suppliers.

The Development Office of the Armour College has provided staff support to facilitate fund raising activities. A recent five million dollar gift from the Grainger Foundation to support a program in power electronics and electric drives enabled the establishment of new teaching laboratories in this area.

The laboratory manager, a full-time staff, is responsible for all ECE laboratories. Two part-time student workers who receive support through the federal work-study program assist him. The laboratory manager is responsible to install, maintain and manage laboratory equipment. The administration of the computing facility and the network in the ECE Department is the responsibility of the Office of Technology Services (OTS), the central organization of the university in providing computer and network support for the campus. A full-time staff from the OTS now manages the facility and works closely with the ECE Department on all its computing needs such as install, maintain and manage departmental hardware, software and networks.

• Major Instructional and Laboratory Equipment Since last ABET visit all ECE laboratories have gone through major overhaul including renovation of laboratories, acquisition of laboratory furniture, and the acquisition of state-of-the-art laboratory equipment. The major laboratory equipment are listed in Appendix C.

CRITERION 8. SUPPORT

• Program Budget Process and Sources of Financial Support The operating budget of the Electrical Engineering Program is derived from the ECE Department budget (please see Table D3 for a summary of department expenditures in the most recent years). The ECE Department receives the budget allocation for the fiscal year on June 1 prior to the fiscal year. Major budget items include:

Wages (full-time faculty and staff, adjunct faculty, teaching assistants, and student work-study support)

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Supplies (office supplies, expendable supplies, computer supplies) Travel and Conference Interdivisional Communications Equipment purchases Equipment repair Building repair and maintenance Other expenditures

With the exception of the wages of full-time faculty and staff, the department has full discretion over the budget items.

The annual budget is determined from a number of factors: (1) The previous year’s expenditure; (2) adjustments in full-time faculty and staff appointment; and (3) estimates for the number of part-time faculty, teaching assistant positions, supplies, equipment replacement and repair, travel, printing, special events, etc. for the upcoming fiscal year. The basis for making these estimates includes enrollment projection, faculty research activities, and faculty professional development. The budget for the Electrical Engineering Program is derived from the overall budget allocated to the ECE Department. The chairman submits the estimated budget to the office of the dean of Armour College in the spring semester each year and offers explanations to major adjustment requests. The allocated budget is usually not matched to the actual need of the department. The department has to make use of discretionary funds and gifts to cover the expenses in areas such as travel, supplies, equipment repair and purchase, and facility maintenance.

• Sources of Financial Support

The sources of the budget include the department budget allocated by the Armour College to the ECE Department, as well as discretionary funds and gifts. The ECE Department has raised over $8M of discretionary funds and gifts since 2005 which are used for developing undergraduate laboratories, undergraduate student scholarships and fellowships, faculty research and development, graduate research assistantship, office furniture purchases, and facility maintenance. The list of recent philanthropic donors are given as follows:

David Grainger Alex Tseng Robert Reiter Roy Salhstrom Jim Klouda Ed Kaplan Peter Cherry Michael Polsky Tim Hannemann Roy Gignac

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Paul McCoy Atul Thakkar Anthony Baroud

• Adequacy of Budget

The lab supply and maintenance budget, covered by the student laboratory fees, is generally adequate to cover the daily lab supply requirements. The building maintenance, office supply expenses, and faculty travel often exceed the budget allocation. The available resource from the institution is sufficient to support only 50% of the teaching assistants required by the instructional activities. The department needs at least a 50% increase in the teaching assistant budget, additional funds for supplementing annual raises for faculty and staff, and a realistic allocation of budget for new laboratory development.

• Support of Faculty Professional Development

The majority of supports for professional development have been derived from research grants. A limited amount of support is provided by the following sources:

• ECE Department budget

• ECE Department discretionary funds

• Gifts from industry

• New faculty start-up funds

• Internal funding by the University

The resources provided by the University for faculty travel are insufficient to support one conference per year for each faculty. Discretionary funds are utilized to supplement the travel budget. In addition, a number of faculty members have received travel support from professional societies and government agencies when they participated in technical conference and review panel activities. A number of faculty members have participated in exchange programs with universities overseas to deliver lectures and engage in collaborative research, with travel supports provided by the host institutions and travel grants from professional societies and private foundations.

For assistant professors, start-up funds are provided by the University to initiate their research. The funds are applied towards the acquisition of computing equipment and software, summer salaries, conference travel, and graduate student support.

In the past five years, eight ECE faculty members have received internal funds for research development. Additional salary is provided by the University to the ECE faculty who offer courses in India via the Internet.

• Support of Facilities and Equipment

The following resources contribute to the acquisition and maintenance of equipment and to upkeep of the facilities in the department:

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• University support

• ECE Department budget

• Technical support within the department

• Fund raising

• Equipment donation

The primary source of support for laboratory development and maintenance are the laboratory fees charged to undergraduate students and private gifts and philanthropic support. Lab fees are inadequate for acquisition of parts and supply items to run the experiments, equipment repair, and purchase of new equipment.

The Office of Institutional Advancement at IIT has provided staff support to facilitate fund raising activities. Out of the effort, a significant gift in the amount of $5M has recently been contributed by the Grainger Foundation to maintain a program in electric power and power electronics, with equipment acquired for establishing new teaching laboratories in this area. The new facility, inaugurated in April 2007, is one of a kind in the United States, and has been appraised by experts in the field to be at the forefront of power engineering education. The list of ECE laboratories that have been renovated since 2005 using the discretionary funds is given as follows:

• ECE 212: Analog and Digital Laboratory I

• ECE 214: Analog and Digital Laboratory II

• ECE 311: Engineering Electronics

• ECE 312: Electronic Circuits

• ECE 319: Fundamentals of Power Engineering

• ECE 407: Computer Networks

• ECE 405: Digital Communications

• ECE 419: Power System Analysis

• ECE 411: Power Electronics

• ECE 412: Electric Motor Drives

• ECE 429: Introduction to VLSI Design

• ECE 437: Digital Signal Processing

• ECE 441: Microcomputers

• ECE 446: Advanced Logic Design

Support for maintaining heating and ventilation in classrooms, laboratories, and offices is provided by the Facilities Department, which attends to the general needs of the physical plant of the university. Expenses for maintenance work on building facilities are charged to the department budget. In general, the support received has been adequate for regular

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maintenance, but alternative resources are often needed for renovation or implementation of new facilities.

The technical support staff in the department, consisting of a laboratory manager and two part-time student workers, performs regular laboratory and office equipment repair and upkeep. The equipment manufacturers conduct major calibrations of measurement instruments.

Operation of the computer network and maintenance of the clusters of personal computers in the department were carried out by two part-time personnel and a computer system manager (employee of Computer and Networking Services at IIT). Graduate Assistants helped the system manager on routine maintenance tasks. Resources for network and computing facility upgrade are derived from the gifts and department budget. Substantial support for software and CAD tools are obtained through donation and university programs of vendors.

• Adequacy of Support Personnel and Institutional Services The administrative support in the department consists of the following positions:

Chair (responsible for the overall management of the department including the hiring of the new faculty, promotion and tenure, new and interdisciplinary degree program development, space and budgetary issues, and philanthropic fundraising activities)

Associate Chair (responsible for the management of academic programs in the ECE Department, responsible for the admission and approval of student academic programs and activities)

Graduate and Undergraduate Program Coordinator (responsible for the review and approval of student forms and coop programs)

Budget Manager (responsible for processing all ECE financial transactions)

Director of Communication (responsible for marketing and advertising activities, student orientations, student awards programs, coordination of philanthropic activities)

Laboratory manager (responsible for managing all undergraduate and granulate research laboratories and facilities)

Computer Systems manager, staffed by CNS (Responsible for the acquisition and operation of computing facilities in undergraduate and granulate research laboratories)

Office Manager (responsible for the daily appointments and operation of the ECE Office)

Student workers are available through the Federal work-study program to provide support on routine office duties.

The current staff is adequately supported by the institutional budget. The work-study program provides support for hiring student workers to help with routine office duties and laboratory attendance.

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CRITERION 9. PROGRAM CRITERIA

• Curriculum Breadth and Depth Across Computer Engineering Topics

The program provides breadth and depth across computer engineering as described in the “Program Curriculum” section under Criterion 5. In particular, breadth is obtained via required courses in the curriculum covering circuit analysis, digital systems, data structures, computer organization, discrete structures, electronics, and systems programming. Depth is provided by required courses at the advanced, senior level whose topics include operating systems, microcomputers, computer design, hardware design, and software engineering. Additional depth comes from two professional electives that are available to students in the areas of computer graphics, data mining, database organization, information retrieval, algorithms, advanced programming, data communications, information security, artificial intelligence, communications systems, computer networks, power electronics, motor drives, power systems, electronics, microwaves, control, and signal and image processing.

Knowledge of Probability and Statistics

Knowledge of probability and statistics is ensured by the requirement for students to take a course on these topics (MATH 474 – Probability and Statistics).

Knowledge of Mathematics

The required mathematics courses in the BSCPE program include a three-semester calculus sequence (MATH 151, 152, 251) including multivariate calculus (MATH 251 – Multivariate and Vector Calculus), a course in differential equations (MATH 252 – Introduction to Differential Equations), and either a course in linear algebra and complex variables (MATH 333 – Matrix Algebra and Complex Variables) or a course in computational mathematics (MATH 350 – Introduction to Computational Mathematics). A required electrical and computer engineering course at the sophomore level (ECE 218 – Digital Systems) includes significant content in discrete mathematics, including Boolean algebra and logic. As noted previously, students are also required to take a course on probability and statistics (MATH 474 – Probability and Statistics).

Knowledge of Basic Sciences

Knowledge of basic sciences is ensured by the requirement of one semester of chemistry (CHEM 122), a three-semester course sequence in physics (PHYS 123, 221, 224), and an additional science elective chosen among biology, chemistry, or materials science (BIOL 107, BIOL 115, CHEM 126, or MS 201).

Knowledge of Computer Science

Familiarity and knowledge of computer science is provided by a two-course, four-credit sequence during the freshman year (CS 115 – Object-oriented Programming I, CS 116 – Object-oriented Programming II) that uses a high-level programming language as a problem-solving tool, covering basic data structures and algorithms, structured

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programming techniques, and software documentation. All students in the BSCPE program are also required to take ECE 100. This course utilizes Interactive C for programming of autonomous robots.

Further knowledge in computer science is established via the required courses CS 331 (Data Structures and Algorithms), CS 350 (Computer Organization and Assembly Language Programming), and CS 351 (Systems Programming). In addition, required upper division courses CS 450 (Operating Systems I), CS 487 (Software Engineering I), ECE 441 (Microprocessors), and ECE 485 (Computer Organization and Design) provide in-depth knowledge of computer science.

Computers are used as an analytical tool in many engineering courses taken by BSCPE students. For example, the PSpice circuit simulator is used in the required courses ECE 212 (Analog and Digital Lab I), ECE 214 (Analog and Digital Lab II), and ECE 311 (Electronics), as well as the elective course ECE 312 (Electronic Circuits).

Digital lab experiments in the required courses ECE 212 and ECE 214, and one of the two hardware-design elective courses ECE 446 (Logic Design & Implementation) use PLD programming software to design PLD-based digital systems by specifying logic equations, simulating the results, and programming erasable PLDs for lab use.

Knowledge of Engineering Science

Engineering design and engineering science are distributed throughout the four-year curriculum. During the freshman year, the ECE 100 (Introduction to the Profession I) course provides some initial exposure to engineering design. In the sophomore year, engineering science topics include circuit analysis, digital logic, and computer organization. Students take a two-semester laboratory sequence, ECE 212 and 214 (Analog and Digital Laboratory I, II). The primary emphasis of this laboratory sequence is on instrumentation skills, analysis, and debugging of analog and digital circuits. However, students are also exposed to engineering design as part of this sequence. During the junior year, the primary emphasis is on major-specific engineering science courses, including Systems Programming, Engineering Electronics, and Operating Systems, each of which includes some design components. The senior year is intended to provide a student with depth in a chosen area and exposure to a meaningful design experience. The heart of this experience is ECE 441 (Microcomputers) and the hardware-design elective choice of ECE 429 (Introduction to VLSI Design) or ECE 446 (Advanced Logic Design). The laboratory segment of these courses includes an open-ended design project that forms the basis for a meaningful design experience. These are coupled with software design experience in CS 487 (Software Engineering I).

Included within the engineering science component in the curriculum is study of electrical and electronic devices, software, and systems containing software and hardware elements. The lab sequence in the BSCPE curriculum combines theory and practice in electrical and electronic devices, and in both software and hardware. Starting with ECE 212 and 214, students gain competence to conduct experimental work with analog and digital hardware. Laboratory experience is solidified during the junior year in one required electronics courses (ECE 311) and a computer engineering elective course giving options to take a second electronics course (ECE 312) or a course in Power Systems (ECE 319).

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Hardware and software tools are used in several laboratory courses. Hardware tools include digital voltmeters, oscilloscopes, function generators, curve tracers, logic analyzers, and PLD and FPGA logic programmers. Software tools include circuit simulators, PLD compilation and simulation programs, logic synthesis and simulation tools, MATLAB, a microwave CAD package, and others.

Knowledge of Discrete Mathematics

Student in the BSCPE program acquire knowledge of discrete mathematics through the courses ECE 218 (Digital Systems), which includes significant content in Boolean algebra and logic, and in CS 330 (Discrete Structures) which includes topics in formal methods of propositional and predicate logic.

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APPENDIX A – COURSE SYLLABI Electrical and Computer Engineering Courses

ECE 100 ........................................................................... 68 ECE 211 ........................................................................... 70 ECE 212 ........................................................................... 72 ECE 213 ........................................................................... 74 ECE 214 ........................................................................... 76 ECE 218 ........................................................................... 78 ECE 242 ........................................................................... 80 ECE 307 ........................................................................... 82 ECE 308 ........................................................................... 84 ECE 311 ........................................................................... 86 ECE 312 ........................................................................... 88 ECE 319 ........................................................................... 90 ECE 401 ........................................................................... 92 ECE 403 ........................................................................... 94 ECE 404/406 .................................................................... 96 ECE 407 ........................................................................... 98 ECE 408 ......................................................................... 100 ECE 411 ......................................................................... 102 ECE 412 ......................................................................... 104 ECE 419 ......................................................................... 106 ECE 420 ......................................................................... 108 ECE 421/423 .................................................................. 110 ECE 425 ......................................................................... 112 ECE 429 ......................................................................... 114 ECE 436/437 .................................................................. 116 ECE 438 ......................................................................... 118 ECE 441 ......................................................................... 120 ECE 446 ......................................................................... 122 ECE 448 ......................................................................... 124 ECE 449 ......................................................................... 126 ECE 481 ......................................................................... 128 ECE 485 ......................................................................... 130

Computer Science Courses

CS 115 ............................................................................ 132 CS 116 ............................................................................ 134

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CS 330 ............................................................................ 136 CS 331 ............................................................................ 138 CS 350 ............................................................................ 140 CS 351 ............................................................................ 142 CS 411 ............................................................................ 144 CS 422 ............................................................................ 146 CS 425 ............................................................................ 148 CS 429 ............................................................................ 149 CS 430 ............................................................................ 151 CS 440 ............................................................................ 153 CS 441 ............................................................................ 155 CS 445 ............................................................................ 156 CS 447 ............................................................................ 158 CS 450 ............................................................................ 160 CS 455 ............................................................................ 162 CS 458 ............................................................................ 164 CS 470 ............................................................................ 165 CS 480 ............................................................................ 167 CS 481 ............................................................................ 169 CS 487 ............................................................................ 171

Materials, Mechanical, and Aerospace Engineering Courses

MMAE 200 .................................................................... 173 MMAE 320 .................................................................... 174

Mathematics Courses

MATH 151 ..................................................................... 175 MATH 152 ..................................................................... 176 MATH 251 ..................................................................... 177 MATH 252 ..................................................................... 179 MATH 333 ..................................................................... 181 MATH 350 ..................................................................... 183 MATH 474 ..................................................................... 185

Science Courses

BIOL 107 ....................................................................... 186 CHEM 122 ..................................................................... 188 CHEM 126 ..................................................................... 189 MS 201 ........................................................................... 190 PHYS 123 ...................................................................... 191

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PHYS 221 ...................................................................... 192 PHYS 224 ...................................................................... 193

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ECE 100 – Introduction to the Profession I Fall Semester 2007

Catalog Data: ECE 100: Introduction to the Profession I. Credit 2. Introduces the student to the scope of the engineering profession and its role in society and develops a sense of professionalism in the student. Provides an overview of electrical engineering through a series of hands-on projects and computer exercises. Develops professional communication and teamwork skills. (2-3-3) (C)

Enrollment: Required course for CPE and EE majors.

Textbook: F.G. Martin, MIT Media Labs, Robotic Explorations, Prentice-Hall, 1st Edition.

Coordinator: D. Ucci, Associate Professor of ECE

Course objectives: Given a complex electrical and computer engineering challenge (e.g., navigate a maze, follow a line, win “Mint Shuffle”), each student should be able to perform the following tasks by the end of the course. 1. Investigate typical solutions to a complex engineering problem via print and online resources. 2. Generate alternative solutions to a complex engineering problem. 3. Determine an optimal solution to a complex problem via quantitative comparison with respect to the given

design criteria. 4. Construct an autonomous robot with LEGO pieces, DC motors, touch sensors, light sensors, HandyBoard, and

Interactive C to solve an engineering challenge. 5. Test and analyze the performance of an autonomous robot with respect to the given design criteria. 6. Evaluate the adequacy of the implemented solution with respect to the given design criteria. 7. Prepare a persuasive technical report describing the methodologies employed and results obtained in objectives

1-6. 8. Deliver a persuasive oral presentation describing the methodologies employed and results obtained in objectives

1-6. Prerequisites by topic: Entering freshman status Lecture schedule: One 75-minute session per week. Laboratory schedule: One 105-minute session per week. Topics: 1. Introduction and history of electrical and computer engineering (1 week) 2. Robots—overview (2 weeks) 3. DC motors and gears (1week) 4. Control systems and feedback (1 week) 5. Advanced topics in robotics (1 week) 6. Ethics in engineering (1 week) 7. Industry presentations—power, computers, electronics, communications (3 weeks) 8. Robot competitions (3 weeks) Computer usage:

1. Interactive C is utilized by students to program their robots. 2. Word processing and presentation software tools are used for written and oral presentations.

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Laboratory topics: 1. HandyBoard and Interactive C (1 week) 2. LEGO construction and simple movement of robots (1 week) 3. Obstacle avoidance for robots (1 week) 4. Competition preparation (3 weeks) 5. Robot competitions (4 weeks) 6. Team preparations (3 weeks) Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 1.5 credits or 50% Engineering Design: 1.5 credits or 50%

Relationship of ECE 100 Course to ABET Outcomes:

OUTCOME: Course

Objective(s) 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6 3b Design and conduct experiments / Analyze and Interpret Data 5 3c Design system, component, or process to meet needs 4,6 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,3 3f Understand professional and ethical responsibility 3g Communicate effectively 7,8 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 4 4 Major design experience

Prepared by: D. Ucci Date: May 5, 2008

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ECE 211 – Circuit Analysis I Fall Semester 2007

Catalog Data: ECE 211: Circuit Analysis I. Credit 3. Ohm’s Law, Kirchhoff’s laws, and network element voltage-current relations. Application of mesh and nodal analysis to circuits, superposition, Thevenin’s and Norton’s theorems, maximum power transfer theorem. Transient circuit analysis or RC, RL, and RLC circuits. Introduction to Laplace transforms. Concurrent registration in ECE 212 and ECE 218 is strongly encouraged. Corequisite: MATH 252. (3-0-3)

Enrollment: Required course for CPE and EE majors.

Textbook: J. D. Irwin, Basic Electric Circuit Analysis, John Wiley and Sons, 7th Edition, 2002.

Coordinator: J. Pinnello, Lecturer of ECE

Course objectives: After completing this course, the student should be able to do the following:

1. Derive and apply the relevant equations of DC circuit analysis. 2. Draw the symbols for active and passive circuit components. 3. Given a resistive network with multiple nodes and loops, containing both independent and dependent

sources, use a variety of appropriate methods to find all unknown variables. 4. Given a resistive network with multiple nodes and loops, containing both independent and dependent

sources, determine the load resistance that allows the source to deliver maximum power to the load; calculate the maximum power that is transferred.

5. Given resistors (or capacitors or inductors) connected in series or in parallel, find the equivalent resistance (or capacitance or inductance).

6. Given a series or parallel RL (or RC or RLC) circuit excited by a constant voltage or current, write the response equation, and find the solution.

7. List the possible modes of response for a second-order circuit. 8. Given a linear ordinary differential equation with constant coefficients with a “well-behaved” engineering

function as input, apply Laplace transforms to solve for the unknown function of time. Prerequisites by topic:

1. Algebra, trigonometry, integration, differentiation 2. Corequisite: First and second order linear ordinary differential equations

Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics:

1. Introduction and basic concepts—element, circuit, charge, current, voltage, energy, power, independent sources, active/passive elements (1.5 weeks)

2. Resistive circuits—resistors and the color code, Ohm’s law, KVL, KCL, current and voltage division (2 weeks)

3. Dependent sources and operational amplifiers (1week) 4. Analysis methods—nodal and mesh analysis (2 weeks) 5. Linear circuit theorems—superposition, Thevenin and Norton equivalent circuits, source

transformation, maximum power transfer (2 weeks) 6. Capacitors and inductors (1week) 7. First order RC and RL circuits (1.5 weeks) 8. Transient analysis of second order circuits (1.3 weeks) 9. Introduction to Laplace transforms (2 weeks) 10. Quizzes and tests (1.7 weeks)

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Computer usage: None Laboratory topics: None Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 3 credits or 100% Engineering Design: 0 credits or 0%

Relationship of ECE 211 Course to ABET Outcomes:

OUTCOME:

Course Objective

(s)

3a Apply knowledge of math, engineering, science 1,3,4,5,6,73b Design and conduct experiments / Analyze and Interpret Data 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,3,4,5,6,73f Understand professional and ethical responsibility

3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 2,3,4,5,6,74 Major design experience

Prepared by: J. Pinnello Date: May 14, 2008

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ECE 212 - Analog and Digital Laboratory I Spring Semester 2008

2001 Catalog Data: ECE 212: Analog and Digital Laboratory I. Credit 1.

Basic experiments with analog and digital circuits. Familiarization with test and measurement equipment; combinational digital circuits; familiarization with latches, flip-flops, and shift registers; operational amplifiers; and transient effects in first-order and second-order analog circuits; PSpice software applications. Corequisites: ECE 211, ECE 218. (0-3-1) (C)

Enrollment: Required course for CPE and EE majors. Textbook: ECE 212 Laboratory Manual

S. Wolf and R. F. M. Smith, Student Reference Manual for Electronic Instrumentation Laboratories, Prentice-Hall, 1990.

Coordinator: T. Wong, Professor of ECE Course objectives: After completing this laboratory course, the student should be able to do the following:

1. Utilize the digital multimeter in making measurements of voltage, current, and resistance. 2. Set up the function generator to obtain sinusoidal and square waves of required amplitudes. 3. Determine the value and tolerance of a resistor by its color code. 4. Understand the principle of operation of the oscilloscope. Use the oscilloscope to display a waveform

and make measurements on a signal with the oscilloscope. 5. Construct and troubleshoot simple circuits on a breadboard. 6. Implement simple analog functional circuits with the operational amplifier. 7. Implement digital functional circuits using logic gates and programmable logic devices. 8. Measure the time constant of a first-order circuit.

Prerequisites by topic: 1. DC and transient linear circuit theory (Co-requisite) 2. Digital circuit analysis (Co-requisite)

Lecture schedule: None. Laboratory schedule: One 150-minute session per week.

Computer usage: 1. Students use PSpice simulation for several pre-laboratory assignments. 2. Students prepare reports using word-processing software. Laboratory topics:

1. Introduction to PSpice (1 week) 2. Digital Meters and Loading Effects (Digital multimeters, power supplies) (1 week) 3. The Oscilloscope (Oscilloscope, function generator) (1 week) 4. Frequency Measurements with the Oscilloscope (Oscilloscope, function generator) (1 week) 5. Introduction to Digital Circuits (Digital manifold) (1 week) 6. The River-Crossing Game (Logic and Digital Circuit Construction) (Digital manifold) (1 week) 7. Operational Amplifiers (Oscilloscope, power supply, function generator)(1 week) 8. Code Conversion (Digital manifold, PAL programmer) (1 week) 9. Seven-Segment Display Drivers (Digital manifold) (1 week) 10. Adders, Subtractors, and Comparators (Digital manifold) (1 week) 11. Transients in First-Order Circuits (Oscilloscope, function generator, power supply) (1 week) 12. Latches, Flip-Flops, and Shift Registers (Digital manifold) (1 week) 13. Practical Midterm and Final Examinations (2 weeks)

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Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 0.25 credits or 25% Engineering Design: 0.25 credits or 25% Other (Lab skills): 0.50 credits or 50%

Relationship of ECE 212 Course to ABET Outcomes:

OUTCOME: Course

Objective(s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8

3b Design and conduct experiments / Analyze and Interpret Data 5,8 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 5 3f Understand professional and ethical responsibility

3g Communicate effectively 9 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 1,2,3,4,5,6,7,8 4 Major design experience

Prepared by: T. Wong Date: April 26, 2002 (Modified by A. Khaligh on Jan. 2008)

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ECE 213 – Circuit Analysis II Spring Semester 2008

Catalog Data: ECE 213: Circuit Analysis II. Credit 3.

Sinusoidal excitation and phasors. AC steady-state circuit analysis using phasors. Complex frequency, network functions, pole-zero analysis, frequency response, and resonance. Two-port networks, transformers, mutual inductance, AC steady-state power, RMS values, introduction to three-phase systems and Fourier series. Concurrent registration in ECE 214 is strongly encouraged. Prerequisite: Grade of “C” or better in ECE 211. (3-0-3)

Enrollment: Required course for CPE and EE majors. Textbook: J. D. Irwin and R. M. Nelms, Basic Engineering Circuit Analysis, John Wiley and Sons,

8th Edition, 2005. Coordinator: T. Wong, Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Demonstrate ability to analyze circuits using both phasor notation and sinusoidal functions of time. 2. Demonstrate ability to apply all essential circuit analysis techniques to the analysis of AC circuits. 3. Demonstrate ability to calculate instantaneous power, average power, and complex power in AC circuits; to

determine RMS values of voltage and current; to apply the maximum power transfer theorem; and to correct the power factor in a circuit.

4. Demonstrate ability to work with three-phase circuits. 5. Demonstrate ability to analyze circuits containing mutual inductances and transformers. 6. Demonstrate ability to use Laplace transforms to solve AC circuits in the time and frequency domains. 7. Given a two-port network, calculate its admittance, impedance, hybrid, and transmission parameters. Prerequisites by topic: 1. Calculus 2. Differential equations 3. DC time-domain circuit analysis techniques 4. Complex algebra Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Sinusoidal excitation and phasors (1.5 weeks) 2. AC steady-state analysis using phasors (2 weeks) 3. AC steady-state power (1.5 weeks) 4. Three-phase circuits (1 week) 5. Mutual inductance and linear transformers (1 week) 6. Complex frequency and network functions (1 week) 7. Frequency response and filters (2 weeks) 8. Laplace transform applications (1.5 weeks) 9. Introduction to Fourier series applied to circuit analysis (1 week) 10. Two-port networks (1.5 weeks) Computer usage: None Laboratory topics: None

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Professional components as estimated by faculty member who prepared this course description: Engineering Science: 3 credits or 100% Engineering Design: 0 credits or 0% Relationship of ECE 213 Course to ABET Outcomes :

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,73b Design and conduct experiments /Analyze and Interpret Data 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,73f Understand professional and ethical responsibility

3g Communicate effectively 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 4 Major design experience Prepared by: T. Wong Date: February 29, 2008

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ECE 214 - Analog & Digital Lab II Spring Semester 2008

2001 Catalog Data: ECE 214: Analog & Digital Lab II. Credit 1.

Design-oriented experiments including counters, finite state machines, sequential logic design, impedances in AC steady-state, resonant circuits, two-port networks, and filters. A final project incorporating concepts from analog and digital circuit design will be required. Prerequisite: ECE 212. Corequisite: ECE 213. (0-3-1) (C)

Enrollment: Required course for CPE and EE majors. Textbook: ECE 214 Laboratory Manual W. Banshaf, Computer-Aided Circuit Analysis using Spice, Prentice Hall, 1989.

Reference: Wolf & Smith, Student Reference Manual for Electronic Instrumentation

Laboratories, Prentice Hall, 1990. Coordinator: A. Wang, Assistant Professor of ECE Course objectives:

After completing this laboratory course, the student should be able to do the following: 1. Design and implement basic analog and digital circuits. 2. Construct and troubleshoot basic analog and digital electronic experiments. 3. Utilize the logic analyzer and oscilloscope to test and debug digital circuits. 4. Use various software tools (PSpice, Excel) for analysis and simulation. Prerequisites by topic: 1. Boolean Algebra, Combinational Logic Design 2. Sequential Logic Design: Latches, Flip-Flops, Finite State Machines 3. Basic Circuit and Network Theory Lecture schedule: None. Laboratory schedule: One 150-minute session per week. Computer usage: 1. Students use PALASM software to program and simulate Programmable Logic Devices in several

lab assignments. 2. Students use PSPICE to simulate analog circuits. Laboratory topics: 1. Oscilloscope review (1 week) 2. Counters (1 week) 3. Logic Analyzer Familiarization (1 week) 4. Finite State Machines (1 week) 5. Sinusoidal Steady State Analysis (2 weeks) 6. Power and Power Factor Correction (1 week) 7. Sequential Logic Design with PLDs (1 week) 8. Frequency Response of Active Networks (1 week) 9. Transformers (1 week) 10. Practical Final Exam (2 weeks) Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 0.50 credit or 50% Engineering Design: 0.25 credit or 25%

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Other (Lab Skills): 0.25 credit or 25%

Relationship of ECE 214 Course to ABET Outcomes:

OUTCOME: Course

Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4 3b Design and conduct experiments /Analyze and Interpret Data 2,3 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 2,3,4 3f Understand professional and ethical responsibility 3g Communicate effectively 5 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 1,3,4 4 Major design experience

Prepared by: A. Wang Date: April 26, 2002 (modified by A. Khaligh on Jan. 2008)

78

ECE 218 - Digital Systems Spring Semester 2008

Catalog Data: ECE 218: Digital Systems. Prerequisites: Sophomore standing, Credit 3. Number systems and conversions, binary codes, and Boolean algebra. Switching devices,

discrete and integrated digital circuits, analysis and design of combinational logic circuits. Karnaugh maps and minimization techniques. Counters and registers. Analysis and design of synchronous sequential circuits. Concurrent registration in ECE 211 and ECE 212 is strongly encouraged. (3-0-3)

Enrollment: Required course for CPE and EE majors.

Textbook: Digital Design, M.M.Mano and M.D.Ciletti, Pearson Prentice-Hall, 4th Ed., 2007.

Coordinator: S.R.Borkar, Senior Lecturer of ECE

Course objectives: After completing this course, the student should be able to do the following:

1. Perform arithmetic in bases 2, 8, and 16. 2. Demonstrate the ability to apply Boolean algebra to digital logic problems. 3. Implement Boolean functions using Karnaugh maps. 4. Simplify Boolean functions using Karnaugh maps. 5. Design logic circuits from verbal problem descriptions 6. Describe situations where medium-scale integration circuits are useful. 7. Analyze and design logic circuits containing flip-flops. 8. Design and analyze synchronous sequential circuits. 9. List various types of memories and programmable logic devices.

Prerequisites by topic: None. Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Number Bases, Conversion (1 week) 2. Signed Numbers, Complements, Codes (1 week) 3. Boolean Algebra (1 week) 4. Logic Gates (0.5 week) 5. Karnaugh Map Method (0.5 week) 6. Don't-Care Terms (0.5 week) 7. Two-Level Logic Implementations (0.5 week) 8. Don't-Care Terms (0.5 week) 9. Exclusive OR (0.5 week) 10. Design and Analysis Procedures (1 week) 11. MSI Circuits: Adders, Comparators, Decoders, Encoders, Multiplexers (2 weeks) 12. Flip-Flops, Triggering (1 week) 13. Clocked Sequential Circuits (1 week) 14. State Reduction (0.5 week) 15. Excitation Tables (0.5 week) 16. Design of Registers and Counters (1 week) 17. Random Access Memory (1 week) 18. Programmable Logic: ROMs, PLAs, PALs (1 week) 19. Tests (1 week) Computer usage: None Laboratory topics: None.

79

Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1.5 credits or 50% Engineering Design: 1.5 credits or 50%

Relationship of ECE 218 Course to ABET Outcomes:

OUTCOME: Course

Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,9

3b Design and conduct experiments /Analyze and Interpret Data

3c Design system, component, or process to meet needs 3,4,5,6,7,8,9 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 2,4,7,8

3f Understand professional and ethical responsibility 3g Communicate effectively

3h Broad education 3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 4 Major design experience

Prepared by: S. R. Borkar Date: Feb 20, 2008

80

ECE 242 - Digital Computers and Computing Fall Semester 2007

Catalog Data: ECE 242: Digital Computers and Computing Prerequisites: CS 116, ECE 218.

Basic concepts in computer architecture, organization, and programming, including: integer and floating point number representations, memory organization, computer processor operation (the fetch/execute cycle), and computer instruction sets. Programming in machine language and assembly language with an emphasis on practical problems. Brief survey of different computer architectures. (3-0-3)

Enrollment: Required course for EE majors. Textbook: T. Harman and D. Hein, The Motorola MC68000 Microprocessor Family, Prentice-Hall,

2nd Edition, 1996. Coordinator: E. Oruklu, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following:

1. List the essential parts of a typical digital computer processor unit. 2. Describe the format of a typical digital computer instruction (Machine code). 3. State the process of instruction execution. 4. Write programs in assembler language. 5. Use subroutines for repetitive tasks. 6. Utilize indirect addressing in various program applications (pointers, etc.) 7. Describe the importance of an operating system. 8. Write programs to convert numbers between bases to prepare for input and output. 9. Use input and output functions of a computer operating system.

Prerequisites by topic: 1. Boolean algebra, Combinational logic design 2. Basic programming Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Introduction, Number Systems (1 week) 2. Basic Computer Organization, MC68000 Microprocessor (1 week) 3. MC68000 Registers, Memory, Instructions (1 week) 4. Machine Code (0.5 week) 5. Addressing Modes (0.5 week) 6. Simulator, Machine-code Program (0.5 week) 7. Source-code Program, Assembler (0.5 week) 8. Program Counter (0.5 week) 9. Assembly-language Program, Assembler Directives, .LIS and .H68 Files (0.5 week) 10. Arithmetic and Logic Operations (1 week) 11. Jump and Branch Instructions (0.5 week) 12. Status Register (0.5 week) 13. Conditional Branch Instructions (0.5 week) 14. Compare and Test Instructions (0.5 week) 15. Indirect Addressing, Move and Add Variations (1 week) 16. Stack Pointer (1 week) 17. Subroutines (1 week)

81

18. Operating System and its Subroutines (1 week) 19. Shift and Rotate Instructions (0.5 week) 20. Conversions between Number Bases (0.5 week) 21. Vector Table, Traps, Interrupts (1 week) 22. Test (1 week) Computer usage: Students use an assembler and simulator for the MC68000 that runs on PCs. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 1 credit or 33% Engineering Design: 2 credits or 67%

Relationship of ECE 242 Course to ABET Outcomes:

OUTCOME: Course

Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,73b Design and conduct experiments /Analyze and Interpret Data 3c Design system, component, or process to meet needs 4,6,8 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems

3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 4,5,6,7,8,9 4 Major design experience

Prepared by: S.R.Borkar Date: Feb 20, 2008

82

ECE 307 - Electrodynamics Spring Semester 2008

Catalog Data: ECE 307: Electrodynamics. Credit 4.

Vector analysis applied to static and time-varying electric and magnetic fields. Coulomb's law, electric-field intensity, flux density and Gauss's law. Energy and potential. Biot-Savart and Ampere's Law. Maxwell's equations with applications including uniform- plane wave propagation. Transmission lines with sinusoidal and transient excitations. Graphical methods. Prerequisites: PHYS 221, MATH 251. (3-3-4)

Enrollment: Required course for EE majors; elective course for CPE majors.

Textbook: William H. Hayt and John A. Buck, Engineering Electromagnetics, McGraw-Hill, 7th Edition, 2006.

Coordinator: T. Wong, Professor of ECE Course objectives: After completing this course, the student should be able to do the following:

1. Solve problems involving the concept of field (scalar or vector), and of flux of a vector field from both the strictly mathematical viewpoint and the physical one.

2. Describe physical situations in terms of the appropriate differential operators used in electrodynamics. 3. Solve problems involving the microscopic phenomena that originate from the electromagnetic properties of

bulk materials. 4. Solve problems involving time variations of the flux of magnetic field. Discuss the conceptual equivalence

of the flux variation due to geometrical factors (generator configuration) and to a time-varying magnetic field (transformer configuration).

5. Apply Maxwell’s equations in both point and integral form; derive special cases from the general formulation.

6. Solve problems involving the concept of magnetic potentials, with particular emphasis on the vector magnetic potential, and the mechanism of propagation of electromagnetic waves in different dielectric media.

7. Obtain solutions to transmission line equations under sinusoidal and transient excitations; perform impedance transformation on transmission lines employing the Smith chart.

Prerequisites by topic:

1. Physics (Electromagnetic Fields) 2. Vector Analysis

Lecture schedule: Two 75-minute sessions per week. Recitation schedule: One 75-minute session per week. Topics:

1. Vector Analysis (1 weeks) 2. Coulomb’s Law and Electric Fields (1 week) 3. Electric Flux and Gauss’ Law (1 weeks) 4. Energy and Potential (1 weeks) 5. Conductors, Dielectrics, Capacitance (1.5 weeks) 6. Mapping (0.25 week) 7. Poisson’s and Laplace Equations (1 weeks) 8. Steady Magnetic Fields (1.25 weeks) 9. Magnetic Forces and Inductance (1.5 weeks) 10. Time-Varying Fields and Maxwell’s Equations (1 week) 11. Uniform Plane Waves (1 weeks) 12. Transmission Line Equations and Solutions (1.5 weeks) 13. Wave Reflection and Standing waves (0.5 week)

83

14. Graphical Methods (1 week) Computer usage: None. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description: Engineering Science: 4 credits or 100% Engineering Design: 0 credits or 0%

Relationship of ECE 307 Course to ABET Outcomes:

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,5 3b Design and conduct experiments 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 1,3,4,6 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 4 Major design experience

Prepared by: T. Wong Date: May 14, 2008

84

ECE 308 - Signals and Systems Fall Semester 2007

Catalog Data: ECE 308: Signals and Systems. Credit 3. Time and frequency domain representation of continuous and discrete time signals.

Introduction to sampling and sampling theorem. Time and frequency domain analysis of continuous and discrete linear systems. Fourier series, convolution, transfer functions. Fourier transforms, Laplace transforms, and Z-transforms. Prerequisite: ECE 213. Corequisite: MATH 333. (3-0-3)

Enrollment: Required course for EE majors; elective course for CPE majors. Textbook: E.W. Kamen and B.S. Heck, Signals and Systems, Prentice Hall, 3rd Edition, 2007. Coordinator: D.R. Ucci, Associate Professor of ECE Course objectives: After completion of this course, the student should be able to do the following: 1. Define a signal and system in broad terms. 2. Determine the response of a linear system to a given signal using time, frequency, and transform domain

techniques. 3. Use spectral methods in problem solving. 4. Be prepared to take graduate courses in the systems area. 5. Be able to apply the new concepts learned in subsequent courses for which this course is a pre-requisite. Prerequisites by topic: 1. Basic principles of physics 2. Fundamentals of calculus 3. Linear ordinary differential equations 4. Fundamentals of electrical components and circuits 5. Introduction to Laplace transforms 6. Complex variable analysis 7. Linear algebra principles Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Continuous and Discrete Time Signal Fundamentals (1.5 weeks) 2. Continuous and Discrete Time System Fundamentals (1.5 weeks) 3. Differential and Difference Equation Representation of Systems (1 week) 4. Discrete and Continuous Convolution (1.5 weeks) 5. Fourier Theory and its Application to Signals and Systems (2 weeks) 6. Frequency Response of Continuous Systems (1.5 weeks) 7. Laplace Transform and its application to Signals and Systems (2 weeks) 8. Stability of Continuous and Discrete Systems (1 week) 9. The Z-Transform and its Application to Signals and Systems (1 week) 10. Exams (1.5 weeks) Computer usage: Students use MATLAB, MathCAD, MAPLE, or other program to check solutions to homework and other problems. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description:

85

Engineering Science: 2.4 credits or 80% Engineering Design 0.6 credits or 20% Relationship of ECE 308 Course to ABET Outcomes:

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3 3b Design and conduct experiments

3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 3 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 3 4 Major design experience

Prepared by: D. R. Ucci Date: March 18, 2007

86

ECE 311 - Engineering Electronics Fall Semester 2007

Catalog Data: ECE 311: Engineering Electronics. Credit 4.

Physics of semiconductor devices. Diode operation and circuit applications. Regulated power supplies. Bipolar and field-effect transistor operating principles. Biasing techniques and stabilization. Linear equivalent circuit analysis of bipolar and field-effect transistor amplifiers. Laboratory experiments reinforce concepts. Prerequisites: ECE 213, ECE 214. (3-3-4) (C)

Enrollment: Required course for CPE and EE majors. Textbook: A. Sedra and K. Smith, Microelectronic Circuits, Oxford University Press, 4th Edition,

1998. ECE 311 Laboratory Manual

Coordinator: T. Wong, Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Apply diode device models to the analysis of diode circuits, including Zener regulating circuits. 2. Model OP Amp operation as a black box electronic element and to apply the model to the analysis of

typical op amp functional circuit blocks. 3. Apply BJT device models (DC and small signal AC) to analyze the performance of BJT amplifying

circuits. 4. Apply MOSFET device models (DC and small signal AC) to analyze the performance of MOSFET

amplifying circuits. 5. Conduct laboratory experiments to confirm the analysis done in the class.

Prerequisites by topic: 1. Calculus including Differential Equations. 2. Circuit Analysis (AC, DC, transients, pole-zero and frequency response). 3. Familiarity with laboratory components, equipment, and software tools.

Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: One 150-minute session per week.

Topics: 1. Ideal Diodes With Applications (1 week) 2. Small Signal Analysis (1 week) 3. Zener Diodes and Power Supplies (1.5 weeks) 4. Discussion of Power Supply Design Lab (0.5 week) 5. Introduction to Electronic Amplifiers (1 week) 6. BJT Operation (1 week) 7. DC Q-Point Analysis & Design (1 week) 8. Q-Point Stability, AC Analysis (1 week) 9. Circuits With Capacitors (1 week) 10. BJT Small Signal Models & Small Signal Equivalent Circuits (1 week) 11. BJT Design Considerations (1 week) 12. JFET Theory and Q-Point Analysis (1 week) 13. MOS Theory, Models & Small Signal Analysis (2 weeks) 14. FET Design Considerations (1 week) Computer usage: Students can use PSpice to check homework results and are required to use it in the laboratory.

87

Laboratory topics:

1. Operational amplifiers (2 weeks) 2. Diodes with applications (1 week) 3. Power supplies (1 week) 4. BJTs (2 weeks) 5. MOSFETs (1 week) 6. JFETs (1 week) 7. PSpice (2 weeks)

Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 3 credits or 75% Engineering Design : 1 credit or 25%

Relationship of ECE 311 Course to ABET Outcomes:

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4 3b Design and conduct experiments/ Analyze and Interpret Data 5

3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 1,2,3,4

3f Understand professional and ethical responsibility

3g Communicate effectively 6 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 1,2 4 Major design experience

Prepared by: T. Wong Date: May 14, 2008

88

ECE 312 -Electronic Circuits Spring Semester 2008

Catalog Data: ECE 312: Electronic Circuits. Credit 4.

Analysis and design of amplifier circuits. Frequency response of transistor amplifiers. Feedback amplifiers. Operational amplifiers: internal structure, characteristics, and applications. Stability and compensation. Laboratory experiments reinforce concepts. Prerequisite: ECE 311. (3-3-4) (C).

Enrollment: Required course for EE majors; elective course for CPE majors. Textbook: A. Sedra and K. Smith, Microelectronic Circuits, Oxford University Press, 5

th Edition, 204 .

ECE 312 Laboratory Manual Coordinator: T. Wong, Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Determine the frequency response (low, mid, high) of a discrete FET/BJT single/multi-stage amplifier circuit

using analysis techniques as well as using laboratory equipment. 2. Describe the frequency response of an amplifier circuit mathematically (transfer function) and graphically

(Bode plots). 3. Design an amplifier circuit with required frequency response. 4. Determine the gain, input and output resistances, and bandwidth of a feedback amplifier circuit. 5. Identify, analyze, and design the internal stages of integrated circuits including differential amplifiers with

active loads and de level shifters. 6. Determine the stability (stable, unstable, oscillating) of an amplifier using Bode magnitude and phase plots. 7. Determine the output frequency of LC-tuned and RC oscillators 8. Estimate the power output and efficiency of class-A and class-B power amplifiers Prerequisites by topic: 1. DC and AC circuit analysis 2. Transistor biasing 3. Small-signal analysis of single-stage transistor amplifiers Lecture schedule: Two 75-minute sessions per week Laboratory schedule: One I 50-minute session per week Topics: 1. Review on semiconductor devices (1 week) 2. Bias arrangement for integrated circuits (0.5 week) 3. High-frequency response of MOSFET and BJT amplifiers in rcs (2 week) 4. Cascode amplifiers (1week) 5. Current mirrors(l week) 6. Differential amplifiers ( 1.5 weeks) 7. Multistage amplifiers (0.5 week) 8. Feedback amplifiers and topology (1 week) 9. Stability and Nyquist plots (1 week) 10. Location of poles and stability study by Bode plots (1.5 weeks) 11. Oscillation criterion and RC oscillator circuits (I week) 12. LC-tuned, crystal-stabilized, and non-sinusoidal oscillators (1 week) 13. Power amplifiers and large signal considerations (0.5 week) 14. Class-A and class-B amplifiers (1 week) Computer usage: Students use PSpice to simulate circuits and check design results for laboratory experiments. Laboratory topics:

89

1. Amplifier design using PSpice (1 week) 2. Amplifier frequency response (2 weeks) 3. Differential amplifiers (2 weeks) 4. Negative feedback amplifiers (2 weeks) 5. Oscillators (1 week) 7. Power amplifiers (I week) 8. Filter circuits (l week) Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 3 credits or 75% Engineering Design: 1 credit or 25%

Relationship of ECE 312 Course to ABET Outcomes:

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,4,5,6

3b Design and conduct experiments /Analyze and Interpret Data

3c Design system, component, or process to meet needs 3,5 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 4,5,6

3f Understand professional and ethical responsibility

3g Communicate effectively 9

3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 1,2,6 4 Major design experience

Prepared by: T.Wong Date: February 26, 2008

90

ECE 319 - Fundamentals of Power Engineering Spring Semester 2008

Catalog Data: ECE 319: Fundamentals of Power Engineering. Credit 4.

Principles of electromechanical energy conversion. Fundamentals of the operation of transformers, synchronous machines, induction machines, and fractional horsepower machines. Introduction to power network models, per-unit calculations, and power flow analysis. Symmetrical three-phase faults. Lossless economic dispatch. Laboratory considers operation, analysis and performance of major three-phase electrical equipment. The laboratory experiments also involve use of PC-based interactive graphical software for load flow, fault analysis, and economic dispatch. Prerequisites: ECE 213, ECE 214, PHYS 221. (3-3-4) (C)

Enrollment: Required course for EE majors; elective course for CPE majors. Textbook: S. J. Chapman, Electric Machinery and Power System Fundamentals, McGraw-Hill, 2002.

ECE 319 Laboratory Manual Coordinator: A. Flueck, Associate Professor of ECE Course objectives: After completing this course, the student should be able to do the following:

1. Analyze balanced three phase circuits in the steady state 2. Use the per unit system in power circuit analysis 3. Explain the basic electromagnetic and electromechanical principles underlying the operation of

transformers and rotating electric machines. 4. Develop the equivalent circuits for transformers (single phase and three phase) and AC machines

(synchronous and induction). Use these equivalent circuits to analyze transformer and machine performance.

5. Perform tests to determine the equivalent circuit parameters for transformers and rotating machines. 6. Explain the electrical characteristics of transmission lines, develop equivalent circuit models of

transmission lines, and use the models for analyzing line performance. 7. Represent power systems by one-line diagrams and by per-phase equivalent circuit models for steady state

power flow analysis. Solve the resulting power flow equations iteratively with a computer. 8. Calculate balanced three phase faults on power systems.

Prerequisites by topic: 1. Basic Electrical Circuit Analysis 2. AC steady-state power, RMS values 3. Familiarity with elementary electrical lab apparatus such as ammeters and voltmeters

Lecture schedule: Two 75-minute sessions per week Laboratory schedule: One 160-minute session per week Topics: 1. Introduction to Energy, Blackouts and the Grid (1 week) 2. Electromagnetic and Circuit Fundamentals (1 week) 3. Three Phase Circuits (1 week) 4. Transformers (2 weeks) 5. AC Machinery Fundamentals (1 week) 6. Synchronous Generators (1 week) 7. Synchronous Motors (1 week) 8. Induction Motors (1.5 weeks) 9. Transmission Lines (1.5 weeks) 10. Power System Representation & Equations (1 week) 11. Introduction to Power Flow Studies (1 week) 12. Symmetrical Faults (1 week) 13. Tests and Final Exam (1 week)

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Computer usage: Students use MATLAB and PowerWorld software in several lab assignments. Laboratory topics: 1. Photovoltaic Arrays and Fuel Cells (1 week) 2. Power Circuit Analysis with Matlab (1 week) 3. Workbench Orientation (1 week) 4. Voltage Control in Radial Circuits with PowerWorld (1 week) 5. Three-phase Transformers (1 week) 6. Synchronous Generators (1 week) 7. Synchronous Motors (1 week) 8. Induction Motors (1 week) 9. Three-phase Transmission Lines (1 week) 10. Power Flow Models using Power World (1 week) 11. Multi-area Operation of Power Systems (1 week) Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 3 credits or 75% Engineering Design: 1 credit or 25%

Relationship of ECE 319 Course to ABET Outcomes:

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8 3b Design and conduct experiments /Analyze and Interpret Data 1,2,3,4,5,6,7,8

3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,8

3f Understand professional and ethical responsibility

3g Communicate effectively 1,2,3,4,5,6,7,8

3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 1,2,3,4,5,6,7,8 4 Major design experience

Prepared by: A. J. Flueck Date: March 13, 2008

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ECE 401- Communication Electronics Fall Semester 2007

Catalog Data: ECE 401: Communication Electronics. Credit 3. Radio frequency AM, FM, and PM transmitter and receiver principles. Design of mixers, oscillators, impedance matching networks, filters, phase-locked loops, tuned amplifiers, power amplifiers, and crystal circuits. Nonlinear effects, intermodulation distortion, and noise. Transmitter and receiver design specifications. Prerequisites: ECE 309, ECE 312. Corequisite: ECE 403. (3-3-4) (P)

Enrollment: Elective course for CPE and EE majors. Textbook: H. Krauss, C. Bostain, and F. Raab, Solid State Radio Engineering, John Wiley & Sons,

1980. Coordinator: Y. Xu, Assistant Professor of ECE Course objectives: After completing this course, students should be able to do the following:

1. Identify the functional blocks for a radio system and specify their performance requirements. 2. Apply circuit analysis principles to the design of R.F. resonant circuits for 3. impedance transformation. 4. Perform stability analysis on high-frequency amplifiers and arrive at circuit 5. designs that will meet practical requirements. 6. Specify the circuit configurations for different types of oscillators and apply the 7. Working equations to determine their output characteristics. 8. Make selection on mixers to accomplish frequency translation, phase detection and other operations on the

signal spectrum. Determine the performance of a mixer in a circuit from the mixer specifications. 9. Specify and design the key functional elements in AM and FM receivers. Interpret the

specifications of a receiver. 10. Differentiate among the various classes of high-frequency power amplifiers. Make quantitative assessment

of their performance in a transmitter to fulfill the requirements of a communication link. 11. Arrive at effective circuits for carrier modulation, and make proper estimation on the resulting spectrum. 12. Analyze a phase-locked loop by means of linear model and predict the circuit performance. Use the phase-

locked loop to accomplish signal conditioning objectives in a communication system.

Prerequisites by topic: 1. Traveling waves 2. Electronic Circuits 3. Communications and Modulation Theory 4. Signal Spectral Analysis

Lecture schedule: One 150-minute session per week. Laboratory schedule: None. Topics:

1. Radio Systems, Modulation, Multiplexing (1 week) 2. Small-Signal Amplifiers (1 week) 3. Amplifier Stability (1.6 weeks) 4. Amplifier Gain (1.6 weeks) 5. Series-Parallel Impedance Transformation (2 weeks) 6. Tapped Coils and Transformers (1 week) 7. Oscillators (1.6 weeks) 8. Mixers: Unbalanced, Single Balanced, Double Balanced (1.3 weeks) 9. Detectors: Envelope and Product (0.6 week) 10. AM Receiver Design (1.3 weeks) 11. Phase-Locked Loops (1.3 weeks) 12. FM Receiver Design (0.6 week) 13. Tests (0.6 week)

Computer usage:

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Students use PSpice to design the subsystems in their laboratory projects. Professional components as estimated by faculty member who prepared this course description: ECE 401 Engineering Science: 2 credits or 67% Engineering Design: 1 credit or 33%

Relationship of ECE 401 Course to ABET Outcomes: Course Objective (s) OUTCOME: ECE 401

3a Apply knowledge of math, engineering, science 1,2,3,4,7,8,93b Design and conduct experiments / Analyze and Interpret Data3c Design system, component, or process to meet needs 2,3,5,6,8,93d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 2,3,4,7,8,93f Understand professional and ethical responsibility3g Communicate effectively3h Broad education3i Recognize need for life-long learning3j Knowledge of contemporary issues3k Use techniques, skills, and tools in engineering practice4 Major design experience

Prepared by: Y. Xu Date: May 16, 2008

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ECE 403 - Communication Systems Fall Semester 2007

Catalog Data: ECE 403: Communication Systems. Credit 3. Power spectral density. Analysis and design of amplitude and frequency modulation

systems. Signal-to-noise ratio analysis. Frequency division multiplexing: spectral design considerations. The sampling theorem. Analog and digital pulse modulation systems. Time division multiplexing. Design for spectral efficiency and crosstalk control. Introduction to information theory. Prerequisite: ECE 308. (3-0-3) (P)

Enrollment: Elective course for CPE and EE majors. Textbook: F. G. Stremler, Introduction to Communication Systems, Addison-Wesley, 3rd Edition,

1990 References: H. Taub and D.L. Schilling, Principles of Communication Systems, McGraw-Hill Book

Co., 2nd Edition, 1986. A. B. Carlson, Communication Systems, McGraw-Hill Book Co., 3rd Edition, 1986. M. S. Roden, Analog and Digital Communication Systems, Prentice-Hall, 4th Edition,

1996. Coordinator: J. L. LoCicero, Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Determine the frequency spectrum and bandwidth of AM and FM signals. 2. Perform noise analysis of AM and FM receivers with power spectral densities. 3. Analyze frequency and time division multiplexing systems. 4. Apply the sampling theorem in pulse amplitude modulated systems. 5. Compute channel bit rate and bandwidth needed for pulse code modulated systems. Prerequisites by topic: 1. Integral and differential calculus 2. Differential equations and system transfer functions 3. Signal and system theory 4. Spectral analysis Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Review of linear system theory, Fourier analysis (2 weeks) 2. Random noise, power spectral density, and autocorrelation function (1.5 weeks) 3. Amplitude modulation (without and with additive noise), time division multiplexing (2.5 weeks) 4. Angle modulation (frequency and phase modulation) - without and with additive noise, pre- and de-emphasis,

threshold effect (2.5 weeks) 5. Pulse modulation, sampling theorem, time division multiplexing, pulse shaping (2 weeks) 6. Introduction to digital communications, pulse code modulation, the matched filter (2 weeks) 7. Introduction to information theory, channel capacity (1 week) 8. Exams (1.5 weeks) Computer usage:

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Students complete one required and one extra credit computer simulation assignment using a language of their choice. Students are encouraged to use Matlab, and are given sample programs and results. A written mini-report is required for each assignment. 1. The required computer simulation assignment allows the student to compare the spectrum of “experimental”

and theoretical AM and FM signals. 2. The extra credit computer simulation assignment deals with the spectral effects of sampling, including sample

and hold, as well as sample, hold, and dump. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1.5 credits or 50% Engineering Design: 1.5 credits or 50% Relationship of ECE 403 Course to ABET Outcomes:

OUTCOME: Course Objective(s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5 3b Design and conduct experiments/Analyze and Interpret Data 3c Design system, component, or process to meet needs 5 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,3,5 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 4 Major design experience

Prepared by: J. L. LoCicero Date: March 18, 2008

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ECE 404(406) - Digital and Data Communications (with Laboratory) Spring Semester 2008 (Spring Semester 2008)

Catalog Data: ECE 404: Digital and Data Communications. Credit 3.

Channel capacity, entropy; digital source encoding considering bit rate reduction, quantization, waveshaping, and intersymbol interference. Analysis and design of digital modulators and detectors. Matched filters. Probability of error analysis. Credit will be given for either ECE 404 or ECE 406, but not for both. Prerequisites: ECE 308 and ECE 475 or Math 474 or Math 475. (3-0-3) (P)

ECE 406: Digital and Data Communications with Laboratory. Credit 4. Channel capacity, entropy; digital source encoding considering bit rate reduction, quantization, waveshaping, and intersymbol interference. Analysis and design of digital modulators and detectors. Matched filters. Probability of error analysis. Laboratory covers modulation, detection, sampling, analog-to-digital conversion, error detection and open-ended project. Credit will be given for either ECE 404 or ECE 406, but not for both. Prerequisites: ECE 308 and ECE 475 or Math 474 or Math 475. (3-3-4) (P)(C)

Enrollment: Elective course for CPE and EE majors.

Textbook: L. W. Couch, II, Digital and Analog Communication Systems, Prentice-Hall, 7th Edition, 2007.

References: M. Schwartz, Information Transmission, Modulation and Noise, McGraw-Hill, 4th Edition, 1980.

M. S. Roden, Digital and Data Communication Systems, Prentice-Hall, 2nd Edition, 1982. A. B. Carlson, Crilly, and Rutledge, Communication Systems, McGraw-Hill, 4th Edition, 2002.

Coordinator: J. L. LoCicero, Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Compute the entropy and capacity of a digital message. 2. Perform signal-to-quantization noise ratio analysis for a linear PCM system. 3. Determine the minimum sampling rate, bit-rate, and bandwidth needed for a digital communication system. 4. Analyze and design baseband and modulated M-ary communication systems that afford zero ISI. 5. Compute the probability of error for binary communication systems with additive noise. Additional Course Objectives for ECE 406: 6. Design and test simple AM and FM demodulation circuits. 7. Measure signal and filter characteristics in the laboratory. 8. Write a technical project proposal and detailed report. 9. Make an oral project presentation highlighting design and performance.

Prerequisites by topic: 1. Basic probability theory 2. System transfer functions 3. Spectral analysis 4. Analog communication systems

Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: ECE 404: None. ECE 406: One 150-minute session per week. Topics: 1. Digital Communications, Information, Entropy, Capacity, Huffman Source Coding (1 week) 2. Review of Fourier Analysis, Linear Systems (1 week) 3. Review of Probability Theory, pdf, cdf, Statistical Averages (1 week)

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4. Digital Communication Systems, Sampling Review, Bandpass Sampling, TDM, PCM, Quantization Noise, DPCM, Companding, DM, ADM, ADPCM, LPC, CELP, Waveshaping, Binary Codes, Parity Channel Coding (5 weeks)

5. Digital Modulation and Detection, DPSK, Multisymbol, QAM, Modems, MSK (2 weeks) 6. Performance of Digital Systems, Bit Error Rate, Random Noise Processes, Matched Filters, Binary Detection (3

weeks) 7. Statistical Communications, Signal Constellations (1 week) 8. Exams (1 week)

Computer usage: Three computer simulation assignments using the language of their choice: a) Sampling and reconstruction, b) Pulse code modulation, c) Differential encoding. Use of MATLAB is encouraged. Assignments (a) and (b) are required; assignment (c) is for extra credit. Theory is compared to simulated “experimental” results and a written mini-report is required for each assignment.

Laboratory topics (ECE 406): 1. The balanced modulator and amplitude modulation (2 weeks) 2. Demodulator and detection (2 weeks) 3. Sample and hold (2 weeks) 4. Pulse code modulation (1.5 weeks) 5. Initial project proposal (0.5 week) 6. Eye patterns and intersymbol interference (1 week) 7. Project (5 weeks) 8. Project presentation, demonstration, and report (1 week)

Professional components as estimated by faculty member who prepared this course description: ECE 404 Engineering Science: 1 credit or 33% Engineering Design: 2 credits or 67%

ECE 406 Engineering Science: 1 credit or 25% Engineering Design: 3 credits or 75% Relationship of ECE 404/406 Course to ABET Outcomes: Course Objective (s)

OUTCOME: ECE 404 ECE 4063a Apply knowledge of math, engineering, science 1,2,3,4,5 1,2,3,4,5,93b Design and conduct experiments3c Design system, component, or process to meet needs 3,4 3,4,6,93d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 1,2,3,4,5 1,2,3,4,5,63f Understand professional and ethical responsibility3g Communicate effectively 8,10,113h Broad education3i Recognize need for life-long learning3j Knowledge of contemporary issues3k Use techniques, skills, and tools in engineering practice 7,94 Major design experience 9

Prepared by: J. L. LoCicero Date: March 18, 2008

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ECE 407 – Introduction to Computer Networks Spring Semester 2008

2007 Catalog Data: ECE 407: Introduction to Computer Networks with Laboratory

Emphasis on the physical, data link, and medium access layers of the OSI architecture. Different general techniques for networking tasks, such as error control, flow control, multiplexing, switching, routing, signaling, congestion control, traffic control, scheduling will be covered along with their experimentation and implementation in a laboratory. (3-3-4) (P)(C)

Enrollment: Elective course for CPE and EE majors. Textbook: A.S. Tanenbaum, Computer Networks, Prentice Hall, 4th Edition, 2003. Coordinator: T. Anjali, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Gain an understanding of the overriding principles of computer networking, including protocol design, protocol

layering, algorithm design, and performance evaluation. 2. List the techniques and protocols for communicating between digital computers that were in use historically, are

in use currently, or will be in use in the future. 3. Specify the details associated with computer networks in LAN, MAN, and WAN environments, and the many

tasks performed by Routers/Gateways and Bridges in these networks. 4. Explain protocol stack implementation and verification, traffic considerations, congestion control techniques,

etc. 5. Describe the functionality and significance of Circuit and Packet Switching, the Internet, ATM, VoIP, and other

current topics. 6. Understand the specific implemented protocols covering the application layer, transport layer, network layer,

and link layer of the Internet (TCP/IP) stack. 7. Prepare an informative and organized design project report. 8. Gain pre-requisite knowledge to study advanced topics in computer networking. 9. Perform experiments in the laboratory to verify the operation of protocols. Prerequisites by topic: 1. Probability and statistics 2. Senior standing Lecture schedule: One 150-minute session per week. Laboratory schedule: One 150-minute session per week. Topics: 1. The OSI and TCP/IP Reference Model (1 week) 2. Physical layer media, data transmission (1 week) 3. Analog and digital transmission, Multiplexing and switching (1 week) 4. Data link Layer, Framing (1 week) 5. Error Detection and Correction (1 week) 6. Flow control techniques, ARQ protocols (1 week) 7. Medium Access Control protocols (1 week) 8. TDM/FDM techniques (1 week) 9. Network layer introduction (1 week) 10. IP protocol, switching, routing (1 week) 11. Transport layer protocols, TCP, UDP (1 week) 12. Application layer (1 week) 13. Network Security (1 week) 14. Cryptography, Firewalls (1 week)

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15. Exams (1 week) Computer usage: Students use the UNIX operating system to configure networks and protocols Students prepare reports using word-processing software. Laboratory topics: Introduction to the laboratory (1 week) Single segment networks (1 week) IP networks with bridges (2 weeks) Static routing in IP networks (3 weeks) Dynamic routing in IP networks (3 weeks) Transport layer protocols (2 week) Final exam and project (1 week) Professional components as estimated by faculty member who prepared this course description: Engineering Science: 3 credits or 75% Engineering Design: 0 credits or 0% Other (Lab skills): 1 credits or 25% Relationship of ECE 407 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,93b Design and conduct experiments /Analyze and Interpret Data 9 3c Design system, component, or process to meet needs 7 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 3f Understand professional and ethical responsibility 7 3g Communicate effectively 7 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 4 Major design experience 7

Prepared by: T. Anjali Date: May 14, 2008

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ECE 408 – Introduction to Computer Networks Spring Semester 2008

2007 Catalog Data: ECE 408: Introduction to Computer Networks

Emphasis on the physical, data link, and medium access layers of the OSI architecture. Different general techniques for networking tasks, such as error control, flow control, multiplexing, switching, routing, signaling, congestion control, traffic control, scheduling will be covered. (3-0-3) (P)

Enrollment: Elective course for CPE and EE majors. Textbook: A.S. Tanenbaum, Computer Networks, Prentice Hall, 4th Edition, 2003. Coordinator: T. Anjali, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 10. Gain an understanding of the overriding principles of computer networking, including protocol design, protocol

layering, algorithm design, and performance evaluation. 11. List the techniques and protocols for communicating between digital computers that were in use historically, are

in use currently, or will be in use in the future. 12. Specify the details associated with computer networks in LAN, MAN, and WAN environments, and the many

tasks performed by Routers/Gateways and Bridges in these networks. 13. Explain protocol stack implementation and verification, traffic considerations, congestion control techniques,

etc. 14. Describe the functionality and significance of Circuit and Packet Switching, the Internet, ATM, VoIP, and other

current topics. 15. Understand the specific implemented protocols covering the application layer, transport layer, network layer,

and link layer of the Internet (TCP/IP) stack. 16. Gain pre-requisite knowledge to study advanced topics in computer networking. Prerequisites by topic: 3. Probability and statistics 4. Senior standing Lecture schedule: One 150-minute session per week. Topics: 16. The OSI and TCP/IP Reference Model (1 week) 17. Physical layer media, data transmission (1 week) 18. Analog and digital transmission, Multiplexing and switching (1 week) 19. Data link Layer, Framing (1 week) 20. Error Detection and Correction (1 week) 21. Flow control techniques, ARQ protocols (1 week) 22. Medium Access Control protocols (1 week) 23. TDM/FDM techniques (1 week) 24. Network layer introduction (1 week) 25. IP protocol, switching, routing (1 week) 26. Transport layer protocols, TCP, UDP (1 week) 27. Application layer (1 week) 28. Network Security (1 week) 29. Cryptography, Firewalls (1 week) 30. Exams (1 week) Computer usage: Students prepare homework solutions and reports using word-processing

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software. Professional components as estimated by faculty member who prepared this course description: Engineering Science: 3 credits or 100% Engineering Design: 0 credits or 0% Relationship of ECE 408 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,73b Design and conduct experiments /Analyze and Interpret Data 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 4 Major design experience

Prepared by: T. Anjali Date: May 14, 2008

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ECE 411 - Power Electronics Spring Semester 2008

Catalog Data: ECE 411: Power Electronics. Credit 4.

Power electronic circuits and switching devices such as power transistors, MOSFETs, SCRs, GTOs, IGBTs, and UJTs are studied. Their applications in AC/DC, DC/DC, DC/AC, and AC/AC converters as well as switching power supplies are explained. Simulation mini-projects and lab experiments emphasize power electronic circuit analysis, design, and control. Prerequisite: ECE 311 (3-3-4) (P) (C)

Enrollment: Elective course for CPE and EE majors.

Textbook: D. Hart, Introduction to Power Electronics, Prentice Hall, 1st Edition, 1997.

Coordinator: A. Emadi, Professor of ECE

Course objectives: After completing this course, the student should be able to do the following:

1. Given a power semiconductor device such as a power diodes, Thyristors, power transistors, power MOSFETs, Diac, Triac, GTOs, IGBTs, and UJTs, draw the v-i characteristics and analyze the switching behavior.

2. Given a power electronic circuit including power diodes and Thyristors, determine time intervals when the semiconductor devices are ON and OFF, draw the equivalent circuits for ON and OFF time intervals, analyze the circuit, and find RMS, average, harmonics, THD, and CF of the current and voltage signals.

3. Given a half-wave/full-wave controlled/uncontrolled single-phase AC/DC rectifier, find the voltage and current waveforms and analyze the equivalent circuits.

4. Given a half-wave/full-wave controlled/uncontrolled three-phase AC/DC rectifier, find the voltage and current waveforms and analyze the equivalent circuits.

5. Derive and apply the relevant equations of DC/DC converters: Buck, Boost, and Buck-Boost converters in continuous-conduction and discontinuous-conduction modes of operation.

6. Derive and apply the relevant equations of DC Switching Power Supplies: Flyback and Forward converters in continuous-conduction and discontinuous-conduction modes of operation.

7. Given a PWM/square-wave, single-phase/three-phase DC/AC inverter, find the voltage and current waveforms and analyze the equivalent circuits.

8. Derive and apply the relevant equations of single-phase and three-phase AC voltage controllers including power diodes and Thyristors.

Prerequisites by topic: 1. AC and DC circuit analysis. 2. Theory of operation and biasing of BJTs and FETs.

Lecture schedule: One 150-minute session per week. Laboratory schedule: One 150-minute session per week.

Topics: 1. Introduction to power electronics (1 week) 2. Power semiconductor devices, power diodes, Thyristors, commutation techniques, power transistors, power

MOSFETs, Diac, Triac, GTOs, IGBTs, UJTs (1 week) 3. Power computations and definitions, modeling and simulations with PSpice (1 week) 4. Half-wave rectifiers (1 week) 5. Single-phase, full-wave rectifiers (1 week) 6. Three-phase rectifiers (1 week) 7. DC/DC converters (0.5 week) 8. DC/DC Boost and Buck-Boost converters (1 week) 9. Discontinuous mode of operation (1 week) 10. DC power supplies (1 week) 11. DC/AC inverters (1 week)

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12. PWM techniques (0.5 week) 13. Three-phase inverters (1 week) 14. AC voltage controllers (1 week) 15. Applications in industrial electronics, switching power supplies, UPS systems, low-voltage high-current

applications, conclusion (1 week) 16. Exams (1 week)

Computer usage: PSIM, Simplorer, Pspice, and Matlab/Simulink are used for a modeling and simulation design project in the laboratory.

Laboratory topics: 1. Laboratory Introduction (1 week) 2. Power Diode and Thyristor (1week) 3. Diac and Triac (1 week) 4. Power Transistor, Power MOSFET, and IGBT (1 week) 5. UJT, Pulse Transformer, and Firing Circuits (1 week) 6. Single-Phase AC/DC Rectifiers (1 week) 7. Single-Phase Full-Wave AC/DC Rectifiers (1 week) 8. Three-Phase AC/DC Rectifiers (1 week) 9. Single-Phase AC Voltage Controllers (1 week) 10. Three-Phase AC Voltage Controllers (1 week) 11. DC/DC Converters and PWM Techniques (1 week) 12. Four-Quadrant DC/DC Converters (Inverters) (1 week) 13. Buck, Boost, and Buck-Boost Converters (1 week) 14. Voltage-Mode and Current-Mode Control Techniques (1 week) 15. Flyback and Forward Converters (1 week)

Professional components as estimated by faculty member who prepared this course description: Engineering Science: 2 credits or 50% Engineering Design: 2 credits or 50% Relationship of ECE 411 Course to ABET Outcomes:

OUTCOME: Course Objective (s)3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,93b Design and conduct experiments /Analyze and Interpret Data3c Design system, component, or process to meet needs 93d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,8,93f Understand professional and ethical responsibility3g Communicate effectively 103h Broad education3i Recognize need for life-long learning3j Knowledge of contemporary issues3k Use techniques, skills, and tools in engineering practice 94 Major design experience 9

Prepared by: A. Emadi Date: May 17, 2008

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ECE 412 – Electric Motor Devices Spring Semester 2008

Catalog Data: ECE 412: Electric Motor Devices. Credit 4.

Fundamentals of electric motor drives are studied. Applications of semiconductor switching circuits to adjustable speed drives, robotic and traction are explored. Selection of motors and drives, calculating the ratings, speed control, position control, starting and braking are also covered. Simulation mini-projects and lab experiments are based on the lectures given. Prerequisites: ECE 308, ECE 311, ECE 319. (3-3-4) (P)(C)

Enrollment: Elective course for CPE and EE majors.

Textbooks: M. A. El-Sharkawi, Fundamentals of Electric Drives, PWS Publishing Company, 1st Edition, 2000.

R. Krishnan, Electric Motor Drives: Modeling, Analysis, and Control, Prentice Hall, 1st Edition, 2001.

Coordinator: A. Emadi, Professor of ECE

Course objectives: After completing this course, the student should be able to do the following:

1. Given an electromechanical system including an electric machine and a mechanical load with different torque-speed characteristics, determine torque, acceleration, speed, position, and power.

2. Given an energy conversion system, using fundamentals of electromagnetism, draw and analyze the equivalent electric circuit.

3. Derive and apply the relevant equations of electric DC machines: motors and generators, separately-excited, shunt, series, and compound machines as well as universal motors.

4. Derive and apply the relevant equations of three-phase induction machines: motors and generators. Analyze the fundamental operation and starting of single-phase induction motors.

5. Derive and apply the relevant equations of multi-phase permanent-magnet synchronous motors and three-phase synchronous generators.

6. Given an electric power source, a DC motor, and a mechanical load, design power electronic drivers using phase-controlled AC/DC rectifiers as well as DC/DC converters and analyze all operating modes.

7. Given an electric power source, a three-phase induction motor, and a mechanical load, design power electronic drivers using phase-controlled AC/AC converters as well as DC/AC inverters and analyze all operating modes.

8. Derive and apply the fundamental equations of special motor drives: switched reluctance, stepper, brush-less DC, and electronic motor drives.

Prerequisites by topic: 1. Fundamentals of electromechanical energy conversion 2. Operation and biasing of semiconductor devices

Lecture schedule: One 150-minute session per week. Laboratory schedule: One 150-minute session per week.

Topics: 1. Introduction to electric motor drives and review (0.5 week) 2. Fundamentals of electromagnetism, electro-mechanical power transfer systems, mechatronics (1week) 3. DC machines, motors and generators, separately-excited, shunt, series, and compound machines, universal

motors, torque-speed characteristics, equivalent circuits (1 week) 4. Three-phase Induction Machines (IM), motors and generators, torque-speed characteristics, equivalent circuits,

braking (1 week) 5. Synchronous machines, torque-speed characteristics, modeling (1 week) 6. Review of solid-state devices, power electronic drivers for electric machines (1 week)

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7. Speed control of DC motors, phase-controlled DC motor drives (1 week) 8. Braking of DC motors (0.5 week) 9. Control of DC machines using DC/DC converters (1 week) 10. Speed control of induction machines, phase-controlled induction motor drives (1 week) 11. Frequency-controlled induction motor drives (1 week) 12. Single-phase induction motors (1 week) 13. Switched Reluctance Motor (SRM) drives, stepper motors (1 week) 14. Permanent-Magnet Synchronous Machines (PMSM), Brush-Less DC (BLDC) motor drives (1 week) 15. Low-power electronic motor drives, conclusion (1 week) 16. Exams (1 week)

Computer usage: PSIM, Simplorer, and Matlab/Simulink are used for a modeling and simulation design project in the laboratory.

Laboratory topics: 1. Laboratory Introduction (1 week) 2. Characteristics of DC Motors: Shunt and Separately-Excited (1 week) 3. Characteristics of DC Motors: Series and Compound (1 week) 4. Characteristics of DC Generators (1 week) 5. Phase-Controlled DC Motor Drives (1 week) 6. Control of DC Motors Using DC/DC Converters (1 week) 7. Three-Phase Induction Machines (1 week) 8. Load Characteristics of Three-Phase Induction Motors (1 week) 9. Phase-Controlled Induction Motor Drives (1 week) 10. Inverters to Control Induction Motors (1 week) 11. Synchronous Generators (1 week) 12. Fault Analysis in Electric Machines (1 week) 13. Real-Time dSPACE Implementation of DC Motor Drives (1 week) 14. Real-Time Control of DC Motor Drives using dSPACE (1 week) 15. Frequency Control of Induction Motor Drives (1 week)

Professional components as estimated by faculty member who prepared this course description: Engineering Science: 2 credits or 50% Engineering Design: 2 credits or 50%

Relationship of ECE 412 Course to ABET Outcomes: OUTCOME: Course Objective(s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,93b Design and conduct experiments3c Design system, component, or process to meet needs 6,7,93d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,8,93f Understand professional and ethical responsibility3g Communicate effectively3h Broad education 103i Recognize need for life-long learning3j Knowledge of contemporary issues3k Use techniques, skills, and tools in engineering practice 6,7,94 Major design experience 9

Prepared by: A. Emadi Date: February 26, 2008

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ECE 419 – Power System Analysis Fall Semester, 2007

Catalog Data: Transmission systems analysis and design. Large scale network analysis using Newton-

Raphson load flow. Unsymmetrical short-circuit studies. Detailed consideration of the swing equation and the equal-area criterion for power system stability studies. Prerequisites: ECE 319. (4-1-3)

Enrollment: Elective course for CPE and EE majors. Textbook: Hadi Saadat, Power System Analysis, Second Edition, McGraw Hill, 2002. Coordinator: Zuyi Li, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Derive and calculate the resistance, inductance, and capacitance for single-phase and three-phase transmission

lines. 2. Derive the models for short, medium, and long transmission lines and calculate the line performance indices. 3. Apply Gauss-Seidel method, Newton-Raphson method, and Fast-Decoupled method to obtain a power flow

solutions of small power systems (2- or 3-bus systems) 4. Describe the three-phase symmetrical fault and use Thevenin’s equivalent and Z-bus matrix to calculate the

three-phase faults applied to small power systems (2- or 3-bus systems). 5. Apply the concept of the symmetrical components in the calculation of unsymmetrical faults (single-line-to-

ground, line-to-line, and line-to-line-to-ground faults). 6. Describe the power swing equations for a single machine to infinite bus system and use them in transient

stability analysis. 7. Derive the swing and power equations for a single machine connected to infinite bus system and use them in the

transient stability calculation. Use the Equal-Area Criterion in calculating the critical clearing time to clear a fault and in determining whether the machine will remain stable following a disturbance such as three-phase fault or an increase in the machine mechanical power input.

8. Use Matlab in solving questions related to the above seven objectives. 9. Apply PSS/E to perform transmission line modeling, power flow analysis, and fault analysis. Prerequisites by topic: 1. AC circuit analysis 2. Matrices 3. Transmission lines Lecture schedule: Two 75-minute sessions per week Laboratory schedule: One 150-minute session per week Computer usage: 1. Students use MATLAB to aid in solving assignment problems 2. Students use PSS/E to perform transmission line parameter calculations, power flow analysis, and fault analysis Topics: 1. Introduction and basic principles (1 week) 2. Power system components modeling (transmission lines, per unit systems, line model and performance, 2

weeks) 3. Power flow analysis (3 weeks) 4. Fault analysis (3 weeks) 5. Stability analysis (2 weeks) 6. Tests (2 weeks) Laboratory topics:

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1. Introduction (1 week) 2. Transmission parameter parameters (2 weeks) 3. Power flow analysis (3 weeks) 4. Fault analysis (3 weeks) Professional components by faculty member who prepared this course description: Engineering Science: 3 credits or 75%

Engineering Design: 1 credit or 25%

Relationship of ECE 419 Course to ABET outcomes

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,9 3b Design and conduct experiments 9 3b Analyze and interpret data 9 3c Design system, component, or process to meet needs 9 3d Function on multi-disciplinary teams 9 3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,9 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 9 3k Use techniques, skills, and tools in engineering practice 8,9 4 Major design experience 9 Prepared by: Z. Li Date: December 5, 2007

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ECE 420 - Analytical Methods in Power Systems Spring Semester 2008

Catalog Data: ECE 420: Analytical Methods in Power Systems.

Fundamentals of power systems operation and planning. Economic operation of power systems with consideration of transmission losses. Design of reliable power systems, power systems security analysis, optimal scheduling of power generation, estimation of power system state. Prerequisite: ECE 309. (3-0-3) (P)

Enrollment: Elective course for CPE and EE majors. Textbook: Class Notes.

References: Hadi Saadat, Power System Analysis, Second Edition, McGraw Hill, 2002.

Coordinator: M. Shahidehpour, Professor of ECE

Course objectives: After completing this course, the student should be able to do the following: 1. Apply the per unit concept to power systems and draw the per unit diagram of a typical power system. 2. Solve the economic dispatch of power systems and consider the transmission networks for calculating losses. 3. Apply the concept of dynamic programming to real world problems. Solve the generation scheduling problem

in power systems using dynamic programming. 4. Apply the linear programming concept to real world problems. Solve the optimal power flow problem in power

systems using linear programming. Solve the state estimation problem in power systems using linear programming.

5. Apply the reliability concept to power systems and calculate reliability indices for interconnected power systems.

6. Understand the restructuring concept in power systems and be able to compare its merits with those of vertically integrated utility companies.

Prerequisites by topic: 1. AC and DC circuit analysis. 2. Electromagnetic energy conversion. 3. Transmission line behavior theory. 4. Transformer, AC and DC machine steady-state analysis. Lecture schedule: One 150-minute session per week. Laboratory schedule: None.

Topics: 1. Review of power network fundamentals (2 weeks) 2. Economic Dispatch (1 week) 3. Unit commitment and power scheduling (2 weeks) 4. Linear programming (2 weeks) 5. Power systems optimal power flow (2 weeks) 6. Power systems state estimation (2 weeks) 7. Introduction to restructuring in electricity markets (1 week) 8. Exams (2 weeks)

Computer usage:

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Students write programs in a language of their choice to implement a generator scheduling algorithm or similar power systems application. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 2 credits or 67% Engineering Design: 1 credit or 33% Relationship of ECE 420 Course to ABET Outcomes :

OUTCOME: Course Objective (s)

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6 3b Design and conduct experiments /Analyze and Interpret Data 3c Design system, component, or process to meet needs 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 2,3,4,5,6 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 3,4 4 Major design experience

Prepared by: M. Shahidehpour Date: April 26, 2008

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ECE 421(423) - Microwave Circuits and Systems (with Laboratory) Spring Semester 2008(Spring Semester 2008)

Catalog Data: ECE 421: Microwave Circuits and Systems. Credit 3.

Maxwell's equations, waves in free space, metallic and dielectric waveguides, microstrips, microwave cavity resonators and components, ultra-high frequency generation and amplification. Analysis and design of microwave circuits and systems. Credit will be given for either ECE 421 or ECE 423, but not for both. Prerequisites: ECE 307, (3-0-3) (P)

ECE 423: Microwave Circuits and Systems with Laboratory. Credit 4.

Maxwell's equations, waves in free space, metallic and dielectric waveguides, microstrips, microwave cavity resonators and components, ultra-high frequency generation and amplification. Analysis and design of microwave circuits and systems. Credit will be given for either ECE 421 or ECE 423, but not for both. Prerequisites: ECE 307, (3-3-4) (P) (C)

Enrollment: Elective course for CPE and EE majors. Textbook: S. Ramo, J. Whinnery, and T. Van Duzer, Fields and Waves in Communication

Electronics, 3rd Edition, Wiley, 1993. ECE 423 Laboratory Manual

Coordinator: T. Wong, Professor of ECE Course objectives: After completing this course, the student should be able to do the following:

1. Utilize Maxwell’s equations and the appropriate boundary conditions to solve practical problems. 2. Determine plane wave propagation in homogeneous media and reflection and refraction of plane waves. 3. Determine TEM wave propagation in uniform transmission lines; compute characteristic impedance and

wave velocities. 4. Calculate wave impedance, propagation constant, and estimate power dissipation in cylindrical metallic

waveguides. 5. Determine quasi-TEM wave propagation in planar transmission lines and use empirical formulas to

characterize these lines. 6. Determine equivalent voltage and current for guided waves; apply the scattering matrix for representation

and analysis of microwave components. 7. Describe the construction of passive microwave components and their properties in terms of scattering

matrices. 8. Utilize principles of active microwave devices. 9. Describe the operation of microwave systems and measurement equipment at microwave frequencies.

Additional Course Objectives for ECE 423: 1* Familiarization with microwave sources, wavelength and power measurements 2* Wave transmission and reflection in transmission lines and waveguides 3* Measurements of properties of passive microwave components 4* Use of the network analyzer to measurement S-parameters 5* Design and testing of a microstrip circuit with the use of a CAD tool Prerequisites by topic: 1. Basic electromagnetics 2. Circuit analysis 3. Transmission line theory Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: ECE 421: None.

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ECE 423: One 150-minute session per week.

Topics: 1. Electromagnetics (2 weeks) 2. Transmission lines (1 week) 3. Plane waves (2 weeks) 4. Guided waves (3 weeks) 5. Circuit theory for waveguiding systems (3 weeks) 6. Microwave components (2 weeks) 7. Active microwave circuits (2 weeks)

Computer usage (ECE 423): In the design project, students employ a commercial microwave CAD package to design and optimize a microstrip circuit.

Laboratory topics (ECE 423): Students conduct microwave experiments on signal generation, power and frequency measurements, transmission and reflection of waves, propagation characteristics of guided waves, and microwave components. The use of an automated network analyzer is introduced through scattering parameter measurement of passive elements. In the last six weeks of the semester, a design project on a simple microstrip circuit is implemented by each student. The circuit is first optimized with a commercial CAD package, followed by fabrication and testing with the network analyzer. A report on the design process and measured performance of the circuit is required.

Professional components as estimated by faculty member who prepared this course description: ECE 421 Engineering Science: 2 credits or 67% Engineering Design: 1 credit or 33%

ECE 423 Engineering Science: 2 credits or 50% Engineering Design: 2 credits or 50%

Relationship of ECE 421/423 Course to ABET Outcomes:ECE 421 ECE 423

3a Apply knowledge of math, engineering, science 1,2,3,4,5 1,2,3,4,53b Design and conduct experiments 1*,2*3b Analyze and interpret data 1,2,3 1,2,33c Design system, component, or process to meet needs 5*3d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 4,6 4,63f Understand professional and ethical responsibility 3g Communicate effectively 7 73h Broad education3i Recognize need for life-long learning 1 13j Knowledge of contemporary issues 7,8 7,83k Use techniques, skills, and tools in engineering practice 3*,4*,5*4 Major design experience 5*

Prepared by: T. Wong Date: February 26, 2008

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ECE 425 - Analysis & Design of Integrated Circuits Spring Semester 2008

Catalog Data: ECE 425: Analysis and Design of Integrated Circuits. Credit 3. Contemporary analog and digital integrated circuit analysis and design techniques. Bipolar, CMOS and BICMOS IC fabrication technologies, IC Devices and Modeling, Analog ICs including multiple-transistor amplifiers, biasing circuits, active loads, reference circuits, output buffers; their frequency response, stability and feedback consideration. Digital ICs covering inverters, combinational logic gates, high-performance logic gates, sequential logics, memory and array structures. CAD Simulation design projects. Credit will be given for ECE 425. Prerequisites: ECE 309, ECE 312. Corequisite: ECE 403. (3-3-4) (P)

Enrollment: Elective course for CPE and EE majors. Textbook: “Analysis and Design of Analog Integrated Circuits”, 4th edition by Gray, Hurst, Lewis,

and Meyer, John Wiley and Sons, 2001, ISBN 0-471-32168-0. Coordinator: Y. Xu, Assistant Professor of ECE Course objectives: After completing this course, students should be able to do the following:

13. Identify the functional blocks for a integrated circuit and system and specify their performance requirements.

14. Apply circuit analysis principles to the design of analog and digital circuits 15. Understanding active and passive device modeling. 16. Device fabrication process and technologies 17. Design single stage amplifier. 18. Design two-stage amplifier 19. Analysis and design of current mirror and active loads. 20. Analysis and design of output stages 21. Analysis the operational amplifier 22. Apply feedback knowledge in the integrated circuit analysis

Prerequisites by topic: 5. Electronic Circuits 6. Signal Spectral Analysis 7. Communications and Modulation Theory 8. Microelectronics

Lecture schedule: One 150-minute session per week. Laboratory schedule: ECE 425: One 150-minute session per week. Topics:

14. Active and Passive Device Modeling (1 week) 15. Device Fabrication Process and Technologies (1 week) 16. One and Two Stage Amplifier Analysis and Design (2 weeks) 17. Current Mirrors and Active Loads (2 weeks) 18. Output Stages (2 weeks) 19. Operational Amplifiers (2 week) 20. Amplifier Frequency Response (2 weeks) 21. Feedback Techniques (2 weeks) 22. Tests (1 week)

Computer usage: Students use PSpice to design the subsystems in their laboratory projects. Professional components as estimated by faculty member who prepared this course description: ECE 425

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Engineering Science: 3 credits or 100%

Relationship of ECE 425 Course to ABET Outcomes: Course Objective (s) OUTCOME: ECE 425

3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,9,103b Design and conduct experiments / Analyze and Interpret Data 5,6,7,8,9,103c Design system, component, or process to meet needs 5,6,7,8,9,103d Function on multi-disciplinary teams3e Identify, formulate, and solve engineering problems 5,6,7,8,9,103f Understand professional and ethical responsibility3g Communicate effectively3h Broad education3i Recognize need for life-long learning3j Knowledge of contemporary issues3k Use techniques, skills, and tools in engineering practice 5,6,7,8,9,104 Major design experience

Prepared by: Y. Xu Date: May 16, 2008

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ECE 429 – Introduction to VLSI Design Fall Semester 2007

Catalog Data: ECE 429: Introduction to VLSI Design Credit 3.

Introduction to VLSI Design Prerequisites: ECE 218 & ECE 311 and senior standing. Processing, fabrication, and design of Very Large Scale Integration (VLSI) circuits. MOS transistor theory, VLSI processing, circuit layout, layout design rules, layout analysis, and performance estimation. The use of computer aided design (CAD) tools for layout design, system design in VLSI, and application-specific integrated circuits (ASICs). In the laboratory, students create, analyze, and simulate a number of circuit layouts as design projects, culminating in a term design project. (3-3-4) (P) (C)

Enrollment: One of two hardware-design electives \for CPE and an elective course for EE majors. Textbook: “CMOS VLSI DESIGN: A Circuits and Systems Perspective” (3rd Ed.) Neil H.E. Weste,

and David Harris, Addison-Wesley, 2005. ISBN: 0321149017 Coordinator: Ken Choi, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 9. Design circuits using custom and cell-based approaches, generate layouts, verify the designs, apply

tests to manufactured chips. And understand the algorithmic aspects of VLSI CAD tools 10. Discuss the basic attributes of CMOS circuits, their impact upon society, and the tradeoffs between

speed, power, and area considerations 11. Identify the basic parts of a normal design flow for VLSI processes and compare/contrast both

custom/standard-cell design methodologies.. 12. Explain and analyze dynamic techniques such as charge sharing and current leakage and how it

impacts specific circuits from a dynamic circuits perspective. 13. Complete an engineering design incorporating engineering standards and realistic constraints. 14. Prepare an informative and organized design project report. 15. Complete understanding ASIC large circuit design from system level to layout 16. Conduct nine laboratories and a final project from RTL to layout for ASIC VLSI design, experiencing

several industrial CAD tools Prerequisites by topic: 3. EE218 Digital Systems 4. ECE311 Engineering Electronics

Lecture schedule: Two 75 – minute lectures per week Laboratory schedule: One 2 - hours and 40 - minute session per week.

Computer usage: 3. Students use Unix, Sue (Schematic), IRSIM (Timing Simulation), HSpice (Circuit Simulation), MAGIC

(Layout), GEMINI (LVS Verification), NC-Verilog (Verilog Simulation), and Design Compiler/PKS (Synthesis) for nine-laboratory assignments and a final project.

4. Students prepare reports using word-processing software. Course topics: 11. MOS Transistor Theory (1 week) 12. CMOS Fabrication, Layout, Processing Technology (1 week) 13. Logical Effort (1 week) 14. Delay and Power Estimation for CMOS (1 week) 15. Interconnect and wire engineering (1 week) 16. Simulation in VLSI, Hspice and Verilog (1 week) 17. Combinational Circuit Design (1 week)

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18. Sequential Circuit Design (1 week) 19. Adders (1 week) 20. Datapath Functional Units (1 week) 21. Memories (1 week) 22. Midterm and Final Exams (2 weeks) 23. Final Project and Demonstration (2 Weeks) Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 0.30 credits or 30% Engineering Design: 0.30 credits or 30% Other (Lab skills): 0.40 credits or 40%

Relationship of ECE 429 Course to ABET Outcomes:

3a Apply knowledge of math, engineering, science 1,2,3,4,5

3b Design and conduct experiments

3b Analyze and interpret data 3c Design system, component, or process to meet needs 1,5 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems 1,4,5 3f Understand professional and ethical responsibility

3g Communicate effectively 6 3h Broad education 2

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 5 4 Major design experience 5

Prepared by: Ken Choi Date: Aug. 19th, 2007

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ECE 437(436) - Digital Signal Processing I (with Laboratory) Fall Semester 2007 (Fall Semester 2007)

Catalog Data: ECE 437: Digital Signal Processing I. Credit 3.

Discrete-time system analysis, discrete convolution and correlation, Z-transforms. Realization and frequency response of discrete-time systems, properties of analog filters, IIR filter design, FIR filter design. Discrete Fourier Transforms. Applications of digital signal processing. Credit will be given for either ECE 436 or ECE 437, but not for both. Prerequisite: ECE 308. (3-0-3) (P)

ECE 436: Digital Signal Processing I with Laboratory. Credit 4.

Discrete-time system analysis, discrete convolution and correlation, Z-transforms. Realization and frequency response of discrete-time systems, properties of analog filters, IIR filter design, FIR filter design. Discrete Fourier Transforms. Applications of digital signal processing. Credit will be given for either ECE 436 or ECE 437, but not for both. Prerequisite: ECE 308. (3-3-4) (P)(C)

Enrollment: Elective course for CPE and EE majors. Textbook: J.G. Proakis, Introduction to Digital Signal Processing, Pearson Education, 4th Edition,

2007. Coordinator: Y. Yang, Associate Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Conduct fundamental time analyses of discrete-time signals and systems. 2. Analyze linear, time-invariant discrete-time system behavior using the Z-transform. 3. Conduct frequency analyses of discrete-time signals and systems using the discrete-time Fourier transform. 4. Apply the DFT (Discrete Fourier Transform) in the analysis of discrete-time signals. 5. Implement DFTs efficiently via FFT (Fast Fourier Transform) algorithms. 6. Design structures for the implementation of discrete-time systems. 7. Design basic digital filters. 8. Use computer-based analysis and design tools (such as MATLAB, TI C6x DSK) in the analysis of digital

signals and systems and in the analysis and design of DSP systems. Prerequisites by topic: 1. Engineering mathematics 2. Fourier and Laplace transforms 3. Linear system analysis, including time and frequency domain representation of signals and systems Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: ECE 437: None. ECE 436: One 150-minute session per week. Topics: 1. Discrete-Time Signals and systems, Applications, Convolution and correlation (1 week) 2. Fourier Analysis and Sampled Data Signals (2 weeks) 3. Z Transform, Frequency Response and Realization (2 weeks) 4. Design and Properties of Analog Filters (2 weeks) 5. IIR Filter Design (2 weeks) 6. FIR Filter Design (2 weeks) 7. Discrete Fourier Transform and Properties (2 weeks) 8. Fast Fourier Transform, FFT Convolution and Correlation (1 week) 9. Exams (1 week)

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Computer usage: Students use computers, MATLAB software, and TI C6x DSK to implement and test their projects. Laboratory topics (ECE 436):

1 Introduction to lab tools and digital signals 2 Signal sampling and reconstruction 3 Real-time digital signal processing systems 4 Frequency selectivity of LTI systems 5 FIR filter design and implementation 6 IIR filter design and implementation 7 Quantization effects in digital signal processing systems 8 Digital image processing using C6713 DSK 9 Real time spectral analysis of signals and systems 10 Design project: Real time signal processing system design

Professional components as estimated by faculty member who prepared this course description: ECE 437 Engineering Science: 2 credits or 67% Engineering Design: 1 credit or 33% ECE 436 Engineering Science: 2 credits or 50% Engineering Design: 2 credits or 50%

Relationship of ECE 437/436 Course to ABET outcomes: Course Objective (s) OUTCOME: ECE 437 ECE 436 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8,9 3b Design and conduct experiments/ Analyze and Interpret Data 3c Design system, component, or process to meet needs 6,7,8 6,7,8,9 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8,9 3f Understand professional and ethical responsibility 3g Communicate effectively 10 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 8 8,9 4 Major design experience 9

Prepared by: Y. Yang Date: Mar 10, 2008

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ECE 438 - Control Systems Spring Semester 2008

Catalog Data: ECE 438: Control Systems. Credit 3.

Signal flow graphs and block diagrams. Types of feedback control. Steady state tracking error. Stability and Routh-Hurwitz criterion. Transient response and time domain design via root locus methods. Frequency domain analysis and design using Bode and Nyquist methods. Introduction to state variable descriptions. Credit will be given for either ECE 438 or ECE 434, but not for both. Prerequisite: ECE 308. (3-0-3) (P)

Enrollment: Elective course for CPE and EE majors.

Textbook: N.S. Nise, Control Systems Engineering, John Wiley & Sons, 5th Edition, 2002. ECE 434 Laboratory Manual

Reference: The Student Edition of MATLAB, Prentice-Hall and The MathWorks.

Coordinator: D. Ucci, Associate Professor of ECE

Course objectives: After completing this course, the student should be able to do the following: 1. Articulate the principles and objectives of feedback control. 2. Analyze the transient and steady state dynamic response of systems, both in the time and frequency domain. 3. Translate control design objectives to dynamic response requirements. 4. Select basic feedback compensation structures and types appropriate to control design objectives. 5. Design feedback controllers using root locus methodologies to meet system objectives. 6. Design feedback controllers using frequency response techniques to meet system objectives. 7. Use computer-based analysis and design tools (such as MATLAB software) in the analysis and design of

control systems.

Prerequisites by topic: 1. Engineering mathematics 2. Fourier and Laplace transforms 3. Linear system analysis, including time and frequency domain representation of signals and systems

Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: ECE 438: None.

Topics: 1. Introduction and Laplace transforms (0.5 week) 2. Block diagrams (0.5 week) 3. Mason’s gain formula (0.5 week) 4. Time response and pole locations (2 weeks) 5. Control case study (0.5 week) 6. PID control (0.5 week) 7. Steady state error and system type (0.5 week) 8. Stability and the Routh array (0.5 week) 9. Root locus diagrams (1.5 weeks) 10. Lead compensator design (2 weeks) 11. Lag compensator design (1 week) 12. Lead lag design (0.5 week) 13. Bode plots (0.5 week) 14. Nyquist diagrams (1 week) 15. Stability margins and performance (0.5 week) 16. Introduction to state space methods (0.5 week) 17. Exams (1.5 weeks)

Computer usage: The homework assignments require use of the MATLAB software package, equipped with the Control Systems Toolbox.

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Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1.5 credits or 50% Engineering Design: 1.5 credits or 50%

3a Apply knowledge of math, engineering, science 1 – 6 3b Design and conduct experiments 3b Analyze and interpret data 3c Design system, component, or process to meet needs 5, 6, 7 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 4, 5, 6 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 7 4 Major design experience

Prepared by: Donald Ucci Date: March 18, 2008

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ECE 441 - Microcomputers Fall Semester 2007

Catalog Data: ECE 441: Microcomputers. Credit 4. Microprocessors and stored program controllers. Memories. Standard and special

interfaces. Hardware design. Software development. Interrupt systems. Hardware and software design tools. System design and troubleshooting. Emphasis on examples. Prerequisites: ECE 218 or CS 470, ECE 242 or CS 350, and senior standing. (3-3-4) (P) (C)

Enrollment: Required course for CPE majors; elective course for EE majors. Textbooks: Clements, Microprocessor Systems Design, PWS Publishing Company., 3rd Edition, 1997. MC68000 Microprocessor Programmer’s Reference Manual Sanper-1 Lab Manual and Course Notes MC68000 Educational Computer Board User’s Manual Reference: T. L. Harman and D. T. Hein, The Motorola MC68000 Microprocessor Family:

Assembly Language, Interface Design, and System Design, Prentice Hall, 2nd Edition, 1996.

Coordinator: J. Saniie, Filmer Professor of ECE Course objectives: After completion of this course, the student should be able to do the following: 1. Describe the MC68000 microprocessor’s architecture, pin functions, instructions and addressing. 2. Implement exception processing software routines and function controls. 3. Design memory hardware and bus timing of address, data and control signals. 4. Design input/output interfaces to the microprocessor. 5. Design a system utilizing programmable input/output devices and synchronous bus control signals. 6. Design a system utilizing an asynchronous programmable input/output device and trap handler. 7. Perform hardware design for DTACK logic, reset and interrupts. 8. Design, implement, and test a monitor software project. Prerequisites by topic: 1. Digital logic 2. Basic electronics 3. Assembly language programming 4. Ability to work with assembler and simulator software Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: One 150-minute session per week. Topics: 1. Importance of the microcomputer and recent developments in microprocessor design (1 week) 2. MC68000 architecture, pin functions, instructions and addressing (1 week) 3. Interrupt handling, exception processing, and function controls (2 weeks) 4. Timing of address, data and control signals (1 week) 5. Memory design (1 week) 6. Input/output design (1 week) 7. Synchronous bus control signals (1 week) 8. Design with programmable input/output device (2 weeks) 9. Design with asynchronous programmable input/output device (2 weeks) 10. Hardware design for reset, bus timeout logic and interrupts (2 weeks)

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11. Tests (1 week) Computer usage: Students use Sanper Educational Computer, MC68000 assembler and simulator software to implement and test their projects. Laboratory topics: 1. Introduction to Sanper-1 Microcomputer Architecture and TUTOR Resident Monitor Program 2. Tutor command utilization and program development 3. Interrupts and exception processing 4. Code conversion, bit manipulation, and software development 5. Design memory hardware and bus cycle timing 6. Design input/output hardware and interrupt logic 7. Design with the programmable parallel input/output device 8. Design with the programmable asynchronous serial input/output device 9. Design and implement a monitor software Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1 credit or 25% Engineering Design: 3 credits or 75% Relationship of ECE 441 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,7,8,9 3b Design and conduct experiments 3b Analyze and interpret data 3c Design system, component, or process to meet needs 2,3,4,5,6,7,8,9 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,3,4,5,6,7,8,9 3f Understand professional and ethical responsibility 3g Communicate effectively 10 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 9 4 Major design experience 9

Prepared by: J. Saniie Date: December 10, 2007

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ECE 446 – Advanced Logic Design Fall Semester 2007

Catalog Data: ECE 446: Advanced Logic Design. Credit 4.

Design and implementation of complex digital systems under practical design constraints. Timing and electrical considerations in combinational and sequential logic design. Digital system design using Algorithmic State Machine (ASM) diagrams. Design with modern logic families and Field Programmable Gate Arrays (FPGA). Design-oriented laboratory stressing the use of FPGA. Prerequisites: ECE 218, ECE 311, and Senior standing. (3-3-4) (P) (C)

Enrollment: One of two hardware-design electives \for CPE and an elective course for EE majors. Textbook: J. Wakerly, Digital Design, Principles and Practices, Prentice Hall, 4th Edition, 2005.

ECE 446 Laboratory Manual References: Texas Instruments, The TTL Data Book.

R. Katz and G. Borriello, Contemporary Logic Design, Benjamin-Cummings,2nd Edition 2004. M. Mano, Digital Design, 4th Edition, Prentice-Hall, 2006. Additional references and course notes are provided throughout the course.

Coordinator: J. Saniie, Filmer Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Utilize computer-based tools such as VHDL in the design and analysis of logic devices. 2. Utilize FPGAs and MSI ICs to design and implement logic devices. 3. Perform testing and troubleshooting of logic devices using logic analyzers. 4. Design and analyze basic and complex combinational logic devices. 5. Design and analyze basic and complex sequential logic devices. 6. Analyze electrical properties of logic devices (e.g., delay and hazards, power, noise margin, fanout). 7. Design circuits with an array of widely used MSI combinational and sequential logic devices. 8. Design and implement error correcting codes, testing and signature analysis, A/D and D/A converters, parallel-

to-serial and serial-to-parallel converters. Prerequisites by topic: 1. Boolean algebra 2. Combinational logic design 3. Sequential logic design 4. Basic electronics Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: One 150-minute session per week. Topics: 1. Introduction to Digital Design, Number systems and Codes; Survey Logic Design Technology (chip packaging

and manufacturing); Overview of Laboratory Assignments; VHDL Programming and FPGAs (2 weeks) 2. Boolean Algebra, Combinational Circuits, Karnaugh Maps, Logic Minimization; Discussion of Error Correcting

Codes; Combinational Circuit Analysis and Synthesis; Schematics and Documentation Standards (2 weeks) 3. Operation of the Logic Analyzer; Combinational Logic Delay; Hazard Detection and Correction (1 week) 4. Design of Parity Generators and Checkers, Comparators, Encoders and Decoders, and Arithmetic Circuits;

Transmission Gates; Schmitt Trigger Inputs; Three-State Outputs, Open-Drain Outputs; Wired Logic; Multiplexers, Demultiplexers; Buses; Building Block Designs; Barrel Shifter; Simple Floating Point Encoder;

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Mode-Dependent Comparators; Design of D/A and A/D Converters; Design Examples Using VHDL and FPGAs (5 weeks)

5. Sequential Logic Design Principles (3 weeks) 6. Synchronous Design Methodology; Synchronizer Failure and Metastability; Dynamic Electrical Behavior;

Noise Margin and Fanout (1 week) 7. Tests (1 week) Computer usage: Students use VHDL software to program and simulate Programmable Logic Devices in all lab assignments. Laboratory topics: 1. Introduction to FPGAs and VHDL programming. 2. Code Conversion Design using FPGA and VHDL. 3. Four-Bit Ripple-Carry Adder/Subtractor Design using FPGA and VHDL 4. Familiarization with Logic Analyzer and Measurement of Delays and Hazards. 5. Design and Implementation of Error Correcting Codes 6. Design and Implementation of High-Speed Adder/Subtractor 7. Design and Implementation of Barrel Shifters 8. Sequential Logic Design and Finite State Machine of Turn Signal 9. Design and Implementation of Data Encryption Using LFSRs 10. Design and Implementation of Traffic Light Controller 11. Design and Implementation of D/A and Basic A/D Converters 12. Design and Implementation of a Successive Approximation A/D Converter 13. Design and Implementation of a Parallel-to-Serial Transmitter 14. Design and Implementation of a Serial-to-Parallel Receiver Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1 credit or 25% Engineering Design: 3 credits or 75% Relationship of ECE 446 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,4,5,6,7,8,9 3b Design and conduct experiments 3 3b Analyze and interpret data 3 3c Design system, component, or process to meet needs 1,2,3,4,5,7,8,9 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,4,5,6,7,8,9 3f Understand professional and ethical responsibility 3g Communicate effectively 10 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 3k Use techniques, skills, and tools in engineering practice 1,2,3,9 4 Major design experience 8,9

Prepared by: J. Saniie Date: Decemeber 10, 2007

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ECE 448 - Mini/Micro Computer Programming Fall Semester 2006

Catalog Data: Engineering applications programming using the C language in a UNIX environment.

Use of UNIX tools including filters and shell scripts. Overview of UNIX software design practices using tools such as Make and SCCS. The UNIX system interface. Software design projects. Credit for this course is not applicable to a B.S. CP.E. degree. Prerequisites: CS 116, ECE 242 or CS 350 and senior standing. (3-0-3) (P)

Enrollment: Elective course for EE majors. Textbook: R. Bryant & D. O’Hallaron: Computer Systems: A Programmer’s Perspective. Reference: S. Harbison & G. Steele: C: A Reference Manual (5th Edition) Coordinator: E. Oruklu, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Explain the concepts of high-quality procedural programming, its benefits and drawbacks, and its support by C. 2. Apply these procedural programming concepts in designing and developing good programs. 3. Describe the strengths and weaknesses of C so as to assess its appropriateness, compared with other languages

and tools, for a particular project and organizational environment. 4. Develop software under and for UNIX (or similar operating systems). 5. Develop, test, and debug a non-trivial and useful C program. Prerequisites by topic: Beginner-level C programming Lecture schedule: two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Introduction & Evaluation Quiz (0.5 week) 2. Data Representation (1 week) 3. Introduction to GAS (2 weeks) 4. Program Optimization (1 week) 5. Program Optimization (SW/HW) (1 week) 6. Performance Measurement (0.5 week) 7. Memory Hierarchy (0.5 week) 8. Basic C Review (1 week) 9. The Preprocessor (0.5 week) 10. Dynamic Memory (0.5 week) 11. Data Structures (0.5 week) 12. Sorting algorithms (0.5 week) 13. Exceptions (0.5 week) 14. UNIX, shells (0.5 week) 15. Regular Expressions (1 week) 16. Shell Scripts (0.5 week) 17. Source control with CVS (0.5 week) 18. Make files (0.5 week) 19. Glue languages (0.5 week) 20. Latex (0.5 week) Computer usage: Students use workstations extensively in programming assignments.

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Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description: Engineering Science: 1 credit or 33% Engineering Design: 1 credit or 33% Other (Programming skills): 1 credit or 33% Relationship of ECE 448 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,53b Design and conduct experiments 3b Analyze and interpret data 5 3c Design system, component, or process to meet needs 2,4,5 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 2,4,5 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 4 3k Use techniques, skills, and tools in engineering practice 4,5 4 Major design experience 4,5

Prepared by: E. Oruklu Date: March 11, 2008

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ECE 449 - Object-Oriented Programming and Computer Simulation Spring Semester 2007

Catalog Data: The use of object-oriented programming to develop computer simulations of engineering

problems. Programming with the C++ language in a UNIX environment. OOP concepts including classes, inheritance and polymorphism. Programming with class libraries. Event-driven simulation techniques in an object-oriented environment. Programming projects will include the development of a simulator for an engineering application. Prerequisites: ECE 448, senior standing. (3-0-3)

Enrollment: Elective course for CPE and EE majors. Textbooks: Eckel, B. Thinking in C++ Volume 1, Second Edition Reference: S. Myers, Effective C++, Addison-Wesley, 1994. Coordinator: E.Oruklu, Assistant Professor of ECE

Course objectives: After completing this course, the student should be able to do the following: 1. Given a description of a system domain, identify and categorize the principal abstract data types to support the

application. 2. Determine and document relationships among those data types, including inheritance and composition. 3. Prepare class definitions in both C++ and Java to implement those data types as reliable and easy-to-use object

oriented classes. 4. Generalize both data-type definitions and executable functions so as to facilitate component re-use in multiple

programs by multiple programmers. 5. Design, code, and test complete programs that exhibit high-quality according to accepted measures of

modularity and understandability. 6. Integrate programming paradigms and techniques to solve real-world problems using either C++ or Java:

procedural, object-oriented, and event-driven. 7. Assess critically the appropriateness of various programming languages, tools, and techniques for various kinds

of problems that arise in engineering or business.

Prerequisites by topic: Experience designing and developing programs exploiting: 1. structured flow control 2. highly modular program structure 3. static and dynamic data structures 4. array manipulation 5. character-string handling 6. input-output. Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None.

Topics: 1. Introduction to classes and objects; C++ special features (0.5 week) 2. Language independent overview of OOP concepts and benefits (0.5 week) 3. C++ as a superset of C (0.5 week) 4. Constructors and destructors (0.5 week) 5. More Constructors (0.5 week) 6. Function overloading (0.5 week) 7. Operator overloading (0.5 week) 8. Dynamic memory allocation (0.5 week) 9. Composition, inheritance (0.5 week)

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10. Polymorphism (1 week) 11. Exceptions (1 week) 12. Templates and containers (1 week) 13. The Standard C++ Library (1 week) 14. GUI programming (2 weeks) 15. Multithreading (2 weeks) 16. Review (1 week) Computer usage: There are 9 short assignments and one longer project. The short assignments and the project all call for using either C++ or Java on a computer. 1. The short assignments focus on the concepts and techniques introduced in the preceding session or two. 2. The project provides the opportunity to integrate knowledge from all the topics covered during the course and

apply them to a problem in electrical engineering or in another area of interest.

Laboratory topics: None Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 0.6 credit or 20% Engineering Design: 1.8 credits or 60% Other (C++/Java coding techniques): 0.6 credit or 20%

Relationship of ECE 449 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,5,6,

7 3b Design and conduct experiments 3b Analyze and interpret data 5,6 3c Design system, component, or process to meet needs 3,5,6 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 2,3,4,5,6 3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 5,7 3k Use techniques, skills, and tools in engineering practice 6,7 4 Major design experience 5,6

Prepared by: E. Oruklu Date: March 11, 2008

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ECE 481 - Image Processing Spring Semester 2008

Catalog Data: ECE 481: Image Processing. Credit 3.

Mathematical foundations of image processing, including two-dimensional discrete Fourier transforms, circulant and block-circulant matrices. Digital representation of images and basic color theory. Fundamentals and applications of image enhancement, restoration, reconstruction, compression, and recognition. Prerequisite: ECE 437. Corequisite: ECE 475 or MATH 475. (3-0-3) (P)

Enrollment: Elective course for CPE and EE majors. Required course for BME (Medical imaging track).

Textbook: A.K. Jain, Fundamentals of Digital Image Processing, Prentice Hall, 1989 Reference: R.C. Gonzales and R. E. Woods, Digital Image Processing, Addison Wesley, 1992 Coordinator: J. G. Brankov, Assistant Research Professor of ECE Course objectives: After completing this course, the student should be able to do the following: 1. Understand the basic elements of the color theory, including hue, saturation, and luminance; the basic

principles of color matching, the RGB color system. 2. Process digital images using convolution, discrete Fourier Transform, linear filtering. 3. Perform digital image enhancement by intensity transformations, histogram operations, smoothing, sharpening,

etc. 4. Perform digital image restoration using the Wiener and pseudoinverse filters. 5. Perform digital image reconstruction form projections (Computed tomography). 6. Analyze and report image processing algorithms performance. 7. Understand basic of “Protections for Human Subjects” in medical imaging research. 8. Recognize and design appropriate image processing methods based on the observed image degradation. 9. Understand the fundamentals of image coding and compression. Prerequisites by topic: 1. Signal Processing: 1D convolution, sampling and Fourier transform. 2. Basic Probability. Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Introduction to image processing (1.5 week)

Images and image processing defined, image representations, applications 2. Mathematical foundations (3 week)

Linear systems, Fourier transform and its properties, Discrete Fourier transform (DFT), linear and circular convolution, vector representation of images, circulant matrices

3. Image enhancement (2 week) Intensity transformations, histogram operations, smoothing, sharpening, edge detecting, median filter

4. Image restoration (3 week) Degradation model, inverse filtering, Wiener filter

5. Image reconstruction (tomography) (2.5 week) Radon transform, central-slice theorem, filtered backprojection, Basics of Human Subject Protections

6. Image compression (1.5 week)

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Types of redundancy, variable-length coding, transform coding, JPEG, MPEG 7. Exams (1.5 weeks) Computer usage: Students will write software to perform:

1. denoising and edge enhancement of images; 2. restoring blurred noisy images using the Wiener and pseudoinverse filters; 3. reconstructing images form projections (Computed tomography); 4. apply Karhunen-Loeve transformation; 5. analyze the image processing methods performance.

Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 2.4 credits or 80% Engineering Design: 0.6 credits or 20%

Relationship of ECE 481 Course to ABET Outcomes: 3a Apply knowledge of math, engineering, science 1,2,3,4,5,8,9 3b Design and conduct experiments 8 3b Analyze and interpret data 3,4,5,6,8,9 3c Design system, component, or process to meet needs 8 3d Function on multi-disciplinary teams 3e Identify, formulate, and solve engineering problems 1,2,3,4,5,8,9 3f Understand professional and ethical responsibility 7 3g Communicate effectively 6 3h Broad education 3i Recognize need for life-long learning 3j Knowledge of contemporary issues 1,2,3,4,5,6,7,8,9 3k Use techniques, skills, and tools in engineering practice 3,4,5,6,8,9 4 Major design experience

Prepared by: J. G. Brankov Date: February 29, 2008

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ECE 485 - Computer Organization and Design Fall Semester 2007

Catalog Data: ECE 485: Computer Organization and Design. Credit 3. Prerequisites: ECE 242, CS 350

and senior standing This course covers basic concepts and state-of-the-art developments in computer architecture: computer technology, performance measures, instruction set design, computer arithmetic, controller and datapath design, memory systems, pipelining, array processing, parallel processing, multiprocessing, abstract analysis models, input-output systems, relationship between computer design and application requirements, and cost/performance tradeoffs. Students will complete a project implementing a version of multiple-cycle processor. Credit will be given for either ECE 485 or CS 470, but not both. (3-0-3) (P)

Enrollment: Required course for CPE majors, elective course for EE majors. Textbook: Computer Organization and Design: The Hardware/Software Interface, D. A. Patterson

and J. L. Hennessey, Morgan Kaufman Publishers, 3rd Ed., 2005 Coordinator: E. Oruklu, Assistant Professor of ECE Course objectives: After completing this course, the student should be able to do the following:

1. Use the performance / complexity tradeoffs for defining the RISC instruction set 2. Translate a high level program into RISC instruction set 3. Write a RISC assembler level program including use of subroutines for repetitive tasks 4. Design an Arithmetic and Logic Unit (ALU) Hardware for RISC instruction set 5. Identify the single cycle datapath for execution of RISC instructions 6. Identify the multi cycle datapath on how a typical RISC instruction goes through its five stages 7. Develop the pipelining model and identify the hazards associated with its operation 8. Define the control unit and the associated control signals 9. Implement a control unit in various forms including PLA, Sequential circuits, and microprogram 10. Describe the hierarchical memory system and the cache operation 11. Describe the operation of the non-volatile storage system 12. Describe the basic operation of the I/O and the interconnecting bus 13. Develop and test a VHDL program to capture the processor module operation

Prerequisites by topic: 1. Boolean algebra, Combinational logic designs 2. Basic programming Lecture schedule: Two 75-minute sessions per week. Laboratory schedule: None. Topics: 1. Introduction to Computer Architecture (1 week) 2. Instruction Set Architecture (1 week) 3. MIPS Instruction Set (1 week) 4. Computer Arithmetic (0.5 week) 5. Arithmetic Logic Unit Design (0.5 week) 6. Introduction to VHDL (0.5 week) 7. Computer Performance (0.5 week) 8. Data Path and Control - Single Cycle Operation (0.5 week) 9. ALU Control and Control Logic (0.5 week)

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10. Multicycle Datapath Design (1 week) 11. Multicycle Datapath and Control Design (0.5 week) 12. Microprogramming (0.5 week) 13. Pipelining (0.5 week) 14. Pipelining Control and Hazards (0.5 week) 15. Pipelining: Branch Hazards and Exceptions (1 week) 16. Pipelining - Advanced Techniques (1 week) 17. Introduction to Memory Systems (1 week) 18. Cache Fundamentals (1 week) 19. Cache Performance Improvements (0.5 week) 20. Virtual Memory (0.5 week) 21. Storage and I/O Interface (1 week) 22. Tests (1 week) Computer usage: Students complete a major project of designing and testing a key module, e.g. ALU datapath and miroprogram, using VHDL on PCs. Laboratory topics: None. Professional components as estimated by faculty member who prepared this course description:

Engineering Science: 0.5 credit or 16% Engineering Design: 2.5 credits or 84%

Relationship of ECE 485 Course to ABET Outcomes:

OUTCOME: Course

Objective (s)

3a Apply knowledge of math, engineering, science 1, 2, 3, 4, 9, 13 3b Design and conduct experiments /Analyze and Interpret Data 3c Design system, component, or process to meet needs 4, 5, 6, 8, 9, 13 3d Function on multi-disciplinary teams

3e Identify, formulate, and solve engineering problems

3f Understand professional and ethical responsibility 3g Communicate effectively 3h Broad education

3i Recognize need for life-long learning

3j Knowledge of contemporary issues

3k Use techniques, skills, and tools in engineering practice 4, 7, 9, 10, 11,

12, 13 4 Major design experience 13

Prepared by: S. R. Borkar Date: Feb 25, 2008

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CS 115 – Object-Oriented Programming I

Catalog Data: Introduces the use of a high-level object-oriented programming language as a problem-solving tool – including basic data structures and algorithms, object-oriented programming techniques, and software documentation. Designed for students who have had little or no prior experience with computer programming. For students in CS and CS related degree programs. (2-1-2)

Enrollment: Required course for CPE and EE majors.

Textbook: Programming and Problem Solving with Java, Second Edition, Jones & Bartlett Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020

References: none

Coordinator: Matthew Bauer, Senior Lecturer of CS

Course Outcomes: Students should be able to:

• Analyze and explain the behavior of simple programs involving the following fundamental programming constructs: assignment, I/O (including file I/O), selection, iteration, methods

• Write a program that uses each of the following fundamental programming constructs: assignment, I/O (including file I/O), selection, iteration, methods

• Break a problem into logical pieces that can be solved (programmed) independently. • Develop, and analyze, algorithms for solving simple problems. • Use a suitable programming language, and development environment, to implement, test, and debug

algorithms for solving simple problems. • Write programs that use each of the following data structures (and describe how they are represented in

memory): strings, arrays • Explain and apply object-oriented design and testing involving the following concepts: data abstraction,

encapsulation, information hiding • Use a development environment to design, code, test, and debug simple programs, including multi-file

source projects, in an object-oriented programming language. • Implement basic error handling • Apply appropriate problem-solving strategies • Use APIs (Application Programmer Interfaces) and design/program APIs

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • i. An ability to use current techniques, skills, and tools necessary for computing practices • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity

Prerequisites by Topic None.

Major Topics Covered in the Course 1. Fundamental data storage and manipulation (types and variables, statements and expressions)2. Functions3. Classes (classes and objects, instance variables and instance methods, and encapsulation).4. Flow of control

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(Boolean expressions, conditional statements, and loops).5. Vectors6. Problem Solving approaches (This section is dispersed appropriately throughout the semester to illustrate the above techniques.) 7. Software Engineering – design, testing, debugging (This section is dispersed appropriately throughout the semester to illustrate the above techniques.)

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CS 116 – Object-Oriented Programming II

Catalog Data: Continuation of CS 115. Introduces more advanced elements of object-oriented programming – including dynamic data structures, recursion, searching and sorting, and advanced object-oriented programming techniques. For students in CS and CS related degree programs. Prerequisite: CS 115 (2-1-2)

Enrollment: Required course for CPE and EE majors.

Textbook: Programming and Problem Solving with Java, Second Edition, Jones & Bartlett Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020

References: none

Coordinator: Matthew Bauer, Senior Lecturer of CS

Course Outcomes: Students should be able to:

• Analyze and explain the behavior of simple programs involving the following fundamental programming constructs: assignment, I/O (including file I/O), selection, iteration, methods

• Write a program that uses each of the following fundamental programming constructs: assignment, I/O (including file I/O), selection, iteration, methods

• Break a problem into logical pieces that can be solved (programmed) independently. • Develop, and analyze, algorithms for solving simple problems. • Use a suitable programming language, and development environment, to implement, test, and debug

algorithms for solving simple problems. • Write programs that use each of the following data structures (and describe how they are represented in

memory): strings, arrays • Explain the basics of the concept of recursion. • Write, test, and debug simple recursive functions and procedures. • Explain and apply object-oriented design and testing involving the following concepts: data abstraction,

encapsulation, information hiding, inheritance, polymorphism • Use a development environment to design, code, test, and debug simple programs, including multi-file

source projects, in an object-oriented programming language. • Implement basic error handling • Solve problems by creating and using sequential search, binary search, and quadratic sorting algorithms

(selection, insertion) • Determine the time complexity of simple algorithms. • Apply appropriate problem-solving strategies • Use APIs (Application Programmer Interfaces) and design/program APIs

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • i. An ability to use current techniques, skills, and tools necessary for computing practices • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity

Prerequisites by Topic CS115 - Basic object-oriented programming concepts

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Major Topics Covered in the Course 1. Review of CS115 material 2. Inheritance (subclasses, dynamic binding, abstract classes, and interfaces).3. Strings 4. Introduction to recursion.5. Searching and sorting algorithms (linear and binary search, selection sort, insertion sort, and quick sort - introduced via recursive versions).6. Algorithm analysis.7. Problem Solving approaches (This section is dispersed appropriately throughout the semester to illustrate the above techniques.) 8. Software Engineering – design, testing, debugging (This section is dispersed appropriately throughout the semester to illustrate the above techniques.)

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CS 330 – Discrete Structres

Catalog Data: Introduction to the use of formal mathematical structures to represent problems and computational processes. Topics covered include Boolean algebra, first-order logic, recursive structures, graphs, and abstract language models. Prerequisite: CS 116 or CS 201. (3-0-3)

Enrollment: Required course for CPE majors.

Textbook: Kenneth H. Rosen, Discrete Mathematics and Its Applications, McGraw-Hill, 5th Edition

Coordinator: Sanjiv Kapoor, professor of CS

Course Outcomes: Students should be able to:

• Illustrate by examples the basic terminology of functions, relations, and sets and demonstrate knowledge of their associated operations.

• Demonstrate in practical applications the use of basic counting principles of permutations, combinations, inclusion/exclusion principle and the pigeonhole methodology.

• Calculate probabilities of events and expectations of random variables for problems arising from games of chance.

• Establish and solve recurrence relations that arise in counting problems including the problem of determining the time complexity of recursively defined algorithms.

• Model logic statements arising in algorithm correctness and real-life situations and manipulate them using the formal methods of propositional and predicate logic.

• Outline basic proofs for theorems using the techniques of - direct proofs, proof by counterexample, proof by contraposition, proof by contradiction, mathematical induction.

• Relate the ideas of mathematical induction to recursion and recursively defined structures. • Illustrate by example basic terminology of graph theory and model problems in computer science using

graphs and trees. • Deduce properties that establish particular graphs as Trees, Planar, Eulerian, and Hamiltonion. • Illustrate the application of trees and graphs to data structures. • Explain the basic concepts modeling computation including formal machines, languages, finite automata,

Turing machines

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic CS 116 or CS 201 - Experience with basic programming constructs and algorithms

Major Topics Covered in the Course 1. Sets, Functions and relations - sets, set operations, functions, summations, growth of functions, equivalence relations, countable and uncountable sets, examples of algorithm analysis 2. Counting Methods – permutations, combinations, discrete probability, pigeonhole principle 3. Advanced counting – inclusion-exclusion, recurrence relations, methods of solving recurrences, examples from computer sciences 4. Introductory Logic – propositional logic, predicate logic, proof methodologies, examples of algorithm correctness 5. Partially Ordered sets - trees, boolean algebra, example of minimizing circuits

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6. Introduction to Graphs - trees , connectivity, eulerian traversals, minimum spanning tree, planarity, Euler’s formula, matching 7. Formal machines and languages-an introduction - automaton, grammars and turing machines 8. Introduction to Algebraic Topics (OPTIONAL) – rings, groups, semi-groups.

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CS 331 – Data Structures and Algorithms

Catalog Data: Implementation and application of the essential data structures used in computer science. Analysis of basic sorting and searching algorithms and their relationship to these data structures. Particular emphasis is given to the use of object-oriented design and data abstraction in the creation and application of data structures. Prerequisite: CS 116 or CS 201. (2-2-3))

Enrollment: Required course for CPE majors.

Textbook: Teacher Supplied Material - http://dijkstra.cs.iit.edu/cs331-sp08/schedule/

References: http://dijkstra.cs.iit.edu/cs331-sp08/resources/

Coordinator: Dr. Gruia Calinescu, Associate Professor of CS

Course Outcomes: Students should be able to:

• Explain, implement, and apply the following data-structures: o lists (unordered and ordered), stacks, queues, expression trees, binary search trees, heaps, and hash

tables. • Analyze the time and space complexity of algorithms using asymptotic upper bounds (big-O notation). • Explain and use references and linked structures. • Outline basic object-oriented design concepts: composition, inheritance, polymorphism. • Write and test recursive procedures, and explain the run-time stack concept. • Analyze searching and sorting algorithms, and explain their relationship to data-structures. • Choose and implement appropriate data-structures to solve an application problem. • Explain how to use unit tests and version control in your software development.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity

Prerequisites by Topic CS 116 or CS 201 - Experience in object-oriented programming

Major Topics Covered in the Course 1. Abstraction/Variables 2. Linux/Subversion 3. Lists (Array and Linked List) 4. Stacks and Queues 5. Ordered Lists, Sorting 6. Doubly-Linked Lists 7. Binary Search Trees 8. Expression Trees 9. Heaps 10. Hash Tables

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11. Project(s) discussion, Midterm(s) and discussion, Project(s) evaluation

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CS 350 – Computer Organization and Assembly Language Programming

Catalog Data: Introduction to the internal architecture of computer systems. Focuses on the relationship between a computer's hardware, its native instruction set, and the implementation of high-level languages on that machine. Lab exercises focused on assembly language programming and simple processor design explore and analyze computer architecture. Prerequisite: CS 116 or CS 201. (2-2-3) (C)

Enrollment: Required course for CPE majors.

Textbook: Introduction to Computing Systems: From Bits and Gates to C and Beyond, 2/e; Yale N. Patt, Sanjay J. Patel, McGraw-Hill

References: none

Coordinator: Dr. Cindy Hood, Associate Professor of CS

Course Outcomes: Students should be able to:

• Explain the layers of abstraction an overview of computer systems. • Develop and debug low-level programs in C including pointers and dynamic memory allocation. • Explain and solve problems about data representation in computers including:

o Number systems and Boolean algebra o Unsigned, Two's complement, Floating point o Limitations of electronic circuits o Arithmetic

• Write and debug assembly language programs (IA32) and explain the following implementation details: o ISA design o Compilers and assemblers o Translating HLL control constructs o Complex data structures

• Explain the basics of processor architecture including: o Digital logic and HDLs o Basic datapath/control model o Pipelining overview

• Explain the concepts of performance optimization including: o Capabilities of optimizing compilers o Machine independent program transformations o Machine dependent optimizations

• Explain Memory Hierarchy including: o Memory hierarchy overview o Locality of reference o Caching methodologies o Optimizing program performance with improved locality

• Explain the linking process including: o Understanding role of linking in compilation o Static and dynamic linking

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • f. An ability to communicate effectively with a range of audiences • i. An ability to use current techniques, skills, and tools necessary for computing practices.

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• j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic CS 116 or CS 201 - Experience in object-oriented programming

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CS 351 – Systems Programming

Catalog Data: Examines the components of sophisticated multi-layer software systems-including device drivers, systems software, applications interfaces, and user interfaces. Explores the design and development of interrupt-driven and event-driven software. Prerequisites: CS 331, CS 350. (2-2-3)

Enrollment: Required course for CPE majors.

Textbook: Bryant, Randal E., and David O'Hallaron. Computer Systems: A Programmer's Perspective. PrenticeHall, 2003

References: Kernighan, Brian W., and Dennis M. Ritchie. The C Programming Language, 2nd Edition. Prentice Hall, 1988. Rochkind, Marc J. Advanced UNIX Programming. Addison-Wesley, 2004 http://www.cs.iit.edu/~lee/cs351/resources.shtml

Coordinator: Matthew Bauer, Senior Lecturer of CS

Course Outcomes: Students should be able to:

• Define the concept and role of a process in a modern operating system • Describe the key abstractions an operating system provides to running processes • Describe the function, usage, and operation of system calls related to process management, memory

management and I/O • Explain exceptional control flow, including:

o Hardware interrupts o Software exceptions / Traps o Signals and signal handling

• Describe the essential operation of a modern MMU from a programmer’s standpoint, including: o Caching and the TLB o Segmentation and paging for virtual memory

• Explain the operation of various memory allocation methods, including: o Implicit allocation (garbage collection) o Explicit allocation (malloc/free, reference counting, etc.)

• Describe, utilize, and implement a dynamic memory allocation API. • Describe and utilize the system-level I/O API of a modern operating system, including:

o File descriptors o File I/O o Buffered I/O o Interprocess communication

• Describe and utilize a low-level socket based networking API. This should include: o Client / Server model o Internetworking o Berkeley sockets

• Describe, design and utilize concurrent programming APIs, including: o POSIX Threads o Re-Entrant code o Synchronization primitives

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution

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• c. An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs

• i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic CS 331 Data Structures, CS350 – C/Assembly Programming

Major Topics Covered in the Course 1. Introduction and Syllabus, Course Overview 2. Assembly review / x86 Assembly Primer 3. C: Language basics, Pointers, Arrays, and Structures 4. Processes and the OS, Process management 5. Exceptional Control Flow (signals, signal handling, etc.) 6. Practical: Programming a UNIX shell 7. Caching and Virtual Memory 8. Dynamic Memory Management 9. Practical: Implementing malloc 10. UNIX System Level I/O 11. Interprocess Communication (pipes, message queues, shared memory, etc.) 12. Berkeley sockets API 13. Practical: A Concurrent Server 14. POSIX Threads API

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CS 411 – Computer Graphics

Catalog Data: Overview of display devices and applications. Vector graphics in two and three dimensions. Image generation, representation, and manipulation. Homogeneous coordinates. Modeling and hidden line elimination. Introduction to raster graphics. Perspective and parallel projections. Prerequisites: CS 331 or CS401 or CS403. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: Computer Graphics with OpenGL, 3rd ed., D. Hearn and M.P. Baker, Prentice-Hall, 2003.

References: OpenGL Programming Guide, 5th ed. M. Woo, J. Neider, et al. Addison - Wesley, 2005. Computer Graphics: Principles and Practice, 2nd ed. J.D. Foley, A. Van Dam, et. al. Addison - Wesley, 1997. Interactive Computer Graphics: A Top-Down Approach Using OpenGL, 3rd ed., E. Angel, 2003.

Coordinator: Dr. Gady Agam, Assistant Professor of CS

Course Outcomes: Students should be able to:

• Provide overview of computer graphics. • Provide understanding of basic concepts, mathematical models, techniques, and algorithms used in

computer graphics in two and three dimensions. • Provide graphics programming experience with OpenGL. • Describe and understand the main areas of computer graphics, graphics software, and graphics hardware. • Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms

relating to raster graphics. The students should be able to implement basic algorithms and modify them if necessary.

• Demonstrate an understanding of the basic concepts, syntax, and techniques behind the openGL graphics library. The students should be able to writh graphics programs by using this software library.

• Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms relating to 2D and 3D modeling and viewing. The students should be able to implement basic algorithms and modify them if necessary. They should be able to use openGL in this context.

• Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms relating to 3D object representation. The students should be able to implement basic algorithms and modify them if necessary.

• Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms relating to Color. The students should be able to implement basic algorithms and modify them if necessary.

• Demonstrate an understanding of the basic concepts, mathematical models, techniques and algorithms relating to Illumination models and surface rendering. The students should be able to implement basic algorithms and modify them if necessary. They should be able to use openGL in this context

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic

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Math - Calculus, Linear algebra Programming - Data structures and algorithms, C/C++

Major Topics Covered in the Course 1. Introduction: overview of computer graphics, overview of graphics hardware and software 2. Introduction to graphics programming with OpenGL: overview, concepts, syntax, libraries, basic drawing, state management 3. Raster graphics: line and conic sections drawings, area filling, character generation, image operations, object attributes, antialiasing 4. 2D modeling and viewing: geometric transformations, homogeneous coordinates, affine transformation, line and polygon display 5. Introduction to 3D Rendering with OpenGL: 3d rendering concepts, 3d modeling and viewing in OpenGL 6. 3D modeling and viewing: 3D transformations, the 3D viewing pipeline, projections, clipping, visible surface detection, hierarchical modeling 7. 3D object representation: polygonal surfaces, quadric surfaces, cubic splines, Bezier curves and surfaces, B-spline curves and surfaces, NURBS, CSG, octrees, BSP trees, other representations 8. Color, illumination models, and surface rendering: basic illumination models, polygon rendering, ray tracing, texture and bump mapping, displaying light intensities, dithering, color models, LUTs, blending 9. Midterm, Recap & Review

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CS 422 – Introduction to Data Mining

Catalog Data: This course will provide an introductory look at concepts and techniques in the field of data mining. After covering the introduction and terminologies to Data Mining, the techniques used to explore the large quantities of data for the discovery of meaningful rules and knowledge such as market basket analysis, nearest neighbor, decision trees, neural networks, and clustering are covered. The students learn the material by implementing different techniques throughout the semester (3-0-3).

Enrollment: Elective course for CPE majors.

Textbook: J. Han, M. Kamber. Data Mining Concepts and Techniques, Morgan Kaufmann

References: none

Coordinator: Dr. Nazli Goharian, Clinical Assistant Professor of CS

Course Outcomes: Students should be able to:

• Explain the Data Mining motivation and applications. • Explain the Data Mining Architecture. • Explain Data Preprocessing motivation and techniques. • Explain various Data Mining algorithms such as Naïve Bayes, Neural Networks, Decision Tree,

Association-Rules, and Clustering. • Explain the scalability issues for each of the algorithms discussed in the class and how they can be

modified for scalability. • Design and implement data mining systems using various data pre-processing techniques and mining

algorithms. • Apply the research ideas into their experiments in building data mining systems.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • f. An ability to communicate effectively with a range of audiences • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic Data Structures, Algorithm and Strong Object Oriented Programming

Major Topics Covered in the Course 1. Introduction to Data Mining 2. Data preprocessing 3. Classification & Cross Validation 4. Evaluation 5. Naive Bayes 6. Neural Networks 7. Decision Tree 8. Rule Based Classification 9. K-Nearest Neighbor 10. Ensemble Methods 11. Association rules 12. Cluster analysis 13. Students Presentations

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CS 425 – Database Organization

Catalog Data: Overview of database architectures, including the Relational, Hierarchical, Network, and Object Models. Database interfaces, including the SQL query language. Database design using the Entity-Relationship Model. Issues such as security, integrity, and query optimization. Prerequisite: CS 331 or CS 401 or CS 403. (3-0-3) (T) (C)

Enrollment: Elective course for CPE majors.

Textbook: Silberschatz, H.F. Korth, and S. Sudarshan, Database System Concepts, McGraw-Hill, ISBN 0-07-295886-3

OR R. Ramakrishnan and J. Gehrke, Database Management Systems, McGraw-Hill, ISBN 0-

07-246563-8 0072283637 References: none

Coordinator: Dr. Nazli Goharian, Clinical Assistant Professor of CS

Course Outcomes: Students should be able to:

• Design and model a design scenario using relational data modeling, which includes: o Analyze the design anomalies. o Construct Entity Relationship Diagram. o Analyze and Construct Functional Dependencies for the business rules. o Analyze Functional Dependencies to identify Primary keys. o Analyze and Perform Normalization and Normal Forms. o Define referential integrities. o Create relational database design schemas in 3-NF/BCNF for a design scenario of the size of ca. 8-

10 tables. • Solve abstract relational language, such as relational algebra problems. • Solve database transactions by using Structured Query Language (SQL), used by RDBMSs. • Explain the general concept of the additional topics such as: Query Optimizations, Concurrency Control,

Recovery, structured data and text, and data warehousing. • Implement a relational database application, using a commercial/ open source RDBMS (Such as Oracle or

mysql). This includes both the design and the implementation of an application that uses a relational database management system for the storage of the data and provides a user interface for the insertion, deletion, update and query of the data in this database by a user.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • f. An ability to communicate effectively with a range of audiences • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity

Prerequisites by Topic Data Structures, Algorithm and Strong Object Oriented Programming

Major Topics Covered in the Course 1. Introduction 2. Relational Model

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3. Relational Algebra 4. SQL 5. Database Design 6. Query Optimization 7. Recovery and Concurrency Control 8. Integration of Structured Data and Text 9. Special Topics: Data Warehousing, Data Mining 10. Midterm and review Final Exam

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CS 429 – Introduction to Information Retrieval Systems

Catalog Data: Overview of fundamental issues of information retrieval with theoretical foundations. The Information-retrieval techniques and theory, covering both effectiveness and run-time performance of information-retrieval systems are covered. The focus is on algorithms and heuristics used to find documents relevant to the user request and to find them fast. The course covers the architecture and components of the search engine such as parser, stemmer, index builder, and query processor. The students learn the material by building a prototype of such a search engine. Prerequisite: CS331 or CS401 and strong programming knowledge. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: D. Grossman and O. Frieder, Information Retrieval: Algorithms and Heuristics, Second Edition 2004, Springer Publishers, ISBN 1-4020-3004-5 (paperback).

References: none

Coordinator: Dr. Nazli Goharian, Clinical Assistant Professor of CS

Course Outcomes: Students should be able to:

• Explain the information retrieval storage methods (Inverted Index and Signature Files) • Explain retrieval models, such as Boolean model, Vector Space model, Probabilistic model, Inference

Networks, and Neural Networks. • Explain retrieval utilities such as Stemming, Relevance Feedback, N-gram, Clustering, and Thesauri, and

Parsing and Token recognition. • Design and implement a search engine prototype using the storage methods, retrieval models and utilities. • Apply the research ideas into their experiments in building a search engine prototype

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • f. An ability to communicate effectively with a range of audiences • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity

Prerequisites by Topic Data Structures, Algorithm and Strong Object Oriented Programming.

Major Topics Covered in the Course 1. Introduction, Overview of IR 2. IR Utilities: Parser/Tokenizer, phrase Recognition, Stemming, N-Grams 3. Efficiency: Indexing - inverted index, memory based and sort inversion; Signature Files 4. IR Strategies and Models: Boolean, Vector Space Model; Similarity Measures in Information Retrieval, Pivoted Normalizations 5. IR Evaluation 6. IR Strategy: Probablistic Model 7. IR Utility: Relevance Feedback and other Query Expansions 8. Efficiency : Compression 9. Efficiency: Top Docs, Query Threshold 10. Clustering

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11. IR Strategy: Language Models 12. World Wide Web 13. IR Utility: Passage Based Retrieval 14. Efficiency: Duplicate Document Detection 15. Relational Approach 16. Student Presentations Final Exam

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CS 430 – Introduction to Algorithms

Catalog Data: Examines the components of sophisticated multi-layer software systems-including device drivers, systems software, applications interfaces, and user interfaces. Explores the design and development of interrupt-driven and event-driven software. Prerequisites: CS 331, CS 350. (2-2-3)

Enrollment: Elective course for CPE majors.

Textbook: Cormen, Leiserson and Rivest, Introduction to Algorithms, MIT Press/McGraw Hill

References: A. Aho, J. Hopcroft and J.D. Ullman, Design and Analysis of Algorithms, Addison-Wesley.

Coordinator: Dr. Sanjiv Kapoor, Professor of CS

Course Outcomes: Students should be able to:

• Use big O, omega, and theta notation to give asymptotic upper, lower, and tight bounds on time and space complexity of algorithms.

• Determine the time complexity of simple algorithms, deduce the recurrence relations that describe the time complexity of recursively defined algorithms, and solve simple recurrence relations.

• Design algorithms using the brute-force, greedy, dynamic programming, divide-and-conquer, branch and bound strategies.

• Design algorithms using at least one other algorithmic strategy from the list of topics for this unit. • Use and implement the fundamental abstract data types -- specifically including hash tables, binary search

trees, and graphs -- necessary to solve algorithmic problems efficiently. • Solve problems using techniques learned in the design of sequential search, binary search, O(N log N)

sorting algorithms, and fundamental graph algorithms, including depth-first and breadth-first search, single-source and all-pairs shortest paths, and at least one minimum spanning tree algorithm.

• Demonstrate the following abilities: to evaluate algorithms, to select from a range of possible options, to provide justification for that selection, and to implement the algorithm in simple programming contexts.

• Communicate theoretical and experimental analyses of a set of algorithms (i.e. sorting) in a lab report format.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • f. An ability to communicate effectively with a range of audiences • h. Recognition of the need for, and an ability to engage in, continuing professional development • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• l. Be prepared to enter a top-ranked graduate program in Computer Science.

Prerequisites by Topic CS115/CS116 - Object-Oriented Programming: functions, pointers, recursion, classes CS330 - Discrete Mathematics: sets, functions, counting, proofs CS331 - Data Structures: abstract data types, lists, stacks, queues, trees

Major Topics Covered in the Course 1. Introduction to Algorithm Design, Complexity analysis including elementary tools like O-Notations, Recurrence Relations

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2. Introduction to Backtracking and Branch and Bound 3. Introduction to Dynamic Programming 4. Divide and Conquer and Greedy Methods (using Traveling Salesman Problem, Knapsack Problem and Optimum Triangulation of Convex Polygons) 5. Sorting Methods ‐ Quicksort, Mergesort, Heaps and Heapsort, Lower bound on sorting 6. Searching I - Hash Functions and Hashing, Union Find 7. Searching II-- Binary Search Trees, Balanced Binary Search Trees (AVL Trees, 2-3 trees/ Red-Black trees) 8. Graph Algorithms I - Depth First Search, Breadth First search, Bi-connectivity, Topological Sort 9. Graph Algorithms II - Minimum Spanning Trees, Shortest Paths 10. String Matching 11. NP-Complete Problems 12. Parallel Model of Computing - Example Sorting (optional topic) Midterm Exam Final Exam

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CS 440 – Programming Languages and Translators

Catalog Data: Study of commonly used computer programming languages with an emphasis on precision of definition and facility in use. Scanning, parsing, and introduction to compiler design. Use of compiler generating tools. Prerequisite: (CS 330 and CS 351) or CS401 or CS403. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: http://dijkstra.cs.iit.edu/cs440-sp08/resources/

References: none

Coordinator: Dr. Xiang-Yang Li, Assistant Professor of CS

Course Outcomes: Students should be able to:

• Explain major classes of programming languages: techniques, features, and styles. o Know how to use boxed and unboxed variables o Be able to use higher order functions.

• How to specify formally the meaning of a language --- to people and to the computer. o Use Transition, Typing, and Denotational Semantics to define a language construct. o Be able to specify the language of regular expressions. o Determine if a grammar is LL, and write a parser for it using recursive descent. o Determine if a grammar is LR, and write a parser for it using a parser generator. o Describe the algorithm for both LL and LR parser generation.

• Explain Three Powerful Ideas: 1. Recursion

Know how to use both tail recursion and standard recursion. Know how to use higher order functions to eliminate recursion.

2. Abstraction Know how to create user-defined types. Know how to use functions to model integers. Know how to use trees to model language constructs.

3. Transformation Know how to interpret a language. Know how to use unification.

• How to choose a language. • How to implement a language.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • h. Recognition of the need for, and an ability to engage in, continuing professional development • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• l. Be prepared to enter a top-ranked graduate program in Computer Science.

Prerequisites by Topic Experience writing basic programs in more than one computer language and a strong discrete mathematics background.

Major Topics Covered in the Course 1. Course Introduction, Recursion, User Defined Types, Higher Order Functions, Interpreters

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2. Regular Languages, Grammars, LL Parsing, LR Parsing, LR Parsing Tools, Lambda Calculus 3. Unification, The Call Stack and the Heap, Transition Semantics, Natural Semantics, Type Semantics 4. Variables, Parameters, Local State, Objects, Infinite Data, Continuation-Passing Style 5. Prolog, Prolog's Cut Operator, Dynamic Prolog, Applications of Prolog 6. Meta-Programming Midterm Exams Final Exam

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CS 441 – Current Topics in Programming Languages

Catalog Data: New topics in programming language design such as concepts of concurrent and distributed programming, communicating sequential processes, and functional programming. System development tools and language features for programming. An introduction to programming language semantics. Prerequisite: CS 331 or CS 401 or CS 403. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: Java: How to Program, 7th Edition, Deitel and Deitel, Prentice Hall Java: Web Development Illuminated, 2007 Edition, Kai Qian, et al, Jones and Bartlett Publishers

References: See http://www.cs.iit.edu/~cs441/index.html

Coordinator: Dr. Tzilla Elrad, Research Professor of CS

Course Outcomes: Students should be able to:

• Outline the evolution of the architectural neutral, secure, OO programming languages in order to illustrate how this evolution has led to the occurrence of the JAVA programming model. The course builds on the students ' knowledge of Object Oriented Programming concepts, which is a prerequisite for the course.

• Design, implement, test, and debug Applets, Servlets, and Applications. • Design and implement Graphical User Interfaces. • Learn the programming language mechanisms that support distribution transparency and development of

distributed applications. • Recognize the underlying concurrency language model; Multithreading and monitor-based concurrency

model. • Demonstrate the supportive language constructs and mechanisms for the design and development of 3-tier

architectures; server-side programming.

Program-level Outcomes supported by the above Course Outcomes: • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • h. Recognition of the need for, and an ability to engage in, continuing professional development • i. An ability to use current techniques, skills, and tools necessary for computing practices. • k. An ability to apply design and development principles in the construction of software systems of varying

complexity.

Prerequisites by Topic Strong object-oriented programming experience.

Major Topics Covered in the Course 1. Object-Oriented Programming Oveview 2. Event-driven programming for building GUI 3. Security and Web Servers 4. Multithreading 5. Animation and Serialization 6. Database Connectivity 5. Networking and Multicasting 6. Client/Server Models 7. Aspect-Oriented Programming

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CS 445 – Object Oriented Design and Programming

Catalog Data: Introduction to methodologies for object-oriented design and programming. Examines the object model and how it is realized in various object-oriented languages. Focuses on methods for developing and implementing object-oriented systems. Prerequisite: CS 331 or CS 401 or CS 403 (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: Head First Object-Oriented Analysis & Design, Brett D. McLaughlin, Gary Pollice & David West, Addison Wesley, ISBN: 0-596-00867-8 Test-Driven Development by Example, Kent Beck, Addison Wesley, ISBN: 0-321-14653-0

References: See http://www.cs.iit.edu/~cs445

Coordinator: Dr. Bogdan Korel, Associate Professor of CS

Course Outcomes: Students should be able to:

• Explain and justify the principles of Object Oriented concepts (review abstraction & abstract data types, encapsulation, inheritance, polymorphism, aggregation)

• Analyze and identify the strengths (and weaknesses) of in-depth areas of the Object Oriented paradigm. • Analyze, explain, & compare the qualities of Object Oriented languages and how well they support the

object model. • Explain and analyze the key points of Object Oriented analysis. • Explain and analyze the key points of Object Oriented design. • Design, implement, test and debug multi-phased Object Oriented application. • Explain and utilize contemporary Object Oriented methodologies (data-driven methodology and behavior-

driven methodology) • Utilize contemporary notation (Unified Modeling Language) to express the artifacts of Object Oriented

Analysis & Design (class design, class relationships, object interaction, object states, etc.) • Perform Object Oriented Analysis & Design on a real-world problem. • Explain and Utilize Complex Design Patterns. • Create an implementation of the resultant Object Oriented design. • Examine new & contemporary concepts in Object Orientation. • Communicate the deliverables of a software development project.

Program-level Outcomes supported by the above Course Outcomes: • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • f. An ability to communicate effectively with a range of audiences. • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• k. An ability to apply design and development principles in the construction of software systems of varying complexity.

Prerequisites by Topic Strong object-oriented programming experience

Major Topics Covered in the Course 1. Review of The Terminology And Fundamentals Of Object Oriented Concepts

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2. Abstractions/Abstract Data Types/Encapsulation/Information Hiding/Coupling/Cohesion 3. Object Oriented Hierarchies - Advances Topics on Inheritance/Polymorphism/Dynamic Binding/Aggregations 4. "Interface" Class Concepts 5. Object Oriented Languages – Survey, Features 6. Characteristics of Objects (Object Relationships, Object Interactions, Instantiation, etc.) 7. Object Oriented Analysis & Design - Concepts, Methodologies, Unified Modeling Language 8. Structural Modeling (Class Diagram) 9. Behavioral Modeling (Interaction Diagram, State Diagram) 10. Object-Oriented Design Patterns - Understanding & Usage 11. End-To-End Case Study of Object-Oriented Analysis & Design 12. Object Oriented Detailed Design 13. Object Oriented Analysis & Design in Large Scale Projects 14. Use Of Persistence & Databases In an Object Oriented Application 15. Contemporary Object Oriented Topics, Including Multi-Threaded Objects 16. Course Administration & Mid-Term Exam 17. Final Exam

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CS 447 – Distributed Objects

Catalog Data: This course provides an introduction to the architecture, analysis, design, and implementation of distributed, multi-tier applications using distributed object technology. The course focuses on the services and facilities provided by an Object Request Broker (ORB). Students will use a commercially available ORB and Database Management System to develop distributed object applications. Prerequisite: CS 445. (3-0-3) (T) (C)

Enrollment: Elective course for CPE majors.

Textbook: Gerald Brose, Keith Duddy, and Andreas Vogel, "Java Programming with CORBA, Third Edition," John Wiley & Sons, (January 2001) ISBN: 0-471-37681-7 Wolfgang Emmerich, "Engineering Distributed Objects" John Wiley & Sons, (Reprinted January 2004) ISBN: 0-471-98657-7

References: See http://www.cs.iit.edu/~cs447

Coordinator: Dr. Shangping Ren, Assistant Professor of CS

Course Outcomes: Students should be able to:

• Understand the basic concept of distributed systems and distributed objects • Understand the principles of Object-Oriented Middleware and common design problems for distributed

systems • Understand advantages and disadvantages of various multi-tier software architectures • Use IDL to define application interfaces • Use business objects to construct software applications • Understand functions of an Object Request Broker (ORB), common distributed services, common

distributed messaging styles, multiple mechanisms for providing object persistence used in distributed applications

• Understand and be able to use iterative, use case driven methodology in component-based software development

• Implement a distributed, multi-tier application using distributed object technology • Acquire software development team-working skills using a use case driven, architecture-centric, iterative

software development process

Program-level Outcomes supported by the above Course Outcomes: • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • h. Recognition of the need for, and an ability to engage in, continuing professional development • i. An ability to use current techniques, skills, and tools necessary for computing practices. • k. An ability to apply design and development principles in the construction of software systems of varying

complexity.

Prerequisites by Topic • Fundamental aspects of the object-oriented model: abstraction, encapsulation, inheritance, and aggregation. • Fundamental aspects of developing object-oriented software: requirements, analysis, design, implementation,

testing, and deployment. • Basic object-oriented design patterns: Singleton, Proxy, Abstract Factory, and Strategy. • Experience writing object-oriented software using a common object-oriented programming language. • Experience using a relational database management system.

Major Topics Covered in the Course 1. Course Introduction

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2. Software Architectures, and Business Object Architecture 3. OMG Object Management Architecture, and CORBA Overview 4. Interface Definition Languages, and Distributed Programming 5. Project Overview 6. Business Object, and Use Case Modeling 7. Common Distributed Services 8. Directory Services 9. Persistence 10. Midterm Exam 11. Object to Relational Mapping, and Persistence Frameworks 12. Event, Notification, and Messaging Service 13. Object Database Management Systems 14. Transaction Service 15. Object Activation 16. Application Servers, and Component Frameworks 17. Future Trends

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CS 450 – Introduction to Operating Systems

Catalog Data: Introduction to operating system concepts—including system organization for uniprocessors and multiprocessors, scheduling algorithms, process management, deadlocks, paging and segmentation, files and protection, and process coordination and communication. Prerequisites: (CS 331 and CS 350) or (CS 331 and ECE 242) or (CS 401 and CS 402) or CS 403. (3-0-3) (T)

Enrollment: Required course for CPE majors.

Textbook: Silberschatz, Adam, Peter Galvin, and Greg Gagne. "Operating System Concepts, 7th Edition." John Wiley & Sons, 2004. Lions, John. "Lions' Commentary on UNIX, 6th Edition." Annabooks, 1996.

References: Kernighan, Brian W., and Dennis M. Ritchie. "The C Programming Language", 2nd Edition. Prentice Hall, 1988.

Coordinator: Dr. Xian-He Sun, Professor of CS

Course Outcomes: Students should be able to:

• Explain the range of requirements that a modern operating system has to address.

• Define the functionality that a modern operating system must deliver to meet a particular need.

• Articulate design tradeoffs inherent in operating system design. • Explain the concept of a logical layer. • From the perspective of building operating systems, explain the benefits of building these layers in a

hierarchical fashion.

• Describe how the resources of the computer system are managed by software.

• Relate system state to user protection.

• Justify the presence of concurrency within the framework of an operating system.

• Demonstrate the potential run-time problems arising from the concurrent operation of many (possibly a dynamic number of) tasks.

• Summarize the range of mechanisms (at an operating system level) that can be employed to realize concurrent systems and be able to describe the benefits of each.

• Explain the different states that a task may pass through and the data structures needed to support the management of many tasks.

• Compare and contrast the common algorithms used for both preemptive and non-preemptive scheduling of tasks in operating systems.

• Describe relationships between scheduling algorithms and application domains.

• Investigate the wider applicability of scheduling in such contexts as disk I/O, networking scheduling, and project scheduling.

• Introduce memory hierarchy and cost-performance tradeoffs.

• Explain what virtual memory is and how it is realized in hardware and software.

• Examine the wider applicability and relevance of the concepts of virtual entity and of caching.

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• Evaluate the trade-offs in terms of memory size (main memory, cache memory, auxiliary memory) and processor speed.

• Defend the different ways of allocating memory to tasks on the basis of the relative merits of each.

• Summarize the features of an operating system used to provide protection and security, and describe the limitations of each of these.

• Summarize the full range of considerations that support file systems.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • h. Recognition of the need for, and an ability to engage in, continuing professional development • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

• l. Be prepared to enter a top-ranked graduate program in Computer Science.

Prerequisites by Topic To be successful in this course you should have substantial programming experience in a high level language (C is ideal) with direct access to the underlying operating system's system call interface. You should be, at minimum, adept at making use of the language's facilities for process control, memory management, I/O, file management, and IPC. Experience with some form of assembly language is also required.

Major Topics Covered in the Course 1. Processes, Threads, and Context Switching 2. System Calls, Interrupts, and Exceptions 3. Kernel and User Modes 4. Scheduling 5. IPC 6. Address spaces, virtual memory and memory management 7. I/O and device management 8. File systems 9. Concurrency

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CS 455 – Data Communications

Catalog Data: Introduction to data communication concepts and facilities with an emphasis on protocols and interface specifications. Focuses on the lower four layers of the ISO-OSI reference model. Prerequisite: CS 450. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: Halsall, Fred, Computer Networking and the Internet, Fifth Edition, Addison-Wesley, 2005.

References: none

Coordinator: Dr. Peng-Jun Wan, Associate Professor of CS

Course Outcomes: Students should be able to:

• Understand the operation of multi-layered protocols, particularly the OSI and Internet models/architectures, and how standards evolve.

• Describe the difference between different network topologies, including packet and circuit switched, LANs and WANs, and identify and describe networks that apply to each network type.

• Understand the basic concepts of the Physical Layer, including physical media, encoding/modulation, multiplexing, error control, and their implementation in various commercial networks.

• Describe the basic operation of the Data Link Layer, including connection oriented versus connectionless protocols, retransmission algorithms, windows and flow control, and their implementations in various networks.

• Describe the basic operation of the network layer, including addressing and routing.

• Describe the basic operation of TCP/UDP, including connection establishment and release, buffered transfer, adaptive retransmission, and congestion and flow control.

• Describe LAN architectures and their implementations

• Introduce Application layer concepts, including commercial Internet protocols and client-server technologies.

• Introduce special issues, including security, performance, and quality of service from a technical and ethical viewpoint.

• Tie in all above concepts to describe the global data telecommunications network.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic • CS455 is a senior course in Computer Science and as such expects from its students a reasonable level of

mathematical and and computing sophistication.

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• Physical phenomena such as electrical signals are discussed but no background beyond high school physics is assumed.

• Discussion of the software aspects of data communications assumes a knowledge of: operating systems, data structures, and the organization of reasonably complicated programs.

Major Topics Covered in the Course 1. Introduction to the course, layered protocols, and networks 2. Physical layer 3. LANs and Medium Access Control 4. Data link layer 5. Network layer (IP) 6. Transport layer (TCP, UDP) 7. Application layer 8. Special issues 9. A Complete Network Overview Midterm (Review, Test), Paper / Project(s) Description & Evaluation, Final Exam Review Final Exam

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CS 458 – Information Security

Catalog Data: An introduction to the fundamentals of computer and information security. This course focuses on algorithms and techniques used to defend against malicious software. Topics include an introduction to encryption systems, operating system security, database security, network security, system threats, and risk avoidance procedures. Prerequisites: CS 425 and CS 450. (3-0-3)

Enrollment: Elective course for CPE majors.

Textbook: Security in Computing, 2nd edition. Charles P. Pleeger. Prentice Hall, 1997.

References: Introduction to Computer Security, Matt Bishop, Addison Wesley, ISBN: 0-321-24744-2 Exploiting Software - How to Break Code, Greg Hoglund and Gary McGraw, Addison Wesley, ISBN: 0-201-78695-8

Coordinator: Dr. David Grossman, Associate Professor of CS

Course Outcomes: Students should be able to:

• Provide an introduction to the security engineering discipline • Expose students to contemporary risks and attack procedures. • To provide students with an appreciation of the historical perspective in information assurance research. • Describe security engineering processes – particularly those being used in industry . • Students will be familiar with fundamental encryption algorithms • Students will be able to design an architecture to defend a specific system from attack. • The student will be able to apply standard, accepted security engineering techniques to protect a system

with respect to a specific organizational security policy. • The student will demonstrate an ability to document their work to an acceptable standard.

Program-level Outcomes supported by the above Course Outcomes: • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • e. An understanding of professional, ethical, legal, security, and social issues and responsibilities • f. An ability to communicate effectively with a range of audiences. • g. An ability to analyze the local and global impact of computing on individuals, organizations and society • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic Operating Systems, Databases and Programming Knowledge

Major Topics Covered in the Course 1. Security Engineering Perspectives2. Security Historical Perspectives 3. Operating System Security4. Database Security Algorithms5. Network Security6. Security Administration 7. E-Commerce Security 8. Encryption types and techniques 9. Prevention, Detection, and Response 10. Legal and Ethical Issues

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CS 470 – Computer Architecture

Catalog Data: Introduction to the functional elements and structures of digital computers. Detailed study of specific machines at the register transfer level illustrates arithmetic, memory, I/O, and instruction processing. Prerequisites: CS 350 and ECE 218. (2-2-3) (T) (C)

Enrollment: Elective course for CPE majors.

Textbook: "Computer Organization and Design: the hardware/software interface", David A. Patterson, John L. Hennessy, edition 3/e, Morgan Kaufmann, Inc. ISBN-10: 0123706068

References: See www.cs.iit.edu/~cs470

Coordinator: Virgil Bistriceanu, Instructor of CS

Course Outcomes: Students should be able to:

• Present the milestones of computer architecture history • Fundamentals of computer design

o Explain the difference between various measure of performance: Latency, throughput; MIPS, MPFLOS

o Comparing performance o Utilize Amdahl’s law to estimate the overall speedup o Explain the difference between a good and a bad benchmark

• Assembly level machine organization o Explain the basic organization of the classical von Neumann machine and its major functional

units o Explain how an instruction is executed in a classical von Neumann machine o Summarize how instructions are represented at both the machine level and in the context of a

symbolic assembler o Explain different Instruction Set formats (0 (stack), 1 (accumulator), 2, and 3-addresses per

instruction; Variable length vs. fixed length formats) o Design the Instruction Set for a general purpose CPU o Explain how the basic addressing modes work: Register, Memory direct, Memory indirect, Base

and displacement, Indexed o Explain how base and displacement addressing is used in block-based programming languages o Write small MIPS assembly language programs o Demonstrate how fundamental high-level programming constructs are implemented at the

machine-language level: If-then-else, Loops (for, while, do-until), Procedure call/return o Explain the basic concepts of interrupts and I/O operations

• Datapath and Control o Design a single clock-cycle datapath for a CPU o Explain why a single clock-cycle datapath is inefficient o Re-factor a single clock-cycle datapath into a multi clock-cycle one o Explain the difference between a hardwired and a microprogrammed control unit o Design the control unit for a single clock-cycle datapath o Explain how exceptions impact the design and performance of a datapath

• Pipelining o Derive the formula for the throughput of an ideal pipeline with N stages o Explain the limiting factors in building a pipeline with too many stages o Explain how data and control hazards occur and how their impact can be eliminated or reduced o Re-factor MIPS code to reduce/eliminate data and branch hazards o Explain the significance of a late commit in the pipeline

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o Explain the changes in the design and implementation of a pipelined datapath to account for exceptions

o Explain branch prediction o Solve problems that require finding the real CPI of a program running on a pipelined datapath

• The memory hierarchy o Identify the main types of memory technology and explain the trade-off in using them o Explain the effect of memory latency on running time o Explain the use of memory hierarchy to reduce the effective memory latency o Explain the differences between different cache organizations: Direct mapped, Set associative

Fully associative o Utilize a cache simulator and access traces to compare the performance of caches with different

sizes and organizations o Explain main memory organization alternatives to improve performance: Wide-memory,

Interleaving o Explain the impact of access stride to performance o Explain the virtual memory structure and mapping o Explain why and how virtual memory impacts performance and how performance can be

improved. TLB o Analyze the differences between cache organizations in systems with virtual memory: Real

address caches, Pipelined real caches, Virtual address cache, Restricted virtual caches, TLB addressing

• I/O o Define the meaning of various I/O performance measures o Types and characteristics of I/O devices o Explain the differences between major buses (IDE, SCSI, USB, PCI): synchronous v.

asynchronous, Serial v. parallel, Number of devices, Termination, Transfer rates o Design issues related to I/O system addressing: Memory-mapped I/O, Cache coherency, Snoopy

controllers, DMA I/O configurations o Explain the sources of latency in a I/O subsystem

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • f. An ability to communicate effectively with a range of audiences. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic Basic understanding of a von-Neumann computer organization The ability to explain the differences between a high level instruction and a compiled instruction Knowledge of the steps involved in the execution of an instruction Solid understanding of basic building blocks for a datapath: ALU, register, counter, multiplexer, decoder,

glue logic Working knowledge of Boolean logic

Major Topics Covered in the Course 1. Overview and history of computer architecture 2. Fundamentals of computer design 3. Basic organization of a von Neumann computer 4. Instruction Set design 5. Datapath and Control 6. Pipelining 7. The memory hierarchy 8. I/O

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CS 480 – Artificial Intelligence: Planning and Control

Catalog Data: Introduction to computational methods of intelligent control of autonomous agents, and the use of programming paradigms that support development of flexible and reactive systems. These include heuristic search, knowledge representation, constraint satisfaction, probabilistic reasoning, decision-theoretic control, and sensor interpretation. Particular focus will be places on real-world application of the material. (3-0-3). Prerequisite: CS 331 or CS 401 or CS 403. Corequisite: MATH 474 or equivalent. (3-0-3) (T)

Enrollment: Elective course for CPE majors.

Textbook: Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach, Prentice Hall Publishers, 1st Edition, ©1995, ISBN-0131038052

References: LISP References - textbook WWW page http://www.cs.berkeley.edu/~russell/aima.html

Coordinator: Dr. Shlomo Argamon, Associate Professor of CS

Course Outcomes: Students should be able to:

• Describe the Turing test. • Explain the concepts of optimal reasoning, human-like reasoning, optimal behavior, human-like behavior. • Develop "PAGE" descriptions of an agents and determine which agent type is applicable to a problem. • Solve problems in a functional programming language (LISP) • Formulate an efficient problem space for a problem expressed in English by expressing that problem space

in terms of states, operators, an initial state, and a description of a goal state. • Describe the problem of combinatorial explosion and its consequences. • Select an appropriate brute-force search algorithm for a problem, implement it, and characterize its time

and space complexities. • Select an appropriate heuristic search algorithm for a problem and implement it by designing the necessary

heuristic evaluation function. • Describe under what conditions heuristic algorithms guarantee optimal solution. • Implement minimax search with alpha-beta pruning for some two-player game. • Formulate a problem specified in English as a constraint-satisfaction problem and implement it using a

chronological backtracking algorithm. • Explain the operation of the resolution technique for theorem proving. • Apply Bayes theorem to determine conditional probabilities. • Explain the distinction between monotonic and non-monotonic inference. • Explain the differences among the three main styles of learning: supervised, reinforcement, and

unsupervised. • Implement simple algorithms for supervised learning, reinforcement learning, and unsupervised learning. • Determine which of the three learning styles is appropriate to a particular problem domain. • Compare and contrast each of the following techniques, providing examples of when each strategy is

superior: decision trees, neural networks, and belief networks. Explain the nearest neighbor algorithm and its place within learning theory.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • i. An ability to use current techniques, skills, and tools necessary for computing practices. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic • Programming including recursion • Discrete mathematics and data structures

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• Basic analysis of algorithms

Major Topics Covered in the Course 1. Introduction, History of AI, Intelligent agents 2. Functional Programming (LISP) 3. Uninformed search, Informed search, Constraint satisfaction, Game-playing 4. Logical agents, Propositional logic, First-order logic, Inference in first-order logic 5. Uncertainty, Probability, Belief networks, Belief network inference, Optimal decisions under uncertainty, Optimal sequential decisions 6. Learning, Neural networks, Bayesian learning

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CS 481 – Artificial Intellegence: Language Understanding

Catalog Data: Theory and programming paradigms that enable systems to understand human language texts and extract useful information and knowledge. For example, extraction of structured event representations from news stories or discovering new research hypotheses by analyzing thousands of medical research articles. The course covers a variety of text analysis and text mining methods, with an emphasis on building working systems. Connections to information retrieval, data mining, and speech recognition will be discussed. (3-0-3) Prerequisite: MATH474 and (CS331 or CS401 or CS403)

Enrollment: Elective course for CPE majors.

Textbook: none

References: none

Coordinator: Dr. Shlomo Argamon, Associate Professor of CS

Course Outcomes: Students should be able to:

• Build systems that analyze unstructured natural language texts and extract useful information from them. • Explain various natural language analysis methods, with a focus on hands-on experimentation and

exploring real-world applications. • Explain a variety of existing text analysis and text mining systems. • Explain and implement the overarching text analysis task of information extraction including:

o Part-of-speech tagging o Chunking o Named-entity recognition o Parsing o Co-reference analysis

• Explain and understand the application of the following algorithms and techniques: o Hidden markov models o Instance-based learning o Lexical similarity measures o Semantic frame models o Clustering and classification learning techniques o Lexical chain analysis.

Program-level Outcomes supported by the above Course Outcomes: • a. An ability to apply knowledge of computing and mathematics appropriate to the discipline • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • f. An ability to communicate effectively with a range of audiences. • j. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the

modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Prerequisites by Topic Algorithms, Probability

Major Topics Covered in the Course 1. Introduction and linguistic concepts, Practical issues in text processing, Overview of applications and architectures

2. Part-of-speech (POS) tagging 3. Shallow parsing 4. Link parsing 5. Dependency

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6. Lexical semantics 7. Named-Entity Recognition 8. Information Extraction 9. Text Summarization 10. Real-World Applications and Systems 11. Text Classification

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CS 487 – Software Engineering

Catalog Data: Study of the principles and practices of software engineering. Topics include software quality concepts, process models, software requirements analysis, design methodologies, software testing, and software maintenance. Hands-on experience building a software system using the waterfall life cycle model. Students working in teams develop all life cycle deliverables: requirements document, specification and design documents, system code, test plan, and user manuals. Prerequisite: CS 331 or CS 401 or CS 403. (3-0-3) (T) (C)

Enrollment: Required course for CPE majors.

Textbook: R. Pressman, Software Engineering - A Practitioner's Approach, McGraw Hill, fifth edition, copyright 2001, ISBN -0073655783

References: none

Coordinator: Dr. Bogdan Korel, Associate Professor of CS

Course Outcomes: Students should be able to:

• Understand and explain software development as a series of engineering activities, and processes. • Demonstrate software development team-working skills. • Analyze client/user needs. • Select an appropriate life cycle and process model for development of a software product. • Explain the importance of software quality evaluation activities. • Develop a series of software life-cycle deliverables. • Develop representations/models and descriptions of an evolving software product for inclusion in a

requirements specification document. • Build a multi-level design model and evaluate software design alternatives • Design, execute, and log multi-level software tests. • Describe the role that tools can play in the software life cycle. • Communicate, verbally and in writing, the deliverables of a software development project.

Program-level Outcomes supported by the above Course Outcomes: • b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution • c. An ability to design, implement and evaluate a computer-based system, process, component, or program

to meet desired needs • d. An ability to function effectively on teams to accomplish a common goal • e. An understanding of professional, ethical, legal, security, and social issues and responsibilities • f. An ability to communicate effectively with a range of audiences • h. Recognition of the need for, and an ability to engage in, continuing professional development • i. An ability to use current techniques, skills, and tools necessary for computing practices. • k. An ability to apply design and development principles in the construction of software systems of varying

complexity • l. Be prepared to enter a top-ranked graduate program in Computer Science.

Prerequisites by Topic Experience in developing basic programs in any computer language Have an understanding of, and be able to apply, the essential data structures and algorithms used in computer science.

Major Topics Covered in the Course 1. The problem statement, developer-client interactions. Overview of software engineering - life cycle models, software deliverables. 2. Software development team concepts, team organization, team structures. Project management, the project plan.

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3. Requirements analysis, methods, models. For example, structured analysis with use of data flow diagrams, data dictionary, entity-relationship diagrams. 4. Software specification, methods, and models. For example, structured analysis with use of process specifications, state transition diagrams. 5. Preliminary design concepts, methods, and models. For example, structured analysis with use of structure charts, procedural abstractions. Concepts of top down decomposition, bottom-up composition, abstraction, coupling, cohesion, modularity, information hiding, reuse, architectural styles. 6. Detailed design concepts, methods and models. For example, structured analysis with use of PDL (Program Design Language. Algorithm, and data structure design. 7. Object concepts. Object-oriented analysis, nature of the approach, models. For example, Coad/Yourdon analysis model with use of class diagrams, class hierarchies, attribute, and service specifications. Role of use cases. Use of modeling languages such as UML. Object-oriented design approaches, for example Coad/Yourdon's 4-layer object-oriented design model. 8. Software implementation, transition from design to code. 9. Software testing and evaluation. Black and white box test design strategies and related techniques, testing at multiple levels, regression test. 10. Software quality, reviews, and metrics. 11. Software maintenance and re-engineering. Types of maintenance, role of configuration management, legacy code, tool support for maintenance. 12. Selected Topics

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MMAE 200: Statics and Dynamics Catalog Data: Equilibrium concepts. Statics of a particle. Statics of a system of particles and rigid bodies. Distributed forces, centroids and center of gravity. Friction. Kinectics of particles: Newton’s Laws of motion, energy and momentum. Kinematics and of particles. Dynamics of rotating bodies. Credit for this course is not applicable to BSME, BSMSE and BSAE programs.

Prerequisites: PHYS 123, MATH 152, CS 105. Corequisite: MATH 252.

Text: Engineering Mechanics: Statics & Dynamics, Hibbeler, 11th Edition Course Webpage: N/A Course Objectives:

To introduce the concept of static equilibrium as applied to simple structural problems and provide an understanding of distributed forces, center of gravity, and centroids. To introduce the concept of dynamic motion as applied to simple moving objects, including effects of friction, centrifugal forces, and analysis of motion from an energy balance perspective and momentum perspective. Topics: 1. Force Vectors 2. Equilibrium of a Particle 3. Force System Resultants 4. Midterm 1 5. Equilibrium of a Rigid Body 6. Friction and Center of Gravity 7. Kinematics of a Particle 8. Kinetics of a Particle Force and Acceleration 9. Midterm 2 10. Kinetics of a Particle: Work and Energy 11. Kinetics of a Particle: Impulse and Momentum 12. Final Exam (Comprehensive) Computer Usage: Limited to excel spreadsheets and plots Relationship of Course to ABET Outcomes:

ABET Criterion Program Outcome Status

3a Apply knowledge of math, engineering, science 4 3b Design and conduct experiments 0 3b Analyze and interpret data 0 3c Design system, component, or process to meet needs 3 3d Function on multi-disciplinary teams 0 3e Identify, formulate, and solve engineering problems 3 3f Understand professional and ethical responsibility 0 3g Communicate effectively 1 3h Broad education 4 3i Recognize need for life-long learning 2 3j Knowledge of contemporary issues 0 3k Use techniques, skills, and tools in engineering practice 0

Prepared by: Roberto Cammino, Fall 2007

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MMAE 320: Thermodynamics Catalog Description: Introduction to thermodynamics including properties of matter; First Law of Thermodynamics and its use in analyzing open and closed systems; limitations of the Second Law of Thermodynamics; entropy. Prerequisites:MATH 251, PHYS 224, CHEM 124. Corequisite: MATH 252. (3-0-3)

Enrollment: One of two options for an engineering science course for CPE and EE majors (the other option is MMAE 200).

Textbook: Cengel and Boles, Thermodynamics

Objectives: A student successfully completing MMAE 320 Thermodynamics should demonstrate adequate proficiency in and understanding of the following concepts: Equilibrium thermodynamic states and properties of solids, liquids, and gases; state postulate and the Zeroth Law of Thermodynamics; forms of energy, heat transfer and work as energy transfer mechanisms, and the conservation of energy; details of P-v-T surfaces, P-T and P-v plots; ideal gas behavior and the Ideal Gas Equation of State, as well as other equations of state; non-ideal gas behavior and compressibility effects; proper use of steam tables to determine property values; quality; constant volume and constant pressure specific heats; 1st Law of Thermodynamics for Closed Systems; 1st Law of Thermodynamics for Control Volumes; Kelvin-Planck and Clausius statements of the 2nd Law of Thermodynamics; thermal reservoirs, heat engines, and thermal efficiency; heat pumps and coefficient of performance; entropy as a thermodynamics property; entropy generation and its relation to thermodynamic cycle efficiency analysis. Prerequisites by topic: CS 105, MATH 251, MATH 252, PHYS 224, CHEM 124 Topics: Schedule: 1 hr 15 minutes, twice each week. Contribution to Professional Component: Relationship of Course to ABET Outcomes:

ABET Criterion Program Outcome Status

3a Apply knowledge of math, engineering, science 3 3b Design and conduct experiments - 3b Analyze and interpret data - 3c Design system, component, or process to meet needs 1 3d Function on multi-disciplinary teams - 3e Identify, formulate, and solve engineering problems 3 3f Understand professional and ethical responsibility 1 3g Communicate effectively - 3h Broad education - 3i Recognize need for life-long learning - 3j Knowledge of contemporary issues - 3k Use techniques, skills, and tools in engineering practice -

Prepared by: Candace Wark, December 2001

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MATH 151 – Calculus I Course Description from Bulletin: Analytic geometry. Functions and their graphs. Limits and continuity.

Derivatives of algebraic, trigonometric and inverse trigonometric functions. Applications of the derivative. Introduction to integrals and their applications. (4-1-5) (C)

Enrollment: Required for AM majors and all engineering majors Textbook(s): Stewart, Calculus, 6th ed., Brooks/Cole. Other required material: Maple Prerequisites: Must pass departmental pre-calculus placement exam Objectives:

1. Students will understand and be able to apply the concept of limit, continuity, differentiation, and integration (all single variable).

2. Students will learn to distinguish between definitions and theorems and will be able to use them appropriately.

3. Students will know and be able to apply laws/formulas to evaluate limits, derivatives, and (some) integrals. 4. Students will interpret the basic calculus concepts from both algebraic and geometric viewpoints. 5. Students will be able to use calculus in basic applications, including related rate problems, linear

approximation, curve sketching, optimization, Newton's method, volume and area. 6. Students will use Maple for visualization and calculating exact and approximate solutions to problems. 7. Students will do a writing project.

Lecture schedule: Three 67 minute lectures and one 75 minute TA session (Maple computer lab and recitation) per week Course Outline: Hours

1. Elementary analytic geometry, functions, trigonometry 3 2. Limits, continuity, tangent lines 7 3. The derivative, differentiation of algebraic and trigonometric functions, 18 implicit functions,

related rates of change 4. Applications of the derivative 6 5. Theory of inverse functions and their derivatives, inverse trigonometric 3 functions and their

derivatives 6. Anti-derivatives, definite and indefinite integrals, Fundamental 13 Theorem of Calculus 7. Applications of the Integral 5

Assessment: Homework/Quizzes 10-20% Maple Lab/Recitation 5-15% Tests 40-50% Final Exam 25-30% Syllabus prepared by: Michael Pelsmajer and Dave Maslanka Date: 01/10/06 (Last updated: Oct.23, 2007)

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MATH 152 – Calculus II Course Description from Bulletin: Transcendental functions and their calculus. Integration techniques.

Applications of the integral. Indeterminate forms and improper integrals. Polar coordinates. Numerical series and power series expansions. (4-1-5) (C)

Enrollment: Required for AM majors and all engineering majors Textbook(s): Stewart, Calculus, 6th ed., Brooks/Cole Other required material: Maple Prerequisites: Grade of "C" or better in MATH 151 or MATH 149 or Advanced Placement Objectives:

8. The student should acquire a sound understanding of the common transcendental functions. 9. The student should become proficient in the basic techniques of integration for the evaluation of definite,

indefinite, and improper integrals. 10. The student should learn to solve first-order separable and linear differential equations with initial values. 11. The student should learn parametric curves and polar curves and their calculus. 12. The student should learn infinite series, power series and Taylor polynomial and series, and their

convergence properties. 13. The student should be able to utilize the computer algebra system Maple to explore mathematical concepts,

illustrate them graphically, and solve problems numerically or symbolically. 14. The student should become a more effective communicator by developing his/her technical writing skills in

the preparation of several Maple lab reports. Lecture schedule: Three 67 minute lectures and one 75 minute TA session (Maple computer lab and recitation) per week Course Outline: Hours

8. Inverse Functions and their derivatives; Exponential and logarithmic 12 functions; Indeterminate forms and L’Hospital’s rule

9. Techniques of integration; Improper integrals 12 10. Differential equations: Euler’s method; 1st order separable DE’s, 8 exponential growth and

decay; The logistic equation; 1st order linear DE’s 11. Parametric equations and polar coordinates for plane curves 10 12. Sequences; Numerical series; Convergence tests; Power series; Taylor 12 series; Applications of

power/Taylor series 13. Complex numbers 3

Assessment: Homework/Quizzes 10-20% Maple Lab/Recitation 5-15% Tests 40-50% Final Exam 25-30% Syllabus prepared by: Xiaofan Li and Dave Maslanka Date: 12/15/05 (Last updated: Oct.23, 2007)

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MATH 251 – Multivariate and Vector Calculus Course Description from Bulletin: Analytic geometry in three-dimensional space. Partial derivatives. Multiple

integrals. Vector analysis. Applications. (4-0-4) Enrollment: Required for AM majors and some engineering majors Textbook(s): Stewart, Calculus, 5th ed., Brooks/Cole Other required material: None Prerequisites: Math 152 Objectives:

15. Students will learn to solve problems in three-dimensional space by utilizing vectors and vector-algebraic concepts. This includes representation in Cartesian, cylindrical and spherical coordinates.

16. Students will be able to describe the path, velocity and acceleration of a moving body in terms of vector-valued functions, and to apply the derivative and integral operators on space curves in order to characterize the length, curvature and torsion of a smooth curve.

17. Students will learn to extend the notion of continuity and differentiability to functions of several variables, and be able to interpret partial and directional derivatives as rates of change.

18. Students will be able to use partial differentiation to solve optimization problems. This includes being able to solve constrained optimization problems via Lagrange multipliers.

19. Students will learn to extend the notion of a definite integral from a one-dimensional to an n-dimensional space, and be able to describe and evaluate double and triple integrals in Cartesian and curvilinear coordinates.

20. Students will be able to work with vector-valued functions of several variables (i.e., vector fields) and be able to compute line and surface integrals.

21. Students will be able to use the theorems of Green, Stokes, and Gauss to solve classical physics problems. Lecture schedule: 3 75 minute lectures per week Course Outline: Hours

14. Vectors and the Geometry of Space 10 a. Vectors in the plane b. Cartesian coordinates and vectors in space c. Dot products and cross products d. Lines and planes in space e. Cylinders and quadric surfaces f. Cylindrical and spherical coordinates

15. Vector Functions and their Derivatives 6 a. Vector-valued functions and motion in space b. Space curves c. Arc length and the unit tangent vector

16. Partial Derivatives 12 a. Functions of several variables b. Limits and continuity, partial derivatives, differentiability c. Linearization and differentials d. Chain rule e. Gradient vector, tangent planes, directional derivatives f. Extreme values and saddle points, g. Lagrange multipliers h. Taylor’s formula

17. Multiple Integrals 13 a. Double integrals b. Areas, moments, and centers of mass

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c. Double integrals in polar form d. Triple integrals in rectangular coordinates e. Masses and moments in 3-D f. Triple integrals in cylindrical and spherical coordinates g. Substitutions in multiple integrals

18. Vector Calculus 13 a. Integration in vector fields b. Line integrals c. Vector fields d. Work, circulation, and flux e. Path independence, potential functions, and conservative fields f. Green’s theorem in the plane g. Surface area and surface integrals h. Parameterized surfaces i. Stokes’ theorem j. Divergence theorem and a unified theory

Assessment: Homework/Quizzes 10-25% Tests 40-50% Final Exam 25-30% Syllabus prepared by: Andre Adler and Greg Fasshauer Date: 12/15/05

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MATH 252 – Introduction to Differential Equations Course Description from Bulletin: Linear differential equations of order one. Linear differential equations of

higher order. Series solutions of linear DE. Laplace transforms and their use in solving linear DE. Introduction to matrices. Systems of linear differential equations.(4-0-4)

Enrollment: Required for AM majors and some engineering majors Textbook(s): Zill, Differential Equations, 8th ed., Brooks/Cole Other required material: None Prerequisites: Math 152 Objectives:

22. Students will be able to classify and solve first-order DEs and IVPs of various types: especially separable, exact, linear, and others reducible to them.

23. Students will be able to solver higher-order linear DEs and IVPs having constant coefficients via the method of undetermined coefficients and variation of parameter.

24. Students will be able to obtain power series solutions (about regular points) of second-order linear DEs having variable coefficients.

25. Students will be able to manipulate Laplace transforms and to solve linear IVPs using them. 26. Students will be able to solve systems of first-order linear DEs. 27. Students will be able to solve a variety of physical problems modeled by first-order and linear second-order

IVPs. Lecture schedule: 3 75 minute lectures per week Course Outline: Hours

19. Linear Equation of Higher Order 12 a. Initial-value and boundary-value problems b. Linear dependence and linear independence c. Solutions of linear equations d. Homogeneous linear equations with constant coefficients e. Undetermined coefficients f. Variation of parameters

20. Application 4 a. Free undamped motion b. Free damped motion c. Driven motion d. Power series solutions, solutions about ordinary points

21. Laplace Transforms 15 a. Laplace transform and inverse transform b. Translations theorems and derivatives of a transform c. Transforms of derivatives, integrals and periodic functions d. Applications e. Systems of linear equations

22. Introduction to Matrices 12 a. Basic definitions and theory b. Gaussian elimination c. Eigenvalues

23. Systems of Linear First-Order Differential Equations 12 a. Preliminary theory b. Homogeneous linear systems c. Distinct real eigenvalues, repeated eigenvalues, complex eigenvalues d. Variation of parameters

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Assessment: Homework 10-25% Quizzes/Tests 40-50% Final Exam 25-30% Syllabus prepared by: Andre Adler and Warren Edelstein Date: 12/15/05

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MATH 333 – Matrix Algebra and Complex Variables Course Description from Bulletin: Vectors and matrices; matrix operations, transpose, rank, inverse; determinants;

solution of linear systems; eigenvalues and eigenvectors. The complex plane; analytic functions; contour integrals; Laurent series expansions; singularities and residues.(3-0-3)

Enrollment: Not applicable for Math majors; Required course for EE majors; Math elective for CPE majors Textbook(s): D. G. Zill and M. R. Cullen, Advanced Engineering Mathematics, 3rd ed., Jones and Bartlett. Other required material: Prerequisites: MATH 251 Objectives:

28. Students will be able to evaluate, determine domains, and ranges (conformal mappings of regions), compute derivatives, anti-derivatives of standard complex functions.

29. Students will be able to determine harmonic conjugates, check for analyticity by Cauchy-Riemann equations.

30. Students will be able to expand analytic functions in Taylor and Laurent series. 31. Students will be able to apply Cauchy's Theorem and the Cauchy Integral Formulas to evaluate complex

integrals. 32. Students will be able to find residues, zeros, and evaluate real integrals of rational and trigonometric

functions by Cauchy’s residue theorem. 33. Students will be able to solve systems of equations by Gauss-Jordan elimination, compute nullity and rank

of linear transformations/matrices. 34. Students will be able to represent linear transformations by matrices and vice-versa. 35. Students will be able to compute eigenvalues and eigenvectors of a matrix.

Lecture schedule: 3 50 minute (or 2 75 minute) lectures per week Course Outline: Hours

24. Linear Algebra: Matrices, Vectors, Determinants 8 a. Basic concepts, matrix addition, scalar multiplication, matrix multiplication b. Inverse of a matrix c. Determinants d. Systems of linear equations e. Gauss elimination f. Eigenvalues, eigenvectors, and applications g. Symmetric, skew-symmetric, and orthogonal matrices h. Hermitian, skew-Hermitian and unitary matrices i. Properties of eigenvalues, diagonalization

25. Complex Numbers, Complex Analytic Functions 12 a. Complex numbers, complex plane, polar form b. Powers and roots c. Curves and regions in the complex plane d. Limit, derivative, and analytic functions e. Cauchy-Riemann equations f. Exponential functions, trigonometric functions, hyperbolic functions g. Logarithm, general power

26. Complex Integration 9 a. Line integrals in the complex plane b. Cauchy’s integral theorem c. Existence of indefinite integrals d. Cauchy’s integral formula e. Derivatives of analytic functions

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27. Power Series, Taylor Series, Laurent Series 7 a. Review of power series b. Taylor series c. Uniform convergence d. Laurent series e. Singularities and zeroes

28. Residue Integration Method 6 a. Residues b. Residue theorem c. Evaluation of real integrals

Assessment: Homework 20-30% Quizzes/Tests 40-50% Final Exam 20-30% Syllabus prepared by: Warren Edelstein and Greg Fasshauer Date: 9/18/06

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MATH 350 – Introduction to Computational Mathematics

Course Description from Bulletin: Study and design of mathematical models for the numerical solution of scientific problems. This includes numerical methods for the solution of linear and nonlinear systems, basic data fitting problems, and ordinary differential equations. Robustness, accuracy, and speed of convergence of algorithms will be investigated including the basics of computer arithmetic and round-off errors. Same as MMAE 350. (3-0-3).

Enrollment: Required for AM and elective for other majors. Textbook(s): Cleve Moler, Numerical Computing with MATLAB, SIAM.

S. C. Chapra & R. P. Canale, Numerical Methods for Engineers, 5th Edition, McGraw Hill, 2006. Other required material: Matlab or Maple Prerequisites: Calculus, Differential Equations, basic Linear Algebra as acquired in MATH251, MATH 252,

MATH 332 or MATH 333, and CS 105 or CS 115, or consent of instructor Objectives:

1. Students should gain an appreciation for the role of computers in mathematics, science and engineering as a complement to analytical and experimental approaches.

2. Students should have a basic knowledge of numerical approximation techniques, know how, why, and when these techniques can be expected to work, and have ability to program simple numerical algorithms in Matlab or other programming environments.

3. Students should have learned what computational mathematics is about: designing algorithms to solve scientific problems that cannot be solved exactly; investigating the robustness and the accuracy of the algorithms and/or how fast the numerical results from the algorithms converge to the true solutions. This includes a basic understanding of computer arithmetic and round-off errors and how to avoid loss of significance in numerical computations.

4. Students should be able to use and evaluate alternative numerical methods for the solution of linear and nonlinear systems, basic data fitting problems, and ordinary differential equations.

5. Students should be able to make appropriate assumptions to come up with a mathematical model that accurately reflects an appropriate scientific theory, and that is amenable to solution with a computer.

6. Students should appreciate the importance of written and graphical communication. Lecture schedule: Two 75-minute (or three 50-minute) lectures per week Course Outline: 1. Introduction to Computational Mathematics

• mathematical modeling • review of Taylor series • numerical error (floating-point representation, computer arithmetic, round-off errors, and loss of significance

in numerical computations) • programming in Matlab

2. Locating Roots of Equations • bisection method • Newton's method • secant method • introduction to the solution of systems of nonlinear equations

- Newton's method for systems 3. Solving Systems of Linear Equations

• direct methods (LU factorization) • basic iterative methods (Jacobi, Gauss-Seidel and SOR)

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4. Interpolation • polynomial interpolation • piecewise polynomial and spline interpolation

5. Numerical Integration • Newton-Cotes methods • adaptive quadrature

6. Numerical differentiation and solution of ordinary differential equations • finite differences • Runge-Kutta methods • multistep methods and stiff equations (comparison of various Matlab stiff solvers) • FFT and spectral methods

Assessment: Homework 10-30% Computer Programs/Project 10-20% Quizzes/Tests 20-50% Final Exam 30-50% Syllabus prepared by: Greg Fasshauer and Dietmar Rempfer Date: Oct.13, 2006

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MATH 474 – Probability and Statistics Course Description from Bulletin: Elementary probability theory including discrete and continuous distributions, sampling, estimation, confidence intervals, hypothesis testing, and linear regression. (3-0-3) Enrollment: Not applicable for AM majors. Credit not granted for both MATH 474 and MATH 475 Textbook(s): Walpole, Meyers, Meyers, Ye, Probability and Statistics for Engineers and Scientists, 8th ed., Prentice

Hall Other required material: None Prerequisites: MATH 251 Objectives:

36. Students will learn basic rules of probability, basic counting techniques, and be able to compute and interpret means and variances.

37. Students will learn discrete random variables such as the binomial, the geometric, the negative binomial, the hypergeometric and the Poisson.

38. Students will explore continuous random variables such as the uniform, the gamma (which includes the exponential and the chi-square) and the normal. Applications such as the normal approximation via the central limit theorem to the binomial will be discussed.

39. Students will learn point and interval estimation for various parameters. The parameters will include the population mean and variance and the binomial probability of a success. After exploring the one sample situation the two sample case will also be covered. Also prediction intervals, for future observations, will be explored.

40. Students will explore hypothesis testing of various parameters for both one sample and two. The parameters are those included in our confidence interval estimation.

Lecture schedule: 3 50 minute (or 2 75 minute) lectures per week Course Outline: Hours

29. Probability 4 30. Random variables and probability distributions 5 31. Mathematical Expectation 5 32. Some discrete probability distributions 5 33. Some continuous probability distributions 5 34. Functions of random variables, Moments 4 35. Random sampling, Data description, and Fundamental sampling 5 distributions 36. One- and two- sample estimation problems 5 37. One- and two- sample tests of hypothesis 4

Assessment: Homework 20-30% Quizzes/Tests 40-50% Final Exam 20-30% Syllabus prepared by: Andre Adler and Art Lubin Date: 12/17/05 (Last updated: Oct.23, 2007)

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BIOL 107 – General Biology Lectures

2006-08 Catalog Data: BIOL 107: General Biology Lectures. Credit 3. This course emphasizes biology at the organismal level. It provides an introduction to the study of the structure and function of plants and animals, their origin and evolution, their reproduction and genetics, their diversity and ecological relations. BIOL 107 plus BIOL 115 constitutes a one-year sequence in biology. Acceptable as part of the science component of the General Education Program. (3-0-3)

Enrollment: One from among three choices for a required science elective for EE majors. Textbook: Campbell, Mitchell, and Reece. Biology: Concepts and Connections. Third Edition

(1999). Benjamin Cummings, Publishing Co.. Course objectives:

1. To provide knowledge of life at levels from biochemical to organismal. 2. To serve as a foundation for subsequent studies in biology at the cellular, biochemical, and molecular

levels. 3. To serve as a stand alone course for non-science majors who wish to have some knowledge in the

biological sciences.

Prerequisites by topic: none.

Lecture schedule: Two 75 minute lectures per week.

Laboratory schedule: None.

Topics: 1. Basic, Concepts in Biology 2. Basic Biochemistry 3. Cell Biochemistry 4. Cell Structure and Function 5. Cell Membranes and Cell Surfaces 6. Cell Reproduction: Mitosis 7. Meiosis 8. Introduction to Genetics 9. Mendelian Genetics 10. Life cycles 11. Single Gene Crosses 12. Genetics, Cont. (2 Gene Crosses) 13. Multiple Genes, ABO Blood Groups 14. Other Genetic Patterns 15. Sex Determination, Sex-linked Genes 16. Linkage, Chromosome Theory of Heredity 17. DNA as Genetic Material 18. DNA Replication 19. RNA and Protein Synthesis 20. The Genetic Code 21. Viruses 22. Regulation of Gene Expression 23. Bacterial Genetics 24. Recombinant DNA 25. Evolution: Darwin’s Theory 26. Population Genetics, Hardy-Weinberg Law 27. Species Formation 28. Speciation, Earth History 29. Origins of Life 30. The Kingdoms of Life

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31. Monera 32. Plants, Fungi 33. Animal Evolution: Invertebrates, Embryology 34. Invertebrates II, Vertebrates 35. Vertebrates II 36. Mammals, Primates 37. Human Evolution

Computer usage:

Laboratory topics: None.

Contribution to professional component: contributes 3/32 of a year of basic science and mathematics

Relationship of course to program outcomes: proficiency in science (specifically biology).

Prepared by: Benjamin Stark, Robert Roth (Biology) Date: March 20, 2002

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CHEM 124: Principles of Chemistry I - REQUIRED Catalog Data: Foundations of chemistry, atoms and molecules, stoichiometry of chemical reactions, thermochemistry, properties of gases, states of matter, chemical solutions, and kinetics. Molecular basis for chemical reactivity, atomic structure, periodicity, chemical bonding. Prerequisite(s) None Textbook(s) and/or other required material

1. Chemistry: The Molecular Nature of Matter and Changes, Martin S. Silberberg, McGraw-Hill, Inc. 5th Edition, 2008.

2. Principles of Chemistry Laboratory Manual, Illinois Institute of Technology.

Course Objectives: Emphasis is placed on developing and understanding important principles and concepts of the atomic world and on utilizing this understanding to solve specific problems based on those principles using well-organized approaches. Memorizing equations and descriptive facts are de-emphasized. Students gain a fundamental knowledge of molecular structure and how it relates to macroscopic properties of materials used in engineering science and medicine. Class/laboratory schedule Two 75 minute lectures and one 170 minute (nominally) laboratory per week Lecture Topics: Matter and Measurement; Atoms, Molecules and Ions; Stoichiometry; Reactions in Aqueous

Solutions; Thermochemistry; Electronic Structure of Atoms; The Periodic Table; The Chemical Bond; Molecular Geometry; Gases; Liquids and Solids.

Laboratory Experiments:1.Safety Instructions & Training 2.Separation by Paper chromatography 3. Estimation of Avogadro's Number 4. Titration: Analysis of Vinegar 5.Alcohol Abuse 6. Synthesis of Alum from an Aluminum Can 7.Gas Laws: Determination of 0 Kelvin 8. Analysis of an Aluminum-Zinc Alloy 9. Specific heat of metals 10.Enthalpy Change in Chemical Reactions 11.Emmission Spectra( Experiment Bunsen) 12. Study Assignment: Writing Lewis Structures.

Contribution of course to meeting the professional component: Contributes 1/8 of a year of basic science and a laboratory experience. Relationship of course to program outcomes Proficiency in a basic science, development of laboratory/investigative skills and strengthening of problem solving ability. Prepared by: Rong Wang April 14, 2008

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CHEM 126 – Principles of Chemistry II

2006-08 Catalog Data: CHEM 126: Principles of Chemistry II. Credit 3. Chemical equilibria, the chemistry of acids and bases, solubility, and precipitation reactions. Introduction to thermodynamics and electrochemistry. Chemistry of selected elements and their compounds. Prerequisite: CHEM 124 (3-0-3)

Enrollment: One from among three choices for a required science elective for EE majors. Textbooks: Chemistry: The Central Science, Brown, T. L.; LeMay, H. E.; Bursten, B. E., Prentice

Hall, Inc. 8th Edition, 2000. Course objectives: CHEM 126 is a second semester course that assumes a working knowledge of chemical

stoichiometry, properties of gases, thermochemistry, elementary bonding principles, states of matter and related topics in Chapters 1 through 12 of the textbook. Emphasis is placed on developing an understanding of important principles and concepts which apply to chemical (and often other) systems and on using this understanding to solve specific problems based on those principles, Consequently, the memorizing of equations or descriptive facts will be de-emphasized. The course is divided into three parts each culminating in an "hour exam."

Prerequisites by topic: CHEM 124 or equivalent (sometimes with consent of instructor)

Lecture schedule: Two 75 minute lectures per week.

Laboratory schedule: none.

Topics: 1. Properties of Solutions 2. Chemical Kinetics 3. Chemical Equilibrium 4. Acid-Base Equilibrium 5. Other Aqueous Equilibria 6. Chemistry of the Environment 7. Chemical Thermodynamics 8. Electrochemistry 9. Nuclear Chemistry 10. Chemistry of the Nonmetals 11. Metals and Metallurgy 12. Coordination Chemistry 13. Chemistry of Life (Introduction to Organic Chemistry and Biochemistry)

Computer usage:

Laboratory topics: none.

Contribution to professional component: contributes 3/32 of a year of basic science Relationship of course to program outcomes: Proficiency in a basic science, development of

laboratory/investigative skills and strengthening of problem solving ability. Prepared by: K. Schug, Professor of Chemistry Date: March 18, 2002

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MS 201 Materials Science

Catalog Data: The scientific principles determining the structure of metallic, polymeric, ceramic, semiconductor and composite materials; electronic structure, atomic bonding, atomic structure, microstructure and macrostructure. The basic principles of structure-property relationships in the context of chemical, mechanical and physical properties of materials. Prerequisite: CHEM 124. (3-0-3) Enrollment: One from among three choices for a required science elective for CPE and EE majors. Textbook: Introduction to Materials Science for Engineers, James E. Shackelford (Prentice-Hall) Objectives:

1. Distinguish different solid types according to bonding 2. Solve elementary problems in crystal geometry 3. Relate intrinsic properties to bonding and crystal structures 4. Describe crystal defects and predict their effects on properties 5. Solve problems involving stiffness, strength, toughness 6. Solve problems involving creep and fatigue 7. Solve problems involving electrical properties of materials 8. Solve simple phase transformation problems

Prerequisite by Topic: General chemistry, elementary mechanics. Topics: Ionic, covalent, van der Waals and metallic bonds. Crystal structures, crystal geometry, and crystal defects. Mechanical behavior of materials: elasticity, plasticity, fracture, high temperature behavior, fatigue. Electrical behavior of materials: resistivity, conductivity, charge carriers. Qualitative band theory. Semiconductors and semiconductor devices. Phase diagrams and development of microstructures.

Schedule: Classes are 1 hr. 20 min. long, 2 sessions per week Contribution to Professional Component: Engineering science 100% Relationship of Course to ABET Outcomes:

ABET Criterion Program Outcome Status

3a Apply knowledge of math, engineering, science 2 3b Design and conduct experiments, analyze and interpret data 1 3c Design system, component, or process to meet needs 0 3d Function on multi-disciplinary teams 0 3e Identify, formulate, and solve engineering problems 0 3f Understand professional and ethical responsibility 0 3g Communicate effectively 0 3h Broad education 1 3i Recognize need for life-long learning 1 3j Knowledge of contemporary issues 2 3k Use techniques, skills, and tools in engineering practice 0

Prepared by: John S. Kallend, May 2004

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PHYS 123: General Physics I: Mechanics Catalog Data:

Vectors and motion in one, two, and three dimensions. Newton’s Laws; particle dynamics, work and energy. Conservation laws and collisions. Rotational kinematics and dynamics, angular momentum and equilibrium of rigid bodies. Simple harmonic motion. Gravitation. Corequisite: MATH 149, MATH 151, or MATH 161

Textbooks: “Physics for Engineers and Scientists,” Third Edition, Ohanion & Markert Physics Division General Physics Laboratory Manual Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the

laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques in experimental observation and data analysis.

Schedule: PHYS 123 meets in either 2 75-minute lecture sessions per week. The laboratory meets for 3-hour

sessions on alternate weeks, alternating with recitations conducted by the class lecturer. Contribution to Professional Components: PHYS 123 contributes 1/8 of a year of college level basic science and a laboratory experience. Relationship of Course to ABET Outcomes: PHYS 123 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and analyzing data. Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08

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PHYS 221: General Physics II: Waves, Electricity and Magnetism Catalog Data:

Oscillations and waves. Charge, electric field, Gauss’s Law and potential. Capacitance, resistance, simple a/c and d/c circuits. Magnetic fields, Ampere’s Law, Faraday’s Law, induction. Maxwell’s Equations, electromagnetic waves, and light. Reflection and refraction, lenses. Prerequisite: PHYS 123. Corequisite: MATH 152 or MATH 162

Textbooks: “Physics for Engineers and Scientists,” Third Edition, Ohanion & Markert Physics Division General Physics Laboratory Manual Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the

laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques in experimental observation and data analysis.

Schedule: PHYS 221 meets in 2 75-minute lecture sessions per week. The laboratory meets for 3-hour sessions on

alternate weeks, alternating with recitations conducted by the class lecturer. Contribution to Professional Components: PHYS 221 contributes 1/8 of a year of college level basic science and a laboratory experience. Relationship of Course to ABET Outcomes: PHYS 221 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and

analyzing data. Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08

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PHYS 224: General Physics III: Thermodynamics and Modern Physics

Catalog Data: Temperature, first and second laws of thermodynamics, kinetic theory and entropy. Interference and diffraction, gratings and spectra. Special theory of relativity. Light and quantum physics, wave nature of matter, structure of the hydrogen atom. Atomic physics, solid-state physics, nuclear physics, and elementary particles.

Prerequisite: PHYS 221. Corequisite: MATH 251 or MATH 252 Textbooks: “Physics for Engineers and Scientists,” Third Edition, Ohanion & Markert Course Objectives and Material Covered: See Catalog Description for material description. Schedule: PHYS 224 meets in either 2 75-minute lecture sessions per week. Contribution to Professional Components: PHYS 224 contributes 3/32 of a year of college level basic science. PHYS 224 contributes to program outcomes by promoting proficiency in science. Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08

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APPENDIX B – FACULTY RESUMES (Limit 2 pages each)

ECE Faculty, full-time

Anastasio, M.A. ............................................................. 195 Anjali, T. ........................................................................ 197 Atkin, G. ......................................................................... 199 Borkar, S. ....................................................................... 201 Brankov, J. ..................................................................... 203 Cheng, Y. ....................................................................... 205 Choi, K. .......................................................................... 207 Emadi, A. ....................................................................... 209 Flueck, A. ....................................................................... 211 Khaligh, A. ..................................................................... 213 Li, Z. ............................................................................... 215 LoCicero, J. .................................................................... 217 Oruklu, E. ....................................................................... 219 Ren, K. ........................................................................... 221 Saniie, J. ......................................................................... 223 Shahidehpour, S.M. ........................................................ 225 Shanechi, H. ................................................................... 227 Ucci, D.R. ...................................................................... 229 Wernick, M. ................................................................... 231 Williamson, G.A. ........................................................... 233 Wong, T.T.Y. ................................................................. 235 Xu, Y. ............................................................................. 237 Yang, Y. ......................................................................... 239 Yetik, I.S. ....................................................................... 241 Zhou, C. ......................................................................... 243

ECE Faculty, adjunct

Briley, B. ........................................................................ 245 Ivanov, K.P. ................................................................... 247 Nordin, R. ....................................................................... 249 Pinnello, J. ...................................................................... 250 Simko, P. ........................................................................ 251

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Name and Academic Rank Mark A. Anastasio, Associate Professor

Degrees with fields, institution, and date Illinois Institute of Technology Electrical Engineering B.S. 1992 University of Pennsylvania Electrical Engineering M.S.E 1993 University of Illinois at Chicago Physics M.S. 1995 The University of Chicago Medical Physics Ph.D. 2001

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Seven years of service: 2001-2006 Assistant Professor of Biomedical Engineering 2006-present Associate Professor of Biomedical Engineering

Other related experience--teaching, industrial, etc. Summer 1989 Project Engineer (Summer Intern), Bendix King/Allied Signal Corp.,

Olathe, KS Summer 1990 Electrical Engineer (Summer Intern), Illinois Institute of Technology

Research Institute (IITRI), Chicago, IL Summer 1991 Cellular Test Engineer (Summer Intern), Motorola Cellular Subscriber

Division, Arlington Heights, IL Summer 1992 Electrical Engineer, Systems and Electronics Inc., Oak Brook, IL 1993-1995 Teaching Assistant, Department of Physics, University of Illinois at

Chicago 1995-July 2001 Research Assistant, Department of Radiology, The University of

Chicago

Consulting, Patents, etc.: None

States in which professionally licensed or certified, if applicable None

Principal publications of last five years X. Pan, Y. Zou and M. A. Anastasio: Data Redundancy and Reduced-Scan

Reconstruction in Reflectivity Tomography, IEEE Transactions on Image Processing, 12, 784-795, 2003.

D. Shi, M. A. Anastasio, Y. Huang, and G. Gbur: Half-Scan and Single-Plane Intensity Diffraction Tomography for Phase Objects, Physics in Medicine and Biology, 49, 2733-

2752, 2004. G. Gbur, M. A. Anastasio, D. Shi, Y. Huang: Spherical Wave Intensity Diffraction

Tomography, Journal of the Optical Society of America A, 22 ,230-238, 2005. J. Brankov, M. Wernick, D. Chapman, Y. Yang, C. Muehleman. Z. Zhong, and M. A. Anastasio: A computed tomography implementation of Multiple-Image Radiography,

Medical Physics, 33:2, 278-289, 2006. D. Shi and M. A. Anastasio: Intensity Diffraction Tomography with a Fixed Detector

Plane, Optical Engineering, (In press), 2007. M. A. Anastasio and X. Pan: Region-of-Interest Imaging in Differential Phase-Contrast

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Tomography, Optics Letters, 32, 3167-3169, 2007. M. A. Anastasio, J. Zhang, D. Modgil, and P.J. LaRiviere: Application of Inverse Source Concepts to Photoacoustic Tomography, Inverse Problems, 23, S21-S36, 2007.

Scientific and professional societies of which a member Optical Society of America (OSA) Institute for Electrical and Electronic Engineers (IEEE) International Society for Optical Engineering (SPIE)

Honors and Awards: 1997: Paul C. Hodges Research Award, Department of Radiology, University of

Chicago, Chicago, IL 1999: Young Investigator Award, Future Directions in Nuclear Medicine Physics and

Engineering, Chicago, IL 2003-2006: Whitaker Foundation Research Award 2006: NSF CAREER Award - Development of Biomedical X-ray Phase-Contrast

Tomography 2006: IIT Sigma Xi Award for Excellence in Research, Junior faculty category

Institutional and Professional Service: 2007-present Associate Director, Medical Imaging Research Center (MIRC) 2002-2007 Graduate Recruitment Chairman for BME Department 2003-present Grant reviewer for NIH, NSF 2001-present Reviewer for over 15 journals

Percentage of time available for research or scholarly activities 67%

Percentage of time Committed to the Program: 0%

197

Name and Academic Rank Tricha Anjali, Assistant Professor

Degrees with fields, institution, and date Ph.D., Georgia Institute of Technology, 2004 Integrated M.Tech., Indian Institute of Technology, Bombay, India, 1998

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Three years of service: Original appointment to IIT, August 2004

Other related experience--teaching, industrial, etc. Teaching Assistant, Georgia Institute of Technology, 2003 Research Assistant, Georgia Institute of Technology, 2000-2004 Research Assistant, Syracuse University, 1998-1999

Consulting, patents, etc. Software Technologies Group, 2007-2008

States in which professionally licensed or certified, if applicable None

Principal publications of last five years D. Manikantan Shila, T. Anjali, “Load Aware Traffic Engineering for Mesh Networks,”

accepted for publication, Computer Communications Journal. L. Nadeau, T. Anjali, “"Theoretical Analysis and Comparison of Various Approaches for

Reliable Multicast", International Journal of Internet Technology and Secured Transactions, vol. 1(1), pp. 20-48, October 2007.

Tricha Anjali, Gruia Calinescu, Sanjiv Kapoor, "Approximation Algorithms For Multipath Setup," Proceedings of IEEE Globecom 2007, Washington D.C., USA, November 2007.

Devu Manikantan Shila, Tricha Anjali, "Load-aware Traffic Engineering for Mesh Networks," Proceedings of IEEE WiMAN 2007, Hawaii, USA, August 2007.

Roberto Santamaria, Olivier Bourdeau, Tricha Anjali, "MAC-ASA Protocol for Wireless Mesh Networks," Proceedings of IEEE WiMAN 2007, Hawaii, USA, August 2007.

Laurent Nadeau, Tricha Anjali, "Reliable Multicast: A Probabilistic Study," Proceedings of SPECTS 2007, San Diego, USA, July 2007.

Laurent Nadeau, Tricha Anjali, "Efficiency of Reliable Multicast Protocols," Proceedings of HPCNCS 2007, Orlando, USA, July 2007.

Laurent Nadeau, Tricha Anjali, "Theoretical Analysis and Comparison of Various Approaches for Reliable Multicast", International Journal of Internet Technology and Secured Transactions , accepted for publication, 2007.

Tricha Anjali, Carlo Bruni, Daniela Iacoviello, Caterina Scoglio, "Dynamic Bandwidth Reservation for Label Switched Paths: an On-line Predictive Approach", Computer Communications, vol. 29(16), pp. 3265-3276, October 2006.

Tricha Anjali, Caterina Scoglio, "A Novel Method for QoS Provisioning with Protection in GMPLS Networks" Computer Communications, vol. 29(6), pp. 757-764, March 2006.

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Tricha Anjali, Caterina Scoglio, Jaudelice de Oliveira, "New MPLS Network Management Techniques Based on Adaptive Learning," IEEE Transactions on Neural Networks, vol. 16(5), pp. 1242-1255, September 2005.

Caterina Scoglio, Tricha Anjali, Jaudelice de Oliveira, Ian Akyildiz, George Uhl, "TEAM: A Traffic Engineering Automated Manager for DiffServ-based MPLS Networks," IEEE Communications Magazine, vol. 42(10), pp. 134-145, October 2004.

Tricha Anjali, Carlo Bruni, Daniela Iacoviello, Giorgio Koch, Caterina Scoglio, "Filtering and Forecasting Problems for Aggregate Traffic in Internet Links," Performance Evaluation Journal, vol. 58(1), pp. 25-42, October 2004.

Scientific and professional societies of which a member IEEE, Communications Society, Women in Engineering

Honors and awards None

Institutional and professional service in the last five years Member of faculty search committee, 2005-2006 Member of graduate committee, 2007 Member of blue ribbon panel for investigation of Nov. 2006 elections in Cook County,

2006-2008 Registration Chair of IEEE EIT conference, 2007 Publication Chair of ICST Tridentcom, 2007 Publication Chair of ICST SimuTools, 2008

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

199

Name and Academic Rank Guillermo E. Atkin, Associate Professor

Degrees with fields, institution, and date Electronic Engineer. Universidad Federico Santa Maria, 1974. Valparaiso, Chile. Major

in Communications. Ph. D. Electrical Engineering. University of Waterloo, 1986. Waterloo, Ontario, Canada. Master in Business Administration. Governors State University, Chicago, Illinois.

December 1991.

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

22 years of service: Associate Professor, 1992-present. Electrical Engineering Department, Illinois Institute

of Technology, Chicago, Illinois. Research on Digital Communications Systems. Teaching courses in Communication Theory, Coding Theory, Information Theory, etc. Supervisor for graduate students and advisor for undergraduate students.

Assistant Professor, 1986-1992. Electrical Engineering Department, Illinois Institute of Technology, Chicago, Illinois.

Other related experience--teaching, industrial, etc. Research and Teaching Assistant, 1981-1986. Electrical Engineering Department,

University of Waterloo, Waterloo, Ont., Canada. Research on Spread Spectrum and Multiple Access Systems. Conduct tutorials and supervise labs. in Communication Systems, Microwaves and Field Theory, Digital and Data Communications.

Full-time Lecturer, 1974-1981. Universidad Federico Santa Maria, Chile. Teaching courses in Communications Theory, Laboratories of Communications, Antennas, Propagation and Microwaves. Supervision of Electronic Engineers Theses.

Part-time Lecturer, 1974-1981. Electrical Engineering Department, Chilean Navy, Chile. Teaching courses in Electronics, Antennas, Transmission Lines and Propagation.

Consulting, patents, etc. Consultant, 1979-1981. Exxon Mining Co., Valparaiso, Chile. Maintenance of Automatic

Control Equipments. Cooper Mining Co., Rancagua, Chile. Evaluation of communication systems. Sudamericana Shipping Co., Valparaiso, Chile. Maintenance of electronic equipment on board.

State(s) in which registered None

Principal publications of last five years Chuanhui Ma, Ting Wang, Guillermo E. Atkin, Chi Zhou, “A Novel bandwidth efficient

Coded OFDM System for ICI and PAPR Reduction,” submitted to 2008 IEEE Milcom 2008 Conference.

Chuanhui Ma, Guillermo E. Atkin, Chi Zhou, “Applying OOK modulation to reduce the inter-carrier interference in OFDM,” Wireless and Optical Communications Networks, 2007, WOCN’07, IFIP international Conference, 2-4 July 2007; p. 1-5

O. Kucur, E. Ozturk, G. E. Atkin, "Bit error rate performance of Haar wavelet based scale-code division multiple access (HW/S-CDMA) over the asynchronous AWGN

200

channel," International Journal of Communication Systems;" p. 507 – 514, Volume 20 , Issue 4, April 2007

Mohammad Al Bataineh, Maria Alonso, Siyun Wang, and Wei Zhang, “Ribosome Binding Model Using a Codebook and Exponential Metric,” IEEE EIT 2007 Proceedings, Chicago, IL, USA, May 17 – 20, 2007

Yu-Lin Wang, Rahul Sinha, and G. E. Atkin, “Modified Modulation Formats using Time Varying Phase Functions”, IEEE Transactions on Wireless Communications, Vol 5, No. 1, pp. 8-11, Jan 2006.

Scientific and professional societies of which a member IEEE Communications Society

Honors and awards Senior Member IEEE Nominated as Distinguished Lecturer, IEEE Communications Society.

Institutional and professional service in the last five years Chairman Evaluation Committee Chemistry Department ABET Committee ECE Curriculum Committee Publication Co-Chair IEEE 2007 International Conference on Electro/Information

Technology Chair Search Committee Communications and Signal Processing Group Director of the BiITComm, Bioinformatics, Information Theory and Communication

Laboratory Examiner, Ph.D. Qualifying Exam Graduate academic advisor Undergraduate and freshman academic advisor ECE Co-Op student advisor IEEE Advisor Cooperation with International Program at IIT Publication C0-Chair Electro/Information Technology, 2007 IEEE International

Conference on 17-20 May 2007 Technical reviewer for: IEEE Journal of Lightwave Technology, IEEE Transaction on

Communications, IEEE Transactions on Vehicular Technology, IEE Proceedings I, Communications, Speech and Vision, Elsevier Digital Signal Processing Journal.

Percentage of time available for research or scholarly activities 33%

Percentage of time committed to the program 67%

201

Name and Academic Rank: Suresh Borkar, Senior Lecturer

Degrees with fields, institution, and date B. Tech (EE), Indian Instt. Of Tech., Delhi (India), 1966 M.S. (EE), Illinois Institute of Technology, Chicago, 1967 PhD. (EE), Illinois Institute of Technology, Chicago, 1972

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

29 years of service: Full Time: 3 years 1969-1972 (Instructor); 2 years 1972-1974 (Adj. Asst. Prof) Part Time: 23 years: (Adjunct faculty); 1974-1976; 1982-1997; 2000-2006 Full Time: 1 ½ years (Senior Lecturer); 2006 – present

Other related experience--teaching, industrial, etc Teaching: Instructor of tutorials on Networking, Protocols, SW design at AT&T Bell

Labs Industrial: 1980-2006: Director, 3G Wireless Radio Network and End-to-End Integration & Delivery (01 to 06) Director, 3G Wireless Applcn Engr, Architecture, & Integration (00-01) CTO (97-00) and Country Operations Head (98-00), Lucent India Tech Mngr., Distinguished Member Tech Staff (DMTS), and MTS: Switching,

Networking, Computer, and Telecom Systems (80-97)

Consulting, patents, etc. Developer of short courses in Telecom Networks and Broadband Wireless One patent on television deflection system

State(s) in which registered None

Principal publications of last five years 3G/4G Wireless–Advances and Challenges, Distinguished Faculty Seminar, IIT,

Chicago, 2006

Scientific and professional societies of which a member None

Honors and awards Lucent Extra-Ordinary Contribution Award (ECA), Employee Excellence Award, AT&T Sigma XI and Tau Beta Pi President of India Gold Medal, IIT, N. Delhi

Institutional and professional service in the last five years Reviews of three papers in IEEE EIT conference Co-Chair, Tutorials and Workshops, IEEE EIT Conference, Chicago, May 2007 Organizer and Moderator, Panel discussion on India Telecom – Challenges and

Opportunities, IIT-Midwest, Wheaton, IL, Oct 07 Co-Convener of WiMAX Day at IIT, Mar 08

202

Developed a sequence of two advanced short courses on Telecom Networks and Broadband Wireless

Percentage of time available for research or scholarly activities 0%

Percentage of time committed to the program 100%

203

Name and Academic Rank Jovan Brankov, Assistant Professor

Degrees with fields, institution, and date Ph.D., Electrical Engineering, Illinois Institute of Technology, 2002 MS, Electrical Engineering, Illinois Institute of Technology, 1999 Dipl. Ing., Electrical Engineering, University of Belgrade, 1996

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Five years. September 2002 - August 2004: Senior Research Associate September 2004 - August 2008: Research Assistant Professor of Electrical Engineering August 2008: Assistant Professor of Electrical Engineering

Other related experience--teaching, industrial, etc.

Consulting, Patents, etc.: Consultant for Nuclear Medicine Group, Siemens Medical Solutions USA, Inc., Hoffman

Estates, 2004- present

States in which professionally licensed or certified, if applicable None.

Principal publications of last five years “A fast algorithm for accurate content-adaptive mesh generation,” (with Y. Yang, and M.

N. Wernick) IEEE Transactions on Image Processing, vol. 12, pp. 866-881, 2003. “Segmentation of dynamic PET or fMRI images based on a similarity metric,” (with N.

P. Galatsanos, Y. Yang, and M. N. Wernick) IEEE Transactions on Nuclear Science, vol. 50, pp. 1410-1414, 2003.

“Multiple-image radiography,” (with M. N. Wernick, O. Wirjadi, D. Chapman, Z. Zhong, N. P. Galatsanos, Y. Yang, O. Oltulu, M. A. Anastasio, and C. Muehleman,) Physics in Medicine and Biology, vol. 48, pp. 3875-3895, 2003.

“Learning a nonlinear channelized observer for image quality assessment,” (with I. El Naqa, Y. Yang, and M. N. Wernick) Conference Record of the 2003 IEEE Nuclear Science Symposium & Medical Imaging Conference, 2003.

“Tomographic image reconstruction based on a content-adaptive mesh model,” (with Y. Yang, and M. N. Wernick) IEEE Transactions on Medical Imaging Conference, 2004.

“Yes, You Can See Cartilage With X-rays (Diffraction Enhanced Imaging for Cartilage and Bone),” (with C. Muehleman, J. Li, M. Wernick, K. Kuettner, and Z. Zhong) Journal of Musculosketal and Neuronal Interactions, vol. 4, no. 4, pp. 369-370, 2004.

“4D Smoothing of gated SPECT images using a left-ventricle shape model and a deformable mesh,” (with Y. Yang, B. Feng, M. A. King, and M. N. Wernick) Conference Record of the 2004 IEEE Nuclear Science Symposium & Medical Imaging Conference, 2004.

“Digital watermarking robust to geometric distortions,” (with P. Dong, N. P. Galatsanos, Y. Yang, and F. Davoine,) IEEE Transactions on Image Processing, vol. 14, no.12, pp. 2140-2150, 2005.

204

“Spatio-temporal processing of gated SPECT images using deformable mesh modeling,” (with Y. Yang, and M. N. Wernick) Medical Physics , vol. 32, no. 9, pp. 2839-2849, 2005.

“Multiple-image radiography for soft tissue,” (with C. Muehleman, J. Li, Z. Zhong, and M. N. Wernick) Journal of Anatomy vol. 208, pp. 115-124, 2006.

“A computed tomography implementation of multiple-image radiography, “ (with M. N. Wernick, Y. Yang, J. Li, C. Muehleman, Z. Zhong, and M. A. Anastasio) Medical Physics, vol. 33, no. 2, pp. 278-289, 2006.

“A physical model of multiple-image radiography,” (with G. Khelashvili, D. Chapman, Z. Zhong, Y. Yang, and M. N. Wernick) Physics in Medicine and Biology, vol. 51, no. 2, pp. 221-236, 2006. – Institute of Physics (IOP) select award

“Spatially-adaptive temporal smoothing for dynamic image sequences,” (with M. N. Wernick, M. A. King, Y. Yang, and M. V. Narayanan) IEEE Transactions on Nuclear Science, vol. 53, Issue 5, Part 1, pp. 2769 – 2777, Oct. 2006.

“An extended diffraction exanced imaging method for implementing multiple-image rediography,” (with C.-Y. Chou, M. A. Anastasio, J. G. Brankov, M. N. Wernick, E. M. Brey, D. M. Connor, and Z. Zhong) accepted to Physics in Medicine and Biology.

Scientific and professional societies of which a member Institute for Electrical and Electronic Engineers (IEEE) – senior member.

Honors and Awards: Institute of Physics (IOP) select award for the paper “A physical model of multiple-image

radiography”

Institutional and Professional Service: Associate Editor, Medical Physics, 2005-present Reviewer for 8 Journals. Technical comity: IEEE: MIC 2005-present, ICTA’05

Percentage of time available for research or scholarly activities 67%

Percentage of time Committed to the Program: 33%

205

Name and Academic Rank Yu Cheng, Assistant Professor

Degrees with fields, institution, and date Ph. D. (ECE), University of Waterloo, Canada, 2003 M. E., Tsinghua University, PR China, 1998 B. E. Tsinghua University, PR China, 1995

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Two years of service: 2006-present, Assistant Professor

Other related experience – teaching, industrial, etc. Postdoctoral research fellow, with a fellowship award from Natural Sciences and

Engineering Research Council of Canada (NSERC), University of Toronto, 2004-2006

Research assistantship and teaching assistantship, University of Waterloo, 1999-2003

Consulting, patents, etc. None

State(s) in which registered None

Principle publications of last five years Y. Cheng, X. Ling, W. Song, L. Cai, W. Zhuang, and X. Shen, "A cross-layer approach

for WLAN voice capacity planning", IEEE Journal on Selected Areas of Communications, vol. 25, no. 4, pp. 678-688, May 2007.

Y. Cheng, V. Ravindran, and A. Leon-Garcia, "Internet traffic characterization using packet-pair probing", in Proc. IEEE INFOCOM'07, Anchorage, Alaska, May 6-12, 2007.

Y. Cheng, W. Zhuang, and X. Ling, "FBM model based network-wide performance analysis with service differentiation ", in Proc. International Conference on Heterogeneous Networking for Quality, Reliability, Security and Robustness (QShine), Vancouver, Canada, August 14 - 17, 2007. (Best Paper Award)

Y. Cheng and W. Zhuang, "Dynamic inter-SLA resource sharing in path-oriented differentiated services networks", IEEE/ACM Transactions on Networking, vol. 14, no. 3, pp. 657-670, Jun. 2006.

Y. Cheng, H. Jiang, W. Zhuang, Z. Niu, and C. Lin, "Efficient resource allocation for China's 3G/4G wireless networks", IEEE Communications Magazine, vol. 43, no. 1, pp. 76-83, Jan. 2005.

C.W. Leong, W. Zhuang, Y. Cheng, and L. Wang, "Call admission control for wireless systems supporting integrated on/off voice and best effort data services", IEEE Transactions on Communications, vol. 52, no. 5, pp. 778-790, May 2004.

Y. Cheng and W. Zhuang, "Effective bandwidth of multiclass Markovian traffic sources and admission control with dynamic buffer partitioning", IEEE Transactions on Communications, vol. 51, no. 9, pp. 1524-1535, Sept. 2003.

Scientific and professional societies of which a member

206

IEEE, ACM

Honors and awards Best paper award, International Conference on Heterogeneous Networking for Quality,

Reliability, Security, and Robustness (QShine?07), Vancouver, British Columbia, Canada, Aug. 14-17, 2007.

Best Paper Award (3rd Place), IEEE Electro/Information Technology Conference (EIT), Chicago, Illinois, May 17-20, 2007.

Natural Sciences and Engineering Research Council of Canada (NSERC) Postdoctoral Fellowship Award, 2004, 2005

Institutional and professional service in last five years Associated Editor, IEEE Transactions on Vehicular Technology Technical Program Co-Chair, Wireless Networking Symposium, IEEE ICC 2009 Technical Program Committee Member, IEEE INFOCOM 2009 Workshops Chair, The Fifth International ICST Conference on Heterogeneous

Networking for Quality, Reliability, Security and Robustness (QShine 2008) Attended at least one of the major IEEE/ACM conferences (ICC, GLOBECOM,

INFOCOM) each year.

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

207

Name and Academic Rank Ken Choi, Assistant Professor

Degrees with fields, institution, and date Post Doc, University of Tokyo, 2005 Ph.D. (EE), Georgia Institute of Technology, 2003 Master, KyungHee University, 1993 B.E.E, KyungHee University, 1991

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

One years of service: Original Appointment to IIT, Fall 2007 2007-present Assistant Professor

Other related experience--teaching, industrial, etc. 2005.8-2007,7 Sequence Design Inc., Boston, Massachusetts, USA, Proposed and

developed in a commercial product for STA-based Vectorless power-switch sizing optimization for MTCMOS Power Gating circuits for ultra-low power applications.

Spring, 2004 - 2005 University of Tokyo, Tokyo, Japan, Title: Post-Doctoral Research Associate, Projects: “Circuit techniques for low-leakage mobile applications” supported by STARC, Co-advice for a Master student

Fall, 2000 - 2003 Georgia Institute of Technology, Atlanta, Georgia, Title: Graduate research assistant, Wrote three PhD level research proposals and accepted by NASA, DARPA, and NSF, Projects: “COPAC: compiler optimization for power aware computing” from DARPA “Software-Hardware-Technology co-optimization for ultra low-power architecture by delay considerations ” from NSF “Wireless channel modeling and forward error correction mechanisms” from NASA

Fall, 2000 - 2003 Georgia Institute of Technology, Atlanta, Georgia, Title: Teaching assistant, EE3060 (VLSI Design), CS4801 (Telecommunications Lab.), and CS3251 (Computer Networking I)

Consulting, patents, etc. 2005.8-2007.8 technical consultant for low-power system-on-chip design for mobile

applications with major semiconductor companies such as Toshiba, Samsung, LG Electronics, Dongbu Hitek, and Analog Device (fabricated several chips successfully with 130/90/65 nm).

State(s) in which registered None

Principal publications of last five years K-w. Choi and A. Chatterjee, “HiPOS: Hierarchical Power Optimization Strategy for

ultra low-power CMOS VLSI,” submitted to IEEE Transactions of VLSI Systems, 2005.

K-w. Choi and A. Chatterjee, “Gate-level power-aware optimization via graph-based timing analysis for ultra low-power CMOS VLSI,” submitted to IEEE/ACM Transactions on Design Automation of Electronic Systems(TODAES), 2005.

208

K-w. Choi, Y. Xu, and T. Sakurai, “Optimal Zigzag (OZ): an effective yet feasible power-gating scheme achieving two orders of magnitude lower standby leakage,” in VLSI Symposium, 2005.

K-w. Choi, K.M. Choi and J.T. Kong, “Full-Chip-Level Considerations for Fine-Grained Power-Gating Scheme to Reduce Two Orders of Magnitude Lower Leakage Current,” in ISOCC 2005

K-w. Choi, Jerry Frenkil, “VEDA: Vectorless Event-Driven Approach for Optimal Switch Sizing of Power-Gating Circuits to Reduce Two Orders of Magnitude of Leakage Power,” in SAME conference in Nice, France, Oct., 2006.

K-w. Choi and A. Chatterjee, “UDSM (ultra deep submicron)-aware post-layout device and interconnect co-optimization for ultra low-power CMOS VLSI,” ISLPED, 2003.

Scientific and professional societies of which a member IEEE-VLSI, CAD, Circuits and Systems Communications, and ACM/SIGDA-Design

Automation

Honors and awards Yahoo Business Newspaper selected the SAME paper as an outstanding research findings

(Sept., 19th, 2006) Doctoral thesis topic is awarded for SIGDA PhD Forum at Design Automation

Conference (DAC 2003). Wrote three PhD level research project proposals (accepted by NASA, DARPA, and

NSF) Perfect grade (4.0/4.0, highest ever) during master’s school Full tuition scholarship from Master’s school for top place in admission examination Two-year full tuition scholarship from under graduate school

Institutional and professional service in the last five years Member of IEEE Transactions on VLSI review Committee Member of IEEE Transactions on CAD Member of IEEE Transactions on Circuits and Systems Member of ACM Transactions on Design Automation of Electronics Systems

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

209

Name and academic rank Ali Emadi, Professor

Degrees with fields, institution, and date Ph.D., Electrical Engineering, Texas A&M University, College Station, Texas, 2000 M.S., Electrical Engineering, Sharif University of Technology, Tehran, Iran, 1997 B.S., Electrical Engineering, Sharif University of Technology, Tehran, Iran, 1995

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Eight years of service: Original Appointment to IIT, August 2000 2005-present Director, Electric Power and Power Electronics Center 2006-present Professor 2005-2006 Associate Professor 2000-2005 Assistant Professor

Other related experience, i.e., teaching, industrial, etc. 1998-2000 Research Assistant, Electrical Engineering Department, Texas A&M

University 1996-1997 Lecturer and Power Electronics Lab Manager, Sharif University of

Technology 1994-1995 Project Engineer, Electrical Power Research Center, Tehran, Iran.

Consulting, patents, etc. 6 patents pending P. C. Desai and A. Emadi, Switched Reluctance Machine, US 7,230,360, June 12, 2007. A. Emadi, F. Rodriguez, and P. C. Desai, Digital Control of Motor Drives, US 7,193,385,

March 20, 2007. R. Jayabalan and A. Emadi, Combustion Engine Acceleration Support Using an

Integrated Starter/Alternator, US 7,024,859, April 11, 2006.

States in which professionally licensed or certified, if applicable None

Principal publications of the last five years 67 Journal Papers 133 Conference Papers (Published), 28 Tutorials, Short Courses, and

Keynote Speeches Books: A. Emadi, Handbook of Automotive Power Electronics and Motor Drives, New York,

NY: Marcel Dekker, ISBN: 0-8247-2361-9, May 2005. M. Ehsani, Y. Gao, S. E. Gay, and A. Emadi, Modern Electric, Hybrid Electric, and Fuel

Cell Vehicles: Fundamentals, Theory, and Design, Boca Raton, FL: CRC Press, ISBN: 0-8493-3154-4, Dec. 2004.

A. Emadi, A. Nasiri, and S. B. Bekiarov, Uninterruptible Power Supplies and Active Filters, Boca Raton, FL: CRC Press, ISBN: 0-8493-3035-1, Oct. 2004.

A. Emadi, Energy-Efficient Electric Motors: Selection and Applications, New York, NY: Marcel Dekker, ISBN: 0-8247-5735-1, Sept. 2004.

210

A. Emadi, M. Ehsani, and J. M. Miller, Vehicular Electric Power Systems: Land, Sea, Air, and Space Vehicles, New York, NY: Marcel Dekker, ISBN: 0-8247-4751-8, Dec. 2003.

Scientific and professional societies of which a member IEEE, Power Electronics Society, Industrial Electronics Society, Vehicular Technology

Society, Industry Applications Society, Power Engineering Society, Society of Automotive Engineers (SAE)

Honors and awards 2005 Richard M. Bass Outstanding Young Power Electronics Engineer Award (single

award), IEEE-PELS. 2004, 2005 IEEE Vehicular Technology Society’s Paper of the Year Award in

Automotive Electronics (single award). 2003 Eta Kappa Nu Outstanding Young Electrical Engineer of the Year (single award)

for outstanding contributions to hybrid electric vehicle conversion, Eta Kappa Nu Association, the Electrical Engineering Honor Society.

2005 Best Professor of the Year Award (single award voted by students), IEEE Student Branch, Illinois Institute of Technology.

2004 Sigma Xi/IIT Award for Excellence in University Research (single award), Illinois Institute of Technology.

Institutional and professional service in the last five years Editor (North America), International Journal of Electric and Hybrid Vehicles. Associate Editor, IEEE Transactions on Vehicular Technology, 2004-2007.

Percentage of time available for research or scholarly activities 62%

Percentage of time committed to the program 33%

211

Name and Academic Rank Alexander J. Flueck, Associate Professor

Degrees with fields, institution, and date B.S.E.E., Cornell University, May 1991 M.Eng., Cornell University, August 1992 Ph.D., Cornell University, August 1996

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

12 years of service: Assistant Professor, August 1996 to August 2002 (6 years) Associate Professor, August 2002 to present (6 years)

Other related experience--teaching, industrial, etc. Assoc. Dean, Research, Grad. College, Illinois Inst. of Tech., Chicago, IL, Aug 2002-

Aug 2006

Consulting, patents, etc. A. J. Flueck, J. R. Dondeti, “Nonlinear Contingency Screening for Voltage Collapse,”

United States Patent # 6,496,757, Issued December 17, 2002. S&C Electric, Dec 2006-Mar 2007, “Research and Development of an Agent-Based

System for Distribution Automation”. Exelon/ComEd, Apr 2007-Dec 2007, “Research and Development of a Complex Load Model for Dynamics Analysis”.

State(s) in which registered None

Principal publications of last five years S. Abhyankar, A. J. Flueck, “Simulating Voltage Collapse Dynamics for Power Systems

with Constant Power Load Models”, Accepted for publication in Proceedings of the IEEE PES 2008 General Meeting, Pittsburgh, Pennsylvania, July 2008.

C. Nguyen, A. J. Flueck, “Impacts of Merit Order Based Dispatch on Transfer Capability and Static Voltage Stability”, Accepted for publication in Proceedings of the IEEE PES 2008 General Meeting, Pittsburgh, Pennsylvania, July 2008.

W. Qiu, A. J. Flueck, F. Tu, “A New Parallel Algorithm for Security Constrained Optimal Power Flow with a Nonlinear Interior Point Method,” Proceedings of the IEEE PES 2005 General Meeting, San Francisco, California, June 2005.

A. Srivastava, A. J. Flueck, “A New Two-Stage Contingency Ranking Algorithm For Large Scale Power System,” Proceedings of the IEEE PES 2005 General Meeting, San Francisco, California, June 2005.

W. Qiu, A. J. Flueck, “A New Technique for Evaluating the Severity of Generator Outage Contingencies Based on Two-Parameter Continuation,” Proceedings of the IEEE PES 2004 Power Systems Conference and Exposition, New York, New York, October 2004.

A. J. Flueck, W. Qiu, “A New Technique for Evaluating the Severity of Branch Outage Contingencies Based on Two-Parameter Continuation,” Proceedings of the IEEE PES 2004 General Meeting, Denver, Colorado, June 2004.

Scientific and professional societies of which a member

212

IEEE, ASEE

Honors and awards NSF CAREER award: Available Transfer Capability of Deregulated Power Systems - A

Nonlinear Predictive Approach

Institutional and professional service in the last five years IEEE Power Engineering Society, Career Promotion and Workforce Development

Subcommittee Chair 2004-2008 IEEE Power Engineering Society, Transmission & Distribution Conference & Exposition

Collegiate/GOLD Program Chair 2007-2008 IIT High Performance Computing Center Chair Reviewer for IEEE PES General Meetings Reviewer for IEEE Transactions on Power Systems Reviewer for IEEE International Symposium on Circuits and Systems Reviewer for Power Systems Computation Conference IEEE Power Engineering Society General Meeting 2007, Tampa FL IEEE Power Engineering Society General Meeting 2006, Tampa FL IEEE Power Engineering Society Power Systems Conference & Exposition 2006, Atlanta

GA IEEE Power Engineering Society General Meeting 2005, San Francisco CA IEEE Power Engineering Society Power Systems Conference & Exposition 2004, New

York NY IEEE Power Engineering Society General Meeting 2004, Denver CO IEEE Power Engineering Society General Meeting 2003, Toronto Ontario

Percentage of time available for research or scholarly activities 33%

Percentage of time committed to the program 67%

213

Name and academic rank Alireza Khaligh, Assistant Professor

Degrees with fields, institution, and date Ph.D., Electrical Engineering, Illinois Institute of Technology, Chicago, IL, 2006. M.S., Electrical Engineering, Sharif University of Technology, Iran, 2001. B.S., Electrical Engineering, Sharif University of Technology, Iran, 1999.

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

One years of service: Original appointment to IIT, July 2007

Other related experience, i.e., teaching, industrial, etc. Post-Doctoral Research Associate, Grainger Center for Electric Machinery and

Electromechanics, University of Illinois at Urbana-Champaign, May 2006-July 2007 Doctoral Research Assistant, Electric Power and Power Electronic Center, Illinois

Institute of Technology, Chicago, Illinois, Aug 2004-May 2006 Project Engineer, Embedded Electronic Group, C. E. Niehoff & Co., Evanston, IL, May

2005-Sept. 2005. Doctoral Research Assistant, Sharif University of Technology, Sept. 2002 – Aug. 2004. Senior Project Engineer, Moshanir Power Engineering Consultant Company, March

2001-Aug. 2004.

Consulting, patents, etc. Alireza Khaligh and Ali Emadi, Digital Combination of Power Converters, invention

disclosure, IIT. Alireza Khaligh, Multiple-input converter topology, invention disclosure, IIT

States in which professionally licensed or certified, if applicable None.

Principal publications of the last five years A. Khaligh and M. Vakilian, “Power transformers internal insulation design

improvements using electric field analysis through finite element methods,”‌ IEEE Transactions on Magnetics, vol. 44, pp. 273 – 278, Feb. 2008.

A. Khaligh, A. M. Rahimi, Y. J. Lee, J. Cao, A. Emadi, S. D. Andrews, C. Robinson, and C. Finnerty, “Digital control of an isolated active hybrid fuel cell/Li-ion battery power supply,” IEEE Transactions on Vehicular Technology, vol. 56, pp. 3709 - 3721, Nov. 2007.

A. Khaligh and A. Emadi, “Suitability of pulse adjustment technique to control single dc/dc choppers feeding vehicular constant power loads in parallel with conventional loads,” International Journal of Electric and Hybrid Vehicles, vol. 1, no. 1, pp. 20– 45, 2007.

A. Khaligh and A. Emadi, “Stabilizing control of DC/DC buck converters with constant power loads in continuous conduction and discontinuous conduction modes using digital Power Alignment technique,” International Transactions on Electrical Machinery and Energy Conversion Systems, vol. 1, no. 1, pp. 63–72, March 2006.

214

A. Khaligh, A. Emadi, G. A. Williamson, and C. Rivetta, “Constant power load characteristics in multi-converter automotive power electronic intensive systems,” Society of Automotive Engineers (SAE) Journal, Paper No. 2005-01-3451, 2005; and, in Proc. SAE 2005 International Future Transportation Technology Conference, Chicago, IL, Sept. 2005.

A. Khaligh and M. Varahram, “High temperature superconducting transformers performance, application and characteristics,” International WSEAS Transactions on Power Systems, Paper No. 470-223, 2004; and in Proc. International Conference on Power Engineering Systems, Rio de Janeiro, Brazil, Oct. 2004.

A. Khaligh, M. Vakilian, and M. S. Naderi, “A method for power transformers insulation design improvements through electric field determination,” Scientia Iranica, International Journal of Science and Technology, vol. 10, no. 4, pp. 1– 9, Oct. 2003.

Scientific and professional societies of which a member Member, IEEE Power Electronics Society (PELS), Industrial Electronics Society (IES),

and Vehicular Technology Society (VTS). Member SAE. Member Sigma-Xi honor society.

Honors and awards Exceptional Talents Fellowship Award, Sharif University of Technology, 2003 Distinguished Undergraduate Student Award, Sharif University of Technology, 1999

Institutional and professional service in the last five years Guest Editor, Special Section of IEEE Transactions on Vehicular Technology on Energy

Storage Systems, 2008. Associate Editor, IEEE Transactions on Vehicular Technology, 2007–. Technical Program Chair, Approved Proposal in 2007 VPPC to host the 2011 IEEE

Vehicle Power and Propulsion Conference in Chicago, IL. Session Chair, 2007 IEEE Vehicle Power and Propulsion Conference, Arlington, TX. Member, Vehicle Power and Propulsion Committee, IEEE Vehicular Technology

Society.

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

215

Name and Academic Rank Zuyi Li, Assistant Professor

Degrees with fields, institution, and date PHD in Electrical Engineering, Illinois Institute of Technology, July 2002

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Four years of service: Originally employed as Assistant Professor in August 2004.

Other related experience--teaching, industrial, etc. Consulting for the electric power industry in the United States and China

Consulting, patents, etc. American Transmission Company, 2007-present Market-based Transmission Outage Cost Assessment Siemens Power Transmission and Distribution, Minneapolis, MN, 2006-present Equipment Maintenance Scheduling with Security-Constrained Unit Commitment ISO New England, 2006 Improving Long-term Transmission Outage Nexant Corporation, San Francisco, CA, 2003-2006 Security-Constrained Unit Commitment with AC Network Constraints Exelon Corporation, Chicago, IL, 2002 Probabilistic Transmission Risk Analysis for the ComEd’s Control Area during Expected

Operating Conditions in the summer of 2003 KEMA Consulting, Fairfax, VA, 2001 Evaluation of commercial software capabilities for the Calpine’s current and future

generation scheduling projects Open Access Technology International, Inc., 2000 Locational Marginal Price (LMP) Calculation Chinese Power Industry, 1997-1999 Daily Transaction System for Inner Mongolian Power Market, 1998-1999 Daily Operation of North China Power Grid with Pump-Storage Plant, 1998 Inner-Plant Operation of Ertan Hydro Plant, 1997-1998

State(s) in which registered None

Principal publications of last five years M. Shahidehpour, H. Yamin, and Zuyi Li, “Market Operations in Electric Power

Systems”, John Wiley & Sons, Inc., February 2002 M. Shahidehpour and Zuyi Li, “Operation and Control of Electric Energy Systems”,

Under Contract, John Wiley & Sons, Inc., 2008 Y. Fu, M. Shahidehpour, and Zuyi Li, “Security-constrained optimal coordination of

generation and transmission maintenance outage scheduling,” IEEE Transactions on Power Systems, Vol. 22, No. 3, pp. 1302-1313, August 2007

H. KhorashadiZadeh and Zuyi Li, “An ANN Based Approach to Improve the Distance Relaying Algorithm,” Turkish Journal of Electrical Engineering & Computer Sciences, Vol. 14, pp. 345-354, 2006

216

Y. Fu, M. Shahidehpour, and Zuyi Li, “Long-term security-constrained unit commitment: hybrid Dantzig-Wolfe decomposition and subgradient approach,” IEEE Transactions on Power System, Vol. 20, No. 4, pp. 2093-2106, November 2005

Y. Fu, Zuyi Li, and M. Shahidehpour, “Profit-based generation resource planning,” The IMA Journal of Management Mathematics, Vol. 15, No. 4, pp. 273-289, October 2004

Zuyi Li and M. Shahidehpour, “Generation scheduling with thermal stress constraints”, IEEE Transactions on Power System, Vol. 18, No. 2, pp. 1402-1409, May 2003

Scientific and professional societies of which a member Member of IEEE Power Engineering Society

Honors and awards None

Institutional and professional service in the last five years Graduate Special, Certificate and BSEET Advisors Undergraduate Program Committee 2005: Participant in NSF Small Business Innovative Research (SBIR) review panel 2007: Participant in NSF Small Business Innovative Research (SBIR) review panel 2008: Serve on the Editorial Board of Electric Power Components and Systems NSF Sponsored Workshop – Teaching of First Course in Power Systems, Orlando,

Florida, February 11-13, 2005. Armour College of Engineering Teaching Workshop, Chicago, Illinois, April 13, 2007 ONR-EPRI-AEP sponsored workshop to discuss the Curriculum in Electric Energy

Systems, Napa, California, February 7-9, 2008.

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

217

Name and Academic Rank Joseph L. LoCicero, Professor

Degrees with fields, institution, and date Ph.D. (EE), The City University of New York, 1976 M.E.E, The City College of New York, 1971 B.E.E (Magna Cum Laude), The City College of New York, 1970

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

32 years of service: Original Appointment to IIT, August 1976 2007-present Motorola Chair Professor of Electrical & Computer Engineering Interim Chairman 1987-present Professor 1986-1988 Acting Chairman 1982-1987 Associate Professor 1982-1986 Assistant Chairman

Other related experience--teaching, industrial, etc. Part-Time Lecturer, The City College of New York, 1972-75. Graduate Research Associate, NASA Grant, The City College of New York, 1975-76. Taught short courses in Communication Systems; Digital Modulation, Coding and Signal

Processing; Digital Transmission and its Potential. Technical book reviewer for Brook/Cole Publishing Co., MacMillan Publishing Co.,

Prentice-Hall Publishing Co., Addison-Wesley Publishing Co. Sabbatical Leave under Research Contracts, AT&T Bell Laboratories, Naperville, IL,

1988-89.

Consulting, patents, etc. "Utterance Verification using Word-Based Minimum Verification Error Training for

Recognition of a Keyword String," (with R. A. Sukkar, G. Szeszko, and A. R. Setler), Patent No. 5,717,826, Feb. 10, 1998, 8 claims.

Charles Industries Advanced Development Contract, "Discrete Multi-Tone Communications,” 1997-99.

Fish & Naeve - barge-in patent analysis for speech recognition and response, 1999-2000. Charles Industries Advanced Development Contract, "Multi-User High Speed Wireline

Communications,” 2000-2001. Cooper Power Systems, “Wireless Communications for Power Line Monitoring and

Control,” 2002. Excelon Corporation (ComEd) – developed and taught PE review course in Analog &

Digital Communications & Op Amp Filters, 2003-08. McAndrews, Held & Malloy – review and analysis of patents and technical product

specifications for cell phone technology patent infringement, 2006-07.

State(s) in which registered None

Principle publications of last five years

218

“Bandlimited Covert Data Communications Using Zinc Functions,” (with M. S. Nowak, D. R. Ucci), in Proc. IEEE Military Commun. Conf., Oct. 2002.

“Interference Mitigation in IEEE 802.11g OFDM Systems with Smart Antennas and Tapped Delay Lines,” (with A. Z. Al-Banna and D. R. Ucci), in Proc. IEEE Military Commun. Conf., Milcom’06, Oct. 2006.

“Characteristics of an Unintentional Wi-Fi Interference Device – The Residential Microwave Oven,” (with T. M. Taher, A. Z. Al-Banna, and D.R. Ucci), in Proc. IEEE Military Commun. Conf., Milcom’06, Oct. 2006.

“Adaptive Antennas for Interference Mitigation of Barker/CCK Spread Wi-Fi Signals,” (with A. Z. Al-Banna and D.R. Ucci), in Proc. 31st Annual IEEE Local Computer Networks Conf., LCN’06, in 2nd Wkshp Perf. & Mgt Wireless & Mobile Nets, P2MNet’06, Nov. 2006.

“Multi-Element Adaptive Arrays for Interference Mitigation for Multiple Barker/CCK Signals in IEEE 802.11b WLANs,” (with A. Z. Al-Banna and D. R. Ucci), in Proc. 2007 IEEE Sarnoff Symp., April 2007.

“Microwave Oven Signal Modeling,” (with T. M. Taher and D. R. Ucci), accepted for publication in Proc. IEEE Wireless Communications and Networking Conference, WCNC’08, April 2008.

Scientific and professional societies of which a member IEEE, Communications Society, Signal Processing Society, Sigma Xi, N.Y. Academy of

Science, ASEE

Honors and awards AT&T Bell Labs Patent Recognition Award, 1986 IIT Award for Excellence in Teaching, 1987 Donald W. McLellan IEEE Meritorious Service Award, 1993 IEEE Communications Society Publication Exemplary Service Award, 1999 IEEE Third Millennium Medal, 2000 Motorola Chair Professorship of Electrical & Computer Engineering, 2007

Institutional and professional service in the last five years Director of Journals for IEEE Communications Society, Jan. 2002 - Dec. 2003. Chair of IEEE ComSoc Bylaws Committee, Jan. 2007 - Dec. 2008 Chair of ECE Department/University Scholarship Committee, 2007-2008.

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

219

Name and academic rank Erdal Oruklu, Ph.D, Assistant Professor

Degrees with fields, institution, and date Ph.D. CPE, Illinois Institute of Technology, Chicago, Illinois, 2005 M.Sc. EE, Bogazici University, Istanbul, Turkey, 1999 B.Sc. EE, Technical University of Istanbul, Turkey, 1995

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Three years of service: 2006- now Assistant Professor Visiting Assistant Professor

Other related experience, i.e., teaching, industrial, etc. 1999-2000 System and Network Administrator, Chemical and Environmental

Engineering Department, Illinois Institute of Technology. 1998-1999 IT consultant, OMAS ltd, Istanbul, Turkey

Consulting, patents, etc. None

States in which professionally licensed or certified, if applicable None

Principal publications of the last five years Y. Lu, E. Oruklu and J. Saniie, “Fast Chirplet Transform with FPGA implementation”,

accepted for publication, IEEE Signal Processing Letters, March 2007. Xin Xiao, E. Oruklu and J. Saniie, “An Efficient FFT Engine with Reduced Addressing

Logic”, under revision, IEEE Transactions on Circuits and Systems-II, December 2007.

E. Oruklu, S. Maharishi and J. Saniie, “Analysis of Ultrasonic 3-D Image Compression Using Non-Uniform, Separable Wavelet Transforms Ultrasonics Symposium”, IEEE Ultrasonics Symposium, pp. 154-157, October. 2007.

S. Yoon, E. Oruklu, and J. Saniie, “Performance Evaluation of Neural Network Based Ultrasonic Flaw Detection”, IEEE Ultrasonics Symposium 2007, pp. 1579-1582, October 2007.

V. Dave, E. Oruklu, and J. Saniie, “Design and Synthesis of a Three Input Flagged Prefix Adder”, ISCAS 2007 IEEE International Symposium on Circuits and Systems, pp. 1081-1084, May 2007.

J. Moskal, E. Oruklu and J. Saniie, “Design and Synthesis of a Carry-Free Signed-Digit Decimal Adder”, ISCAS 2007 IEEE International Symposium on Circuits and Systems, pp. 1089-1092, May 2007.

E. Oruklu, G. Cardoso, and J. Saniie, “Reconfigurable Architecture for Ultrasonic Signal Compression and Target Detection”, IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP '05), vol. 5, pp. 129-132, March 2005.

Scientific and professional societies of which a member IEEE Circuits and Systems Society Member IEEE Signal Processing Society Member

220

Eta Kappa Nu member

Honors and awards None

Institutional and professional service in the last five years Reviewer for IEEE Transactions on Instrumentation and Measurement, IEEE

Transactions on VLSI, ACM GLVLSI Symposium, IEEE Electro Information Technology Conference.

Conference Technical Session Chair in IEEE UFFC 2007 Symposium, and IEEE EIT 2007 Conference.

Eta Kappa Nu Faculty Advisor Student Supervision: 4 M.S. Theses and 1 Ph.D. Thesis. New courses developed and taught at IIT:

ECE 584- VLSI Architectures for Signal Process. and Comm. ECE 743 – Signal and Data Compression Revised ECE-583, ECE-587 and ECE-242

Percentage of time available for research or scholarly activities 83%

Percentage of time committed to the program 17%

221

Name and academic rank Kui Ren, Assistant Professor

Degrees with fields, institution, and date B.E., CHE, Zhejiang University, 1998 M.E., MSE, Zhejiang University, 2001 Ph.D., ECE, Worcester Polytechnic Institute, 2007

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

One year of service: Original Appointment to IIT, August 2007

Other related experience, i.e., teaching, industrial, etc. Graduate Research Assistant, Teaching Assistant, Worcester Polytechnic Institute, 2004-

2007

Consulting, patents, etc. None

States in which professionally licensed or certified, if applicable None

Principal publications of the last five years K. Ren and W. Lou, ``Communication Security in Wireless Sensor Networks," ISBN:

978-3-8364-3668-7, VDM Verlag Dr. Muller, Germany, Jan., 2008 K. Ren, W. Lou, and Y. Zhang, ``LEDS: Providing Location-aware End-to-end Data

Security in Wireless Sensor Networks," To Appear, IEEE Transactions on Mobile Computing (TMC)

K. Ren and W. Lou, ``A Sophisticated Privacy-enhanced Yet Accountable Security Framework for Wireless Mesh Networks," Accepted, IEEE ICDCS, Jun. 17-20, Beijing, China, 2008

K. Ren, K. Zeng and W. Lou, ``Secure and Fault-tolerant Event Boundary Detection in Wireless Sensor Networks," IEEE Transactions on Wireless Communications (TWC), Vol. 7, No. 1, pp. 354-363, Jan., 2008

K. Ren, W. Lou, K. Zeng, and P. Moran, ``On Broadcast Authentication in Wireless Sensor Networks," IEEE Transactions on Wireless Communications (TWC), Vol. 6, No. 11, pp. 4136-4144, Nov., 2007

K. Ren and W. Lou, ``Privacy-enhanced, Attack-resilient Access Control in Pervasive Computing Environments with Optional Context Authentication Capability," ACM Mobile Networks and Applications (MONET), Vol. 12, pp.79-92, 2007

K. Ren, W. Lou, R. Deng, and K. Kim, ``A Novel Privacy Preserving Authentication and Access Control Scheme in Pervasive Computing Environments," IEEE Transactions on Vehicular Technology (TVT), Vol. 55, No. 4, pp.1373-1384, July 2006

K. Ren, K. Zeng, and W. Lou, ``A New Approach for Random Key Pre-distribution in Large Scale Wireless Sensor Networks," Wiley Journal of Wireless Communication and Mobile Computing (WCMC), Vol. 6, Issue 3, pp.307-318, 2006

222

K. Ren, W. Lou, K. Zeng, F. Bao, J. Zhou, and R.. Deng, ``Routing Optimization Security in Mobile IPv6," Computer Networks (COMNET), Vol. 50, Issue 13, pp.2401-2419, Elsevier, 2006

K. Ren, T. Li, Z. Wan, F. Bao, R. Deng, and K. Kim, ``Highly Reliable Trust Establishment Scheme in Ad-hoc Networks," Computer Networks (COMNET), Vol. 45, Issue 6, pp.687-699, Elsevier, 2004

Scientific and professional societies of which a member Sigma Xi, IEEE Computer Society, Communication Society, ACM SIGMOBILE,

SIGSAC

Honors and awards Educational and Research Initiative Fund (ERIF) Award, Illinois Institute of Technology,

2008 Best Paper Award, International Conference on Wireless Algorithms, Systems, and

Applications (WASA 2006), Xi'an, China, August 15-18, 2006 Institute Fellowship, Worcester Polytechnic Institute, 2005-2006

Institutional and professional service in the last five years Exhibits and Sponsorship Chair, Qshine 2008 Track co-Chair, IEEE WTS 2008, Wireless Security Track TPC member for IEEE ICC 2009, ICICS 2008, IWCMC 2008, IEEE PIMRC 2008, IEEE

SPAWN 2008, ProvSec 2008, IEEE ICCCN 2008, IEEE WCNC 2008, IEEE VTC 2008-Spring, ARES 2008, IEEE Globecom 2007

Journal Reviewer for IEEE Transactions on Wireless Communications, IEEE Transactions on Vehicular Technology, IEEE Communication Letters, IEEE Wireless Communications Magazine, ACM Wireless Networks, Journal of Wireless Communications and Mobile Computing, Ad Hoc Networks, Information Sciences, International Journal of Communication Systems, Journal of Computer Science and Technology, International Journal of Wireless Information Networks, International Journal of Information Security (IJIS)

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

223

Name and Academic Rank Jafar Saniie, Filmer Professor

Degrees with fields, institution, and date Ph.D. Electrical Engineering, Purdue University, West Lafayette, August 1981. M.S. Biomedical Engineering, Case Western Reserve University , August 1977. B.S. with High Honors, Electrical Engineering, University of Maryland, May 1974.

Number of years service on this faculty, including date of original appointment and dates of advancement in rank

25 years of service: Assistant Professor, 1983-1986 Associate Professor, 1987-1992 Professor, 1993-Present Filmer Distinguished Professor, 2007- present

Other related experience--teaching, industrial, etc. Research Associate (1981-1982), Department of Applied Physics, Electronics Research

Laboratory, University of Helsinki, Finland; research in Ultrasonics, Photothermal and Photoacoustic Imaging.

Graduate Research Assistant (1978-1981), Department of Electrical Engineering, Purdue University; research in Ultrasonic Imaging and Digital Signal Processing.

Graduate Research Assistant (1974-1977), Department of Biomedical Engineering, Case Western

Reserve University, and Pulmonary Division, Veterans Administrative Hospital; research in Digital Signal Processing and Biological System Analysis

Consulting, patents, etc. None

State(s) in which registered None

Principal publications of last five years “Reconfigurable Finite Field Instruction Set Architecture” and “Embedded

Multiprocessor Platform Prototyping and Development on an FPGA” by J. Saniie with F. Martinez Vallina and F. Jachimiec, Proceedings of the Fifteenth ACM/SIGDA International Symposium on Field-Programmable Gate Arrays. pp. 216-220 and p. 229, February 2007.

“A Comparative Study of Echo Estimation Techniques for Ultrasonic NDE Applications”, by J. Saniie with Y. Lu, R. Demirili, and G. Cardoso, IEEE International Ultrasonic Symposium Proceedings, vol. 1, pp. 436-439, October 2006. This paper received the 2006 Best Paper Award.

“Ultrasonic Data Compression via Parameter Estimation”, by G. Cardoso and J. Saniie, IEEE Transactions on Ultrasonics, Ferroelectrics and Frequency Control, pp. 313-325, February 2005.

“Distributed Processing Network Architecture for Reconfigurable Computing”, by J. Saniie with F. Martinez-Vallina and E. Oruklu, IEEE International Conference on Electro Information Technology, 2005, 6 pages, May 2005.

224

“Ultrasonic Flaw Detection Using Discrete Wavelet Transform for NDE Applications”, by J. Saniie with E Oruklu, IEEE International Ultrasonic Symposium Proceedings, pp. 1054-1057, August 2004.

Scientific and professional societies of which a member Senior Member of Institute of Electrical and Electronics Engineers.

Honors and awards 2007 University Excellence in Teaching Award 2006 Outstanding Faculty Award for Excellence and Contributions to Computer

Engineering Program Filmer Distinguished Professorship IEEE Ultrasonics Best Student Paper Award (2006).

Institutional and professional service in the last five years Associate Editor of IEEE Transactions on Ultrasonics, Ferroelectrics and Freq. Control

(1994 - present) Technical Program Committee Chair/Member of IEEE Ultrasonics Symposium,(1988 -

present) Editorial Advisory Board Member, Journal of Nondestructive Testing and Evaluation

(1990-1996) Local Chair, Conference on Properties and Applications of Magnetic Materials (1985 -

2005)

Percentage of time available for research or scholarly activities 33%

Percentage of time committed to the program 50%

225

Name and Academic Rank: Mohammad Shahidehpour, Carl Bodine Professor and Chairman

Degrees with fields, institution, and date: Ph.D., Electrical Engineering Department, University of Missouri, Columbia, 1981 MSEE, University of Missouri, Columbia, 1978 BSEE, Sharif University of Technology, Iran, 1977 (High Honors)

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank:

25 years 1991-present: Professor; 1986-1991: Associate Professor; 1983-1986: Assistant Professor

Other related experience--teaching, industrial, etc. 2003-present: IEEE Distinguished Lecturer (40 presentations in 25 countries) 2005-present: Chairman, ECE Department 2001-2005: Director, Electric Power and Power Electronics Center 1999-2000: Associate VP for Research and Dean of the Graduate College 1994-1999: Dean of the Graduate College 1993-1994: Associate Dean of Engineering for Research and Graduate Studies 1985: Associate Chairman, Electrical and Computer Engineering Department 1985-1986: Director of Graduate Studies, ECE Department

Consulting, Patents, etc.: Technical consultant: American Transmission Company, GEMS, LCG, New England

ISO, Nexant, OM Technologies, KEMA Consulting, Siemens, Amoco, C.E. Neihoff Electric, Exelon, Acciona, Trans-Elect, IIT Research Institute, Open Access Technologies, Davis Control Corporation, United Nations

States in which professionally licensed or certified, if applicable: None

Principal publications of last five years J. Wang, M. Shahidehpour, Z. Li, “Security-Constrained Unit Commitment with Volatile

Wind Power Generation,” IEEE Transaction on Power Systems, Vol. 23, No. 3, Aug. 2008

L. Wu and M. Shahidehpour, “Cost of Reliability Analysis based on Stochastic Unit Commitment,” IEEE Transaction on Power Systems, Vol. 23, No. 3, Aug. 2008

O. Tor, A. Guven, and M. Shahidehpour, “Congestion-Driven Transmission Planning Considering the Impact of Generator Expansion,” IEEE Transaction on Power Systems, Vol. 23, No. 2, pp. 781-790-137, May. 2008

L. Wu and M. Shahidehpour “GENCO’s Risk-Based Maintenance Outage Scheduling,” IEEE Transaction on Power Systems, Vol. 23, No. 1, pp. 127-137, Feb. 2008

Y. Fu and M. Shahidehpour, “Fast SCUC for Large Scale Power Systems,” IEEE Transaction on Power Systems, Vol. 22, No. 4, pp. 2144-2151, November 2007

J. Roh, M. Shahidehpour, and Y. Fu, “Market-based Coordination of Transmission and Generation Capacity Planning,” IEEE Transaction on Power Systems, Vol. 22, No. 4, pp. 1406-1419, November 2007

226

T. Li and M. Shahidehpour, “Risk-Constrained Generation Asset Arbitrage in Power Systems,” IEEE Transaction on Power Systems, Vol. 22, No. 3, pp. 330 – 1339, Aug. 2007

Y. Fu, M. Shahidehpour, and Z. Li, “Security-Constrained Optimal Coordination of Generation and Transmission Maintenance Outage Scheduling,” IEEE Transaction on Power Systems, Vol. 22, No. 3, pp.1302 – 1313, Aug. 2007

T. Li and M. Shahidehpour, “Dynamic Ramping in Unit Commitment,” IEEE Transaction on Power Systems, Vol. 22, No. 3, pp. 1379-1381, Aug. 2007

J. Roh, M. Shahidehpour, and Y. Fu, “Security-Constrained Resource Planning in Electricity Markets,” IEEE Transaction on Power Systems, Vol. 22, No. 3, pp. 812 – 820, May 2007

L. Wu, M. Shahidehpour, and T. Li, “Stochastic Security-Constrained Unit Commitment,” IEEE Transaction on Power Systems, Vol. 22, No. 3, pp. 800 – 811, May 2007

Scientific and professional societies of which a member: IEEE, HKN

Honors and Awards: 2008 IEEE/PES Award, Chair of Working-Group on Power Transmission Planning 2007: IEEE/PES T. Burke Hayes Faculty Recognition Award (Best Paper) 2007: IEEE/PES Award, Chair of Working-Group on Aging Power Systems 2006: IEEE/PES Award, Chair of Working-Group on Power Asset Management 2005: IEEE/PES Transactions Prize Paper Award 2004: IEEE/PSO Transactions Prize Paper Award 2003: Sigma Xi Outstanding Senior Research Faculty Award 2001: Fellow of IEEE (for contributions to power system operation) 1993: Edison Electric Institute's Power Engineering Educator Award 1990: C. Holmes MacDonald Outstanding Young Electrical Engineering Professor

Award

Institutional and Professional Service: 2008-present Vice President, Publications, IEEE Power Engineering Society 2005-2008 Guest Editor, IEEE Power and Energy Magazine 2006-2008 Chair, IEEE/PES Power System Operation Committee 1995-2008 Editor, IEEE Transactions on Power Systems 2004-2006 Chairman, Transactions Committee, IEEE Technical Activities Board 2003-2006 Member, IEEE Fellows Committee 2004-present Member of the Editorial Board KIEE Journal of Power Engineering,

IEEE Transaction on Mobil Communication, Journal of Emerging Power Technologies, Journal of Electric Power System Research

Percentage of time available for research or scholarly activities: 33%

Percentage of time Committed to the Program: 17%

227

Name and Academic Rank Hasan M. Shanechi, Senior Lecturer

Degrees Ph.D. (System Science), Michigan State University 1980 M.Sc. (Electrical Engineering), Tehran University 1974

Number of years of service on this faculty One year of service: Original Appointment to IIT, August 2007

Other related experience 2006-07 Professor Sharif University of Technology, Tehran, Iran 2004-06 Professor Ferdowsi University, Mashhad, Iran 2001-04 Associate Professor New Mexico Institute of Technology, Socorro, NM 2001-Aug Visiting Professor Illinois Institute of Technology, Chicago, Illinois 1997-01 Associate Professor Ferdowsi University, Mashhad, Iran 1997-00 Research Professor Intelligent Systems Research Center, Tehran, Iran 1996-97 Visiting Professor University of Toronto, Toronto, Canada 1985-86 Senior Guest Scholar EE Dept., Kyoto University, JAPAN 1980-00 Tenured Faculty Ferdowsi University, Mashhad, Iran

Consulting 1998-99 Consultant, Almahdi Aluminum Corporation, Consulted in procurement of

a power plant 1997-00 Energy Advisor, Authority of Qeshm Free Area 1981-83 Technical Advisor to the Minister of Energy, Iran

States in which registered Have passed all exams and eligible for PE in the Province of Ontario, Canada

Principal publication of last five years R. Shahnazi, H. Shanechi, and N. Pariz, “Position Control of Induction and DC

Servomotors: A Novel Adaptive Fuzzy PI Sliding Mode Control”, IEEE Transactions on Energy Conversion, Vol. 23 No. 1, March 2008

M. Oloomi Buygi, H. Shanechi, G. Balzer, M. Shahidehpour, and N. Pariz “Network Planning in Unbundled Power Systems”, IEEE Transactions on Power Systems, August 2006

M. Eidiani and H. Shanechi, “FAD-ATC: A new method for computing dynamic ATC”, Journal of Electrical Power & Energy Systems, # 28, February 2006

M. Oloomi Buygi, G. Balzer, H. Shanechi, and M. Shahidehpour, “Market Based Transmission Expansion Planning”, IEEE Transactions on Power Systems, November 2004

H. Shanechi, N. Pariz, and E. Vaahedi, “General Nonlinear Modal Representation of Large Scale Power Systems” , IEEE Transactions on Power Systems, August 2003

H. R. Mashhadi, H. Shanechi, and Caro Lucas, “A New Genetic Algorithm with Lamarckian Individual Learning for Generation Scheduling”, IEEE Transactions on Power Systems, August 2003

228

N. Pariz, H. Shanechi, and E. Vaahedi, “Explaining and Validating Stressed Power Systems Behavior Using Modal Series ”, IEEE Transactions on Power Systems, May 2003

Scientific and professional Societies of which a member IEEE Power Engineering Society

Honors and Awards “Best Teacher Award”, Ferdowsi University

Institutional and professional services in the last five years Member; Curriculum Committee, Search Committee, EE Dept, New Mexico Tech Member, Curriculum Committee, Graduate Committee, Research Committee, Search

Committee, EE Dept, Ferdowsi University Reviewer for many journals amongst them, IEEE PES, IEEE TEC, International Journal

of Circuits and Systems

Percentage of time available for research or scholarly activities 33%

Percentage of time committed to the program 67%

229

Name and Academic Rank Donald R. Ucci, Associate Professor

Degrees with fields, institution, and date Ph.D. Electrical Engineering, City University of New York, 1979 Ph.M Electrical Engineering, City College of New York, 1979 M.E. Electrical Engineering, City College of New York, 1972 B.E (Electrical Engineering), City College of New York, 1970

Number of years service on this faculty, including date of original appointment and dates of advancement in rank

21 years of service: Original appointment: August, 1987 Awarded tenure: August, 1990

Other related experience--teaching, industrial, etc. (responsibility, location, dates) Research Staff Engineer, Hazeltine Corporation, June 1981 to August 1982. Engineering Systems Assistant, Consolidated Edison Corporation, Summer 1969

Consulting, patents, etc. SCS Telecom, Inc., May 1985 to June 1990 Grumman Aerospace Corporation, June 1984 to August 1987 Stern Telecommunications Corporation, November 1980 to June 1981 S-Consulting Service, August 1979 to August 1980 Scientific American, April 1977 to November 1979

State(s) in which registered N/A

Principal publications of last five years (Give title and references.) “Robust Quality of Service Backbone for Mobile Ad Hoc Networks,” (with K.M.

Alzoubi and M.S. Ayyash), in Proceedings IEEE Military Communications Conference (MILCOM), Oct. 2005.

“Effect of Cyclic Prefix and Symbol Shaping on Inter-Carrier and Inter-Channel Interference in OFDM System,” (with A. Z. Al-Banna and J.L. LoCicero), in Proceedings World Wireless Congress (WWC), May 2006.

“Preemptive Quality of Service Infrastructure for Wireless Mobile As Hoc Networks,” (with M.S. Ayyash, K. M. Alzoubi, and Y. Alsbou) in Proceedings IEEE/ACM International Wireless Communications and Mobile Computing Conference (IWCMC), Jul. 2006

“A New Entity Stability Measure for Mobile Ad Hoc Networks,” (with M.S. Ayyash, K.M. Alzoubi, and R. Tandukar), in Proceedings IEEE Military Communications Conference (MILCOM), Oct. 2006.

“Multi-Element Adaptive Arrays for Interference Mitigation for Multiple Barker/CCK Signals in IEEE 802.11b WLANS,” (with A.Z. Al-Banna, and J.L. LoCicero), in Proceedings IEEE Sarnoff Symposium, Apr. – May 2007.

“Interference Temperature Limits of IEEE 802.11 Protocol Radio Channels,” (with J.T. MacDonald), in Proceedings IEEE Electro/Information Technology Conference (EIT), May 2007.

230

“Symbol Shaping for Barker Spread Wi-Fi Communications,” (with T.M. Taher, M.J. Misurac, and J.L. LoCicero), in Proceedings IEEE Electro Information Technology Conference (EIT), May 2007.

“Extrapolation and Interpolation for Simplified Multi-User Channel Estimation Techniques in a 4G OFDM System,” (with A. A. Tahat), in Proceedings Seventh IASTED International Conference of Wireless and Optical Communications (WOC), May – Jun. 2007.

“Interference Characterization of Mitigation of 5.5 MBPS CCK Wi-Fi Signals,” (with A.Z. Al-Banna, X.L. Zhou, and J.L. LoCicero), in Proceedings IEEE International Symposium Electromagnetic Compatibility (EMC), Jul. 2007.

“Spectrum Occupancy Estimation in Wireless Channels with Asymmetric Transmitter Powers,” with (J.T. MacDonald), Second International Conference on Cognitive Radio Oriented Wireless Networks and Communications (CROWNCOM), Aug. 2007.

“Multi-Element Adaptive Arrays with Tapped Delay Lines for Interference Mitigation” (with A.Z. Al-Banna, and J.L. LoCicero), in Proceedings IEEE Military Communications Conference (MILCOM), Oct. 2007.

“Microwave Oven Interference Mitigation,” (with T.M. Taher, M.J. Misurac, and J.L. LoCicero), in Proceedings IEEE Consumer Communications and Networking Conference (CCNC), Jan. 2008.

“Microwave Oven Signal Modeling,” (with T.M. Taher, M.J. Misurac, and J.L. LoCicero), accepted for publication in Proceedings IEEE Wireless Communications and Networking Conference (WCNC), Mar. 2008.

Scientific and professional societies of which a member Senior Member, IEEE Member, Eta Kappa Nu Life Member, Tau Beta Pi Life Member, Sigma Xi

Honors and awards Special Achievement Award, Ph. D. Alumni Association, May 2004

Institutional and professional service in the last five years N/A

Percentage of time available for research or scholarly activities 33%

Percentage of time committed to the program 67%

231

Name and Academic Rank Miles N. Wernick, Ph.D., Professor

Degrees with fields, institution, and date B.S., Physics, Northwestern Unversity, 1983 Ph.D., Optics, University of Rochester, 1990

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

14 years of service: 1994 Assistant Professor 2002 Associate Professor 2006 Professor

Other related experience--teaching, industrial, etc. Postdoc and Research Assistant Professor, University of Chicago, 1990-1994

Consulting, patents, etc. President, Predictek, Inc. – R&D company (engineering) – 2001-present Miles N. Wernick and Chin-Tu Chen, “Method of recovering tomographic signal

elements in a projection profile or image by solving linear equations,” U.S. Patent Number 5,323,007, June 21, 1994.

Miles N. Wernick, L. Dean Chapman, Oral Oltulu, and Zhong Zhong, “Imaging method based on attenuation, refraction, and ultra-small-angle scattering of x-rays,” U.S. Patent Number 6,947,52, September 20, 2005.

Miles N. Wernick, Daniel Roberts, Yongyi Yang, and Ana S. Lukic, “Method and apparatus for diagnosing conditions of the eye with infrared light,” applied for December 6, 2007.

State(s) in which registered None

Principal publications of last five years Miles N. Wernick and John N. Aarsvold, eds., Emission Tomography: The Engineering and

Physics of PET and SPECT, San Diego: Academic Press, 2004, pp. 596. Yongyi Yang, Miles N. Wernick, and Jovan Brankov, “A fast approach for accurate

content-adaptive mesh generation,” IEEE Transactions on Image Processing, vol. 12, pp. 866-881, 2003.

Jovan G. Brankov, Yongyi Yang, and Miles N. Wernick, “Tomographic image reconstruction based on a content-adaptive mesh model,” IEEE Transactions on Medical Imaging, vol. 23, pp. 202-212, 2004.

Liyang Wei, Yongyi Yang, Robert M. Nishikawa, and Miles N. Wernick, “Relevance vector machine for automatic detection of clustered microcalcifications,” IEEE Transactions on Medical Imaging, vol. 24, pp. 1278-1285, 2005.

Ahmad Abu Naser, Nikolas P. Galatsanos, and Miles N. Wernick, “Methods to detect objects in photon-limited images,” Journal of the Optical Society of America A, vol. 23, pp. 272-278, 2006.

Miles N. Wernick, Yongyi Yang, Indrasis Mondal, Dean Chapman, Christopher Parham, and Zhong Zhong, “Computation of mass density images from refraction-gradient

232

images,” Physics in Medicine and Biology, vol. 51, pp. 1769-1778, 2006. [Recognized by IOP Select]

Cheng-Ying Chou, Mark A. Anastasio, Jovan G. Brankov, Miles N. Wernick, Eric M. Brey, Dean M. Connor, Jr., and Zhong Zhong, “An extended diffraction-enhanced imaging method for implementing multiple-image radiography,” Physics in Medicine and Biology, vol. 52, pp. 1923-1945, 2007.

Scientific and professional societies of which a member IEEE, OSA

Honors and awards 2005 British Medical Association, “High Commendation” for the book Emission

Tomography: The Fundamentals of PET and SPECT. 2006 Two papers in Physics in Medicine and Biology recognized by Institute of Physics

(IOP) Select (“selected by the Editors for their novelty, significance and potential impact on future research”)

2006 IIT Professor of the Month (voted by students) 2006 Outstanding Faculty Award, ECE Dept., IIT (first annual recipient). 2006 Co-author, Best Student Paper award, 2006 IEEE Medical Imaging Conference

Institutional and professional service in the last five years Associate Editor, IEEE Transactions on Image Processing, 2007-present Associate Editor, Journal of Electronic Imaging, 2005-present Representative, Main Campus Faculty Council, IIT Chair, Main Campus Sabbatical Leaves Committee, IIT Founding Director, Medical Imaging Research Center (MIRC).

Percentage of time available for research or scholarly activities 95%

Percentage of time committed to the program 0%

233

Name and Academic Rank Geoffrey A. Williamson, Professor

Degrees with fields, institution, and date Ph.D. in Electrical Engineering, Cornell University, August 1989. M.S. in Electrical Engineering, Cornell University, January 1988. B.S. (with distinction) in Electrical Engineering, Cornell University, May 1983

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

19 years of service: Appointed as Assistant Professor, Department of Electrical and Computer Engineering,

August 1989 Promoted to Associate Professor with tenure, Department of Electrical and Computer

Engineering, August 1995 Promoted to Professor, Department of Electrical and Computer Engineering, August

2004

Other related experience, i.e., teaching, industrial, etc. ECE Department Graduate Program Director, August 1995 – July 1997. Associate Dean for Academic Affairs, IIT Graduate College, August 1997 – August

1999.

Consulting, patents, etc. N/A

State(s) in which registered N/A

Principal publications of last five years R. Hacioglu, G.A. Williamson, I. Abu-Amarah, K.A. Griffin, and A.K. Bidani,

“Characterization of dynamics in renal autoregulation using Volterra models,” IEEE Trans. on Biomed. Engr., vol. 53, no. 11, pp. 2166-2176, November 2006.

A. Emadi, A. Khaligh, C. Rivetta, and G.A. Williamson, “Constant power loads and negative impedance instability in automotive systems: definition, modeling, stability, and control of power electronic converters and motor drives,” IEEE Trans. on Vehicular Technology, vol. 55, no. 4, pp. 1112-1125, July 2006.

I. Abu-Amarah, A.K. Bidani, R. Hacioglu, G.A. Williamson, and K.A. Griffin, “Differential effects of salt on renal hemodynamics and potential pressure transmission in stroke-prone and stroke-resistant spontaneously hypertensive rats,” Am. J. Physiol. Renal Physiol., vol. 289, pp. F305-F313, 2005.

B.E. Dunne and G.A. Williamson, “Analysis of gradient algorithms for TLS-based adaptive IIR filters,” IEEE Trans. on Signal Processing, vol. 52, no. 12, pp. 3345-3356, December 2004.

K.A. Griffin, R. Hacioglu, I. Abu-Amarah, R. Loutzenhiser, G.A. Williamson, and A.K. B.E. Dunne and G.A. Williamson, “QR based TLS and mixed LS-TLS algorithms with

applications to adaptive IIR filtering,” IEEE Trans. on Signal Processing, vol. 51, no. 2, pp. 386-394, February 2003.

Scientific and professional societies of which a member

234

Institute of Electrical and Electronics Engineers, Circuits and Systems Society Control Systems Society, Signal Processing Society Engineering in Medicine and Biology Society

Honors and awards Myril B. Reed Best Paper Award, 2002 Midwest Symposium on Circuits and Systems

(with Daniel A. Bailey).

Instituitional and Professional service in the last five years University Faculty Council (ECE Dept. representative), 2003-04, 2004-05, 2005-06,

2006-07, and 2007-08. Search committee for Dean of Armour College, 2007-08. Search committee for IIT Provost, 2002. Graduate Program Review Committee (reviewing Department of Computer Science),

chair, Fall 2004 to Fall 2007 ECE Dept. ABET Committee, chair, 2002-03, 2003-04, 2004-05. ECE Dept. Undergraduate Program Committee, chair, 2007-08. ECE Dept. Chair Search Committee, 2004-05. ECE Faculty Search Committee, 2005-06, 2004-05, 2003-04, 2002-03. ECE Department Special and Admissions Event Coordination Committee, 2004-05. Member, Technical Committee for the 2006 IEEE DSP Workshop Service as reviewer for several journals and conferences.

Percentage of time available for research or scholarly activities 50%

Percentage of time committed to the program 50%

235

Name and Academic Rank Thomas Wong, Professor

Degrees with fields, institution, and date Ph.D. in Electrical Engineering and Computer Science, Northwestern University, 1980 M.S. in Electrical Engineering, Northwestern University, 1978 B.Sc. in Electrical Engineering, University of Hong Kong, 1975

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

26 years of service: Original Appointment at IIT, 1981 1996-present Professor 1986-1995 Associate Professor 1981-1986 Assistant Professor

Other related experience--teaching, industrial, etc. Postdoctoral Fellow, The Materials Research Center and Department of Electrical

Engineering and Computer Science, Northwestern University, 1981 Product Engineer, Motorola Semiconductor (Hong Kong), Inc., 1975-1976 Engineering Trainee, Fairchild Semiconductor, Inc., Summer, 1974

Consulting, patents, etc. Director of Research and Development, Telecommunications Equipment Corporation,

1995-2001 Prior consultant to Microw-Now Instruments Co., IITRI, Quintech, and Champion

Technologies. “Multi-function interactive communications system with circularly/elliptically polarized

signal transmission and reception,” U.S. Patent No. 5701591, issued 1997 “Method and apparatus for controlling frequency of a multi-channel transmitter,” U.S.

Patent No. 5768693, issued 1998 “Dielectric resonator phase shifting frequency discriminator,” U.S. Patent No. 5847620,

1998 “3D MMIC VCO and Methods of Making the Same”, U.S. Patent 7276981 B2, 2007

State(s) in which registered None

Principal publications of last five years “Electromagnetic Fields and Waves,” (with Robert Yang) Higher Education Press,

Beijing, 2006 “Mode Analysis of a Multilayered Dielectric-Loaded Accelerating Structure”, C. Jing, W.

M. Liu, W. Gai, J.G. Power, and T. Wong, Nuclear Instruments & Methods in Physics Research, A 539, pp. 445-454, 2005

“Temperature-Compensated Frequency Discriminator Based on Dielectric Resonator”, E. Yuksel, T. Nagode,and T. Wong, IEE Proceedings (U.K.). Microwave, Antennas and Propagation, v. 151, pp. 221-226, 2004.

236

“Dipole-Mode Wakefields in Dielectric-Loaded Rectangular Waveguide Accelerating Structures”, C. Jing, W. Liu, L. Xiao, W. Gai, and T. Wong, Phys. Rev. E, v. 68, 016502, 2003.

Scientific and professional societies of which a member Institute of Electrical and Electronics Engineers American Physical Society American Association of University Professors Nuclear Electromagnetic Pulse Society American Society for Engineering Education

Honors and awards Service Award, IEEE Microwave Theory and Techniques Society, 1988 Service Award, IEEE Antennas and Propagation Society, 1988

Institutional and professional service in the last five years Chairman of committee for graduate program review in civil and architectural

engineering External doctoral thesis examiner for City University of Hong Kong, 2007 Technical program chair, IEEE EIT Conference, Chicago, May 2007 Member of review panels of SBIR/STTR programs, National Science Foundation Member of organizing committee, URSI General Assembly, to be held in Chicago,

August 2008 Served as reviewer for IEEE Electron Device Letters, IEEE Transactions on Education,

IEEE Transactions on Electron Devices, IEEE Transactions on Microwave Theory and Techniques, IEEE Jounal of Solid State Circuits, IEEE Transactions on Circuits and Systems.

Attended IEEE APS-URSI International Symposium regularly Attended IEEE International Microwave Symposium regularly Attended ARFTG Conferences Attended IEEE EIT Conferences

Percentage of time available for research or scholarly activities 17%

Percentage of time committed to the program 83%

237

Name and Academic Rank Yang Xu, Assistant Professor

Degrees with fields, institution, and date Ph.D., Electrical and Computer Engineering, Carnegie Mellon University

Pittsburgh,2004 M.S., Electronics Engineering, Fudan University, Shanghai, China. 1999 B.S., Electronics Engineering, Fudan University, Shanghai, China. 1997

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

One year of service: 2007-present: Assistant Professor

Other related experience--teaching, industrial, etc. 2005-2007, Senior researcher, Qualcomm Inc, San Diego, CA 2003, Senior consultant, Barcelona Design, Newark, CA 1999-2000, Member of technical staff, Bell Labs, Lucent Technologies, Shanghai, China

Consulting, patents, etc. Six US patents pending Yang Xu, L. Pileggi and M. Asheghi, “Configurable RF and analog Circuits Using

Phase-change Material Switches,” Filed in Oct. 2004. Yang Xu, S. Boyd and L. Pileggi, “Optimization and design method for configurable

analog circuit and devices” Filed in Mar. 2004

State(s) in which registered None

Principal publications of last five years Yang Xu, K. Wang, T. Pals, A. Hadjichristos, K. Sahota and C. Persico, "A Low-IF

CMOS Simultaneous GPS Receiver Integrated in a Multimode Transceiver ", IEEE Custom Integrated Circuits Conference (CICC), San Jose, CA, Sept, 2007

Yang Xu, P. Gazzerro, et. al, “A Dual-Channel Direct-Conversion CMOS Receiver for Mobile Multimedia Broadcasting”, International Solid-State Circuit Conference(ISSCC), San Francisco, CA, Feb, 2006

Yang Xu, K. Hsiung, X. Li, I. Nausieda, S. Boyd, and L. Pileggi, “OPERA: optimization with ellipsoidal uncertainty for robust analog IC design,” 42th IEEE/ACM Design Automation Conference, Anaheim, CA. June 2005

Yang Xu, C. Boone and L. Pileggi, “Metal-mask configurable RF circuits”, IEEE/MTTS RFIC symposium, Fort Worth, TX. June 2004

X. Li; P. Li; Yang Xu; L. Pileggi;”Analog and RF circuit macromodels for system-level analysis” Design Automation Conference, 2003. Proceedings , June 2-6, 2003

X. Li, P. Li, Yang Xu, R. Dimaggio and L. Pileggi, “A frequency separation macromodel for system-level simulation of RF circuits,” in Proc. of IEEE/ACM Asia and South Pacific Design Automation Conference (ASP-DAC03), January, 2003

Yang Xu, H. Min, “A low-power video 10-bit CMOS D/A converter using modified look-ahead circuit”, IEEE ASIC/SOC conference, Washington D.C. Sept. 1999.

238

X. Li, P. Gopalakrishnan, Yang Xu and L. Pileggi, “Robust Analog/RF Circuit Design with Projection-Based Performance Modeling,” To appear in IEEE transaction of Computer-Aided Design

Yang Xu, C. Boone and L. Pileggi, “Metal-mask configurable RF circuits”, in IEEE Journal of Solid-State Circuits August 2004

Scientific and professional societies of which a member Member of IEEE solid-state circuit society, since 1998 Member of Association of Computing Machinery (ACM) since 2000.

Honors and awards Inventor Recognition Award, Microelectronics Advanced Research Consortium

(MARCO) Three-time Innovator’s Award, Qualcomm Inc. Best Paper Award nomination, IEEE Transaction on Computer Aided Design ECE Graduate Fellowship, Carnegie Mellon University Murphy Fellowship, Northwestern University Highest Student Prize, Fudan University Philips Elite Student Awards, Fudan University

Percentage of time available for research or scholarly activities 67%

Percentage of time committed to the program 33%

239

Name and Academic Rank Yongyi Yang, Associate Professor

Degrees: B.S., Electrical Engineering, Northern Jiaotong University, Beijing, China, July 1985 M.S., Electrical Engineering, Northern Jiaotong University, Beijing, China, July 1988 M.S., Applied Mathematics, Illinois Institute of Technology, Chicago, IL, May 1992 Ph.D., Electrical Engineering, Illinois Institute of Technology, Chicago, IL, May 1994

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

11 years of service: August 2003 – present: Associate Professor, Electrical and Computer Engineering (also

Department of Biomedical Engineering)

Other related experience--teaching, industrial, etc. Tokyo Institute of Technology, Graduate School of Engineering and Science September 2004 – November 2004: Visiting Professor (Sabbatical leave from IIT)

Consulting, Patents, etc.: None.

Professional License or Certification: None

Principal publications of last five years E. Gravier, Y. Yang, and M. Jin, “Tomographic reconstruction of dynamic cardiac image

sequences,” IEEE Trans. on Image Processing, vol. 16, pp. 932-942, 2007. G. Khelashvili, J. G. Brankov, D. Chapman, M. A. Anastasio, Y. Yang, Z. Zhong, and M.

N. Wernick, “A physical model of multiple-image radiography,” Phys. Med. Biol., vol. 51, pp. 221-236, 2006.

P. Dong, J. Brankov, N. P. Galatsanos, Y. Yang, and F. Davoine, “Digital watermarking robust to geometric distortions,” IEEE Trans. on Image Processing, vol. 14, pp. 2140-2150, 2005.

I. El-Naqa, Y. Yang, N. P. Galatsanos, and M. Wernick, “A similarity learning approach to content based image retrieval: application to digital mammography,” IEEE Trans. on Medical Imaging, vol. 23, pp. 1233-1244, 2004.

J. Brankov, Y. Yang, M. N. Wernick, “Content-adaptive mesh modeling for tomographic image reconstruction,” IEEE Trans. on Medical Imaging, vol. 23, pp. 202-212, 2004.

M. N. Wernick, O. Wirjadi, D. Chapman, Z. Zhong, N. P. Galatsanos, Y. Yang, J. Brankov, O. Oltulu, M. A. Anastasio, and C. Muehleman, “Multiple-image radiography,” Physics in Medicine and Biology, vol. 48, pp. 3875-3895, 2003.

J. Brankov, N. P. Galatsanos, Y. Yang, and M. Wernick, “Segmentation of dynamic PET or fMRI images based on a similarity measure,” IEEE Trans. on Nuclear Science, vol. 50, no. 5, pp. 1410-1414, 2003.

Y. Yang, J. Brankov, and M. Wernick, “A computationally efficient approach for accurate content-adaptive mesh generation,” IEEE Trans. on Image Processing, vol. 12, no. 8, pp. 866-881, 2003.

Professional Societies:

240

IEEE

Honors and Awards: Whitaker Foundation Investigator Award

Institutional and Professional Service: NSF Review Panels NIH Study Sections NIH Study Section, Bioengineering Research Partnership Grant Applications, April 2001. Associate Editor, IEEE Transactions on Image Processing, 2007 - present. Guest Editor, Pattern Recognition, special issue on “Digital image processing and pattern

recognition techniques for detection of cancer,” 2007-2008.

Percentage of time available for research or scholarly activities 83%

Percentage of time committed to the program 17%

241

Name and Academic Rank Imam Samil Yetik Assistant Professor

Education: July 2004, Ph.D., University of Illinois at Chicago, Dept. of Electrical Engineering. July 2000, M. S., Bilkent University, Dept. of Electrical Engineering. June 1998, B. S., Bogazici University, Dept. of Electrical Engineering.

Service at IIT: Two years of service: Assistant Professor, Aug 2006-present

Experience: Postoctorate Researcher, University of Illinois at Chicago, Aug 2004-July 2005 Postoctorate Researcher, University of California at Davis, July 2005-July 2006

Consulting, patents, etc. None

States in which professionally licensed or certified, if applicable None

Publications: I. S. Yetik and A. Nehorai, "Beamforming using the Fractional Fourier Transform," IEEE

Trans. Signal Processing, Vol. 51, pp. 1663-1668, June 2003. I. S. Yetik, A. Nehorai, J. D. Lewine, C. H. Muravchik, "Distinguishing between moving

and stationary sources using EEG/MEG measurements with an application to epilepsy," IEEE Trans. Biomedical Engineering, Vol. 52, pp. 471-479, Mar. 2005.

I. S. Yetik, A. Nehorai, C. H. Muravchik, J. Haueisen, "Line-source modeling and estimation with magnetoencephalography," IEEE Trans. Biomedical Engineering, Vol. 51, pp. 839-851, May 2005.

I. S. Yetik, A. Nehorai, "Performance bounds for image registration," IEEE Trans. Signal Processing, Vol. 54, pp. 1737-1749, May 2006.

I. S. Yetik, A. Nehorai, C. H. Muravchik, J. Hauesien, "Surface-source modeling and estimation with magnetoencephalography," Vol. 53, pp. 1872-1882, Oct. 2006.

N. Cao, I. S. Yetik, A. Nehorai, C. H. Muravchik, J. Haueisen, “Parametric Surface-source Modeling and Estimation with Electroencephalography,” Vol. 53, pp. 2414-2424, Dec 2006.

N. Cao, I. S. Yetik, A. Nehorai, C. H. Muravchik, J. Haueisen, “Line-source Modeling and Estimation with Electroencephalography,” Vol. 53, pp. 2156-2165, Nov. 2006.

Membership: Member of IEEE

Honors and Awards: None

Professional Development and Activities: Reviewer for IEEE Transactions on Signal Processing, IEEE Signal Processing Letters,

Signal Processing, IEEE Transactions on Medical Imaging, Physics in Medicine and Biology, and several conferences and workshops.

242

Chaired a committee that revised the digital signal processing curriculum of the Electrical and Computer Engineering Department

Percentage of time available for research or scholarly activities 83%

Percentage of time committed to the program 17%

243

Name and Academic Rank Chi Zhou, Assistant Professor

Degrees with fields, institution, and date Ph.D. (ECE), Northwestern University, 2002 M.S. (ECE), Northwestern University, 2000 B.S. (Automation), Tsinghua University, 1997 B.S. (Business Administration), Tsinghua University, 1997

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Two years of service: 2006-present Assistant Professor

Other related experience – teaching, industrial, etc. Summer visiting professor in Air Force Research Lab, Dayton, OH, Summer 2007 Assistant Professor, Florida International University, 2002-2006 Graduate Research Assistant, Northwestern University, 1998-2002 Summer Intern, First International Digital, Summer 1999

Consulting, patents, etc. C. Liu, C. Zhou, N. Pissinou, and K. Makki, “Quality-of-Service Provisioning in IEEE

802.11 WLAN”, in process

State(s) in which registered None

Principle publications of last five years Chi Zhou, “Mobile Radio Communications”, in The Handbook of Computer Networks,

Book chapter, authored/edited by Hossein Bidgoli, John Wiley & Sons, Inc, ISBN: 978-0-471-78459-3, December 2007

C. Zhou, M. L. Honig, and S. Jordan, “Utility-Based Power Control for a Two-Cell CDMA Data Network”, in IEEE Transactions on Wireless Communications, vol. 4, num. 6, pp. 2764 - 2776, November 2005.

C. Zhou, P. Zhang, M. L. Honig, and S. Jordan, “Two-Cell Power Allocation for Downlink CDMA”, in IEEE Transactions on Wireless Communications, vol. 3, num. 6, pp. 2256 – 2266, November 2004.

C. Liu and C. Zhou, “QoS Provisioning in 802.11 WLAN Coupled with UMTS Network”, in IEEE Wireless Communications and Networking Conference, Las Vegas, NV, March, 2006

C. Liu and C. Zhou, “HCRAS: A Novel Hybrid Internetworking Architecture between WLAN and UMTS Cellular Networks”, in IEEE Consumer Communications and Networking Conference (CCNC'05), Las Vegas, NV, January, 2005.

C. Zhou, D. Qian, and H. Lee, “Utility-Based Routing in Wireless Ad hoc Networks”, in Proc. of First IEEE International Conference on Mobile Ad Hoc and Sensor Systems (MASS'04), Pages 588 - 593, Ft. Lauderdale, FL, October, 2004.

C. Zhou, M. L. Honig, S. Jordan, and R. Berry, “Forward-Link Resource Allocation for a Two-Cell Voice Network with Multiple Service Classes”, in Proceedings 2003 IEEE Wireless Communications and Networking Conference, March, 2003

244

Scientific and professional societies of which a member IEEE

Honors and awards Graduate Teacher of the Year, Kappa Delta Chapter of Florida International University,

2006 Murphy Fellowship, Northwestern University, Evanston, IL, 9/1997 – 6/1998 Excellent Student Scholarship, Tsinghua University, Beijing, China (1993 - 1996)

Institutional and professional service in the last five years Faculty advisor for IEEE student branch at IIT (2006-present) Graduate program committee for the department (2007-2008) Faculty search committee member (2006-2007, 2007-2008) Reviewer for several conferences and journals.

Percentage of time available for research or scholarly activities 83%

Percentage of time committed to the program 17%

245

Name and Academic Rank Bruce Briley, Adjunct Professor

Degrees with fields, institution, and date BSEE: U. of Illinois, Champaign - 1958 MSEE: U. of Illinois, Champaign - 1959 Ph.D., EE/CS: U. of Illinois, Champaign – 1963 (Worked on Design of Illiac II under

contract to the Office of Naval Research and the Atomic Energy Commission)

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

43 years of service: Original Appointment: 1965 – Adjunct, Part-Time

Other related experience, i.e., teaching, industrial, etc. 3 Years with Automatic Electric Research Labs (GT&E): Senior Engineer, Supervisor,

Dept. Head 30 Years with Bell Laboratories/ Lucent: Many Activities 11 Years with Motorola: Many Activities Advisor to occasional Ph.D. student at IIT Present Research Activities:

Advancing the field of Reliability Polynomial Analysis and System Synthesis Applying Electromagnetics to Arthropod Control

Consulting, patents, etc. 21 US Patents 2 Textbooks:

Introduction to Telephone Switching, Addison-Wesley Introduction to Fiber Optics System Design, North-Holland

States in which professionally licensed or certified, if applicable NA

Principal publications of the last five years “An Engineering Approach to Controlling Certain Arthropods,” 2008 International

Congress of Entomologists “Fixed Mobile Convergence,” 2007 Communications and Networking Conference “Event Storm Detection and Identification in Communication Systems,” Reliability and

System Safety Journal, 2006 “Reliability Polynomial Forensics,” Motorola Technology Journal, 2005 “A Framework for Event Correlation in Communication Systems,” Springer-Verlag,

LINK: Lecture Notes in Computer Science, 2004

Scientific and professional societies of which a member IEEE: (Senior Member) Communications Society

Honors and awards Distinguished Technical Staff Award – Bell Laboratories, 1982 Nomination for Alexander Graham Bell Medal (won by Dr. Arun Netravali, who became

President of Bell Labs). Appointed first Alva C. Todd Professor

246

Elected Member of the Governing Board of the IEEE Computer Society National Chairman of the Chicago Chapter of the IEEE Computer Society

Institutional and professional service in the last five years Employed full time in Industry

Percentage of time available for research or scholarly activities: 30%

Percentage of time committed to the program: Part-time instructor, 1 course per semester

247

Name and Academic Rank Kamen P. Ivanov, Lecturer

Degrees with fields, institutions, and dale Diploma of Communication Engineering, Czech Technical University Prague Czech

Republic 1952 Ph.D in Electrical Engineering Moscow Engineering Institute (MEI) Moscow, Russia

1961

Number of years of service on this faculty, including date of original appointment Seven years of service: Original appointment date as part-time faculty, January 2001

Other related experience-teaching, industrial, etc. Taught graduate courses of Electromagnetics and Microwave Theory and technique

Consulting, patents, etc. Consulting Ph.D students at Femuniversitaet Hagen, Gennany "Waveguide Dielectric Phase ShiRer" Bulgarian authorship certificate No. 23416

February 17. 1976 "Waveguide Device for Microwave Diagnostics of Semiconductor Materials" Bulgarian

authorship certificate No. 27203 December 30,1977

State(s) in which registered Republic of Bulgaria

Principal publications of last five years Research papers on anisotropic waveguides published in leading professional journals

andlor presented at international symposia, conferences, workshops, etc.

Scientific and professional societies of which a member Union of scientific and technical societies of Bulgaria. Distinguished member of the society of Czechoslovak-Bulgarian friendship

Honors and Awards Recipient of the medal of merit of Polish Academy of Sciences. Grantee for research on anisoptropic waveguides with Femuniversitaet Hagen, Germany

of the European Union Commission for scientific research.

Institutional and Professional service in the last fiveyears Teaching undergraduate course of the Electrodynamics of the Electrical and Computer

Engineering Department at Illinois Institute of Technology In depth treatment of the major topics that form the foundation of Electromagnetics Consulting Ph.D students in Germany

Professional development activities in the last five years Recitations and seminars for solving drill and end- of- chapter problems of increased

complexity for students of ECE department of TIT. Extensive consulting of student's homework assignments.

Percentage of time available for research or scholarly activities 0%

248

Percentage of time committed to the program Part-time instructor, 1 course per semester

249

Name and Academic Rank: Dr. Ronald A. Nordin (Adjunct Associate Professor))

Degrees with fields, institution, and date PhD-EE, Northwestern University, 1984 MS-EE, Northwestern University, 1979 BS-EE, Purdue University, 1977

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

20 years of service: Adjunct Associate Professor (1998 - present) Instructor IIT 1988-1998 Instructor: Midwest College of Engineering 1984 - 1988

Other related experience--teaching, industrial, etc. Professional Engineering Instructor Research Director – Panduit Corporation Research Manager – Bell Telephone Laboratories

Consulting, Patents, etc.: Over 20 Patents Seven Technical books (chapter author in each one) Over 50 technical publications

States in which professionally licensed or certified, if applicable Illinois

Principal publications of last five years The nature and properties of crosstalk in cabling systems IEEE 10G-Base-T development IEEE Power over Ethernet cabling

Scientific and professional societies of which a member IEEE

Honors and Awards: Outstanding Engineer Award (IEEE 1995) 1997 Fall Semester IIT Teaching Award (A. C. Todd Professor) 1998 Spring Semester IIT Teaching Award (A. C. Todd Professor) 2001 Technical Manager Diversity Role Model Award (Lucent Technologies)

Institutional and Professional Service: Various IEEE activities.

Percentage of time available for research or scholarly activities Over 90% as this is my full time activity at work.

Percentage of time Committed to the Program: Part-time instructor, 1 course per semester

250

Name and Academic Rank Joseph A. Pinnello, Instructor

Degrees with fields, institution, and date BSEE, Illinois Institute of Technology, January, 1962 MSEE, Illinois Institute of Technology, June, 1968

Number of years in service on this faculty, including orginal date of appointment and dates of advancement in rank.

11 years of service: Instructor in Electrical and Computer Engineering, Illinois Institute of Technology Instructor for EI/PE review course, Illinois Institute of Technology

Other related experience-teaching, industrial, etc. System Reliability Engineer, Bulk Power Operations December 1990 to December 1997 Senior Staff Engineer, System Planning October 1979 to December 1990 Project Engineer, Station Electrical Engineering Department Design and construction of electric substation facilities Field Engineer, Division Engineering Design and construction of electric distribution facilities

Consulting, patents, etc. None

State(s) in which registered Registered Professional Engineer in the State of Illinois

Principal publications of the last five years None

Scientific and professional societies of which a member Senior Member of the IEEE.

Honors and awards None.

Institutional and professional service in the last five years. None.

Percentage of time available for research or scholarly activities 0%

Percentage of time committed to the program Part-time instructor, 1 course per semester

251

Name and Academic Rank Peter C. Simko, Lecturer

Degrees with fields, institution, and date MS Computer Engineering, IIT 2005 MS Mechanical Engineering, Boston University, 1994 BS Physics, University of Rochester, 1992

Number of years of service on this faculty, including date of original appointment and dates of advancement in rank

Two years of service: Instructor IIT, 2005-2007

Other related experience--teaching, industrial, etc. Software Engineer, Videojet Inc, Wood Dale IL, 1999-2002 Software Engineer, Rauland-Borg Corp, Skokie IL, 1998-1999 Scientific Programmer, Chiron Diagnostics, Medfield MA, 1994-1998

Consulting, Patents, etc.: None.

States in which professionally licensed or certified, if applicable N/A.

Principal publications of last five years “Computational Time Reversal Ultrasonic Array Imaging of Multipoint Targets,” IEEE

Ultrasonics Symposium, 2007.

Scientific and professional societies of which a member Acoustical Society of America

Honors and Awards: None.

Institutional and Professional Service: None.

Percentage of time available for research or scholarly activities Over 80%

Percentage of time Committed to the Program: Part-time instructor, 1 course per semester

252

APPENDIX C – LABORATORY EQUIPMENT

Room Model Quantity Equipment Type 310D 12 Dell 19 inch LCD Monitor 310D 33220A 12 Agilent Technologies 20MHz Function/Waveform Generator 310D DS03062A 12 Agilent Technologies 60MHz Digital Oscilloscope 310D 34405A 12 Agilent Technologies 51/2 Digital Multimeter 310D E3630 12 Agilent Tehnologies Triple Output DC Power Supply 310D 3010 6 TIMS PC Enabled Modelling System 310D SR760 4 Stanford Research Systems FFT Spectrum Analyzer 310 Corridor 100 10 Sun Microsystem Sunray system 001 lab LA302 3 LeCroy 100MHz Oscilloscope 001 lab HM407-2 3 Hameg 40MHz Analog Digital Scope 001 lab LM4500 2 LN Universal Power Supply/Function Generator 001 lab LM6113 2 LN isolation Amplifier 001 lab LM4501 1 LN Universal Power Supply/Function Generator 001 lab 1350VA 3 LN Three Phase Transformer for Scott circuits 001 lab 1 PHYWE DC Power Supply 001 lab SE2662-AP 3 Resistor load 001 lab ST 7007 3 3 Phase Power Supply 001 lab SE 2662-8C 3 8C Inductive Load 001 lab SE 2663-6B 4 Auto Transformer 001 lab 3 PHYWE Variable Transformer, Isolated 001 lab 1006 2 Peak Tech 6MHz function generator 001 lab SE2662-6H 3 Capacitive Loads 001 lab 2 Learning Workstations for Special Machines 001 lab 24 Motors

001 lab 3 Learning Workstations For Renewable Enegy (consist of different components)

001 lab 3 Learning Workstations For Fundamentals of Power Engineering (consist of different components)

001 lab 4 Learning Workstations for Power Electronics/Motor Drives (consist of different components)

022B GX240 12 Dell Optiplex Intel Pentium IV PC 022B 12 Dell CRT Monitors

253

ECE Server Room Computing Facility (room 308) Hardware Model Quantity Features Sun Fire V440 Server 3 Application Server Processor: 4 SparcV9 1.6GHz each Memory: 8GB Sun Fire V240 Server 1 File Server Processor: 2 SparcV9 1.6GHz Memory: 8GB Sun V420R Enterprise Server 1 Application Server Processor: 4 SparcV9 450MHz Memory: 4GB Sun Netra X1 2 License Server and NIS+ Server Processor: 1 SparcV9 450MHz Memory: 128MB Sun Fire V240 Server 1 Application Server Processor: 2 SparcV9 1.0GHz Memory: 2GB Sun Storedge 3300 1 File Server Storage 5 x 280GB storage for Department Files Addition 7 slots available to increase storage Capacity Sun Storedge D2 1 App. Server Storage 6 x 33GB storage for Applications Additional 6 slots available to increase storage capacity Overland Loader Express 1 Backup For Files and Applications Quantum DLT V160 1 Backup For Web and Email Server Dell Poweredge 2850 1 Web and Email Server Processor: 4 Intel Xeon 3GHz Memory: 3GB Tripplite UPS + Additional Battery 2 Backup Power System APC Smart UPS 1 Backup Power System