IIT BSCPE Self Study 2008 - Illinois Institute of Technology

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
BACKGROUND INFORMATION
Computer Engineering
Bachelor of Science
Illinois Institute of Technology
• 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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ut 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 onecredit
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
4

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.
5

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.
6

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.
7

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
8

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
Fall of
Academic Composite ACT Composite SAT
Percentile Rank in High
School
Number of
New Students
Year MIN. AVG. MIN. AVG. MIN. AVG. 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
Number of
Fall of Academic Year 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 FTE 1 201.7 164.2 121.1 121.0 119.5
Completions between 7/1 and 6/30
Graduates 52 55 31 26 10
1
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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Numerical
Identifier
Table 1-4. Program Graduates
(For Past Five Years or last 25 graduates, whichever is smaller)
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
13

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
14

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.
15

(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).
16

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).
17

Outcome
ECE
100
ECE
211
ECE
212
ECE
213
ECE
214
ECE
218
(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)
ECE
242
ECE
307
ECE
308
ECE
311
ECE
312
ECE
319
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.
18

Outcome ECE ECE ECE ECE ECE ECE ECE ECE ECE ECE
425 429 436 437 438 441 446 448 449 481
(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)
(i)
(j)
X
(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.
ECE
485
• 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
19

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
20

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.
21

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
22

ecommendation 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
23

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
24

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
25

to take software engineering courses including systems programming (CS 351) and
operating systems (CS450). CS 351 examines the components of sophisticated multilayer
software systems-including device drivers, systems software, applications
interfaces, and user interfaces. It also explores the design and development of interruptdriven
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
26

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 wellsupported
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
27

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.
28

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.
29

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
30

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.
31

• 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).
32

MATH
151
CHEM
122
CS
115
ECE
100
Soc Sci
elective
(Prereq link for MS 201 and CHEM 126 only)
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
MATH
251
PHYS
224
ECE
213
ECE
214
CS
350
CS
330
(see caption)
Jr. Math
Elective
MMAE
200 or
320
Hum
elective
ECE
311
CS
351
(see caption)
MATH
474
IPRO
I
Soc Sci
elective
Jr. CPE
Elective
CS
450
Hum or
Soc Sci
elective
Prof
elective
ECE
441
ECE
485
CS
487
Prof
elective
ECE 429
or
ECE 446
IPRO
II
Hum
elective
Soc Sci
elective
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.)
33

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.
34

Semester
Table 5-1 Curriculum, part 1 of 2
Course
(Department, Number, Title)
Computer Engineering
Math & Basic
Sciences
Category (Credit Hours)
Engineering
Topics
Check if
Contains
Significant General
Design () Education
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, 3 ( )
CHEM 126, or MS 201)
2 CS 116 Object-oriented Programming II 2 ( )
2 Humanities 100-level Course ( ) 3
3 MATH 252 Introduction to Differential 4 ( )
Equations
3 PHYS 221 Electromagnetism & Optics 4 ( )
3 ECE 211 Circuit Analysis I 3 ( )
3 ECE 212 Analog and Digital
1 ( )
Laboratory I
3 ECE 218 Digital Systems 3 ( )
3 CS 331 Data Structures and Algorithms 3 ( )
4 MATH 251 Multivariate and Vector
4 ( )
Calculus
4 PHYS 224 Thermal & Modern Physics 3 ( )
4 ECE 213 Circuit Analysis II 3 ( )
4 ECE 214 Analog and Digital
1 ( )
Laboratory II
4 CS 350 Computer Organization and
3 ( )
Assembly Language Programming
4 CS 330 Discrete Structures 3 ( )
5 Engineering Science Elective (MMAE
3 ( )
200 or MMAE 320)
5 ECE 311 Engineering Electronics 4 ( )
5 CS 351 Systems Programming 3 ( )
5 Junior mathematics elective (MATH
3 ( ) 0
333 or 350)
5 Humanities Elective ( ) 3
6 Junior computer engineering elective
3 or 4 ( )
(ECE 307, 308, 312, or 319)
6 CS 450 Operating Systems I 3 ( )
6 MATH 474 Probability & Statistics 3 ( )
6 IPRO I Interprofessional Project ( ) 3
6 Social Science Elective ( ) 3
Other
35

Semester
Table 5-1 Curriculum, part 2 of 2
Course
(Department, Number, Title)
Computer Engineering
Math & Basic
Sciences
Category (Credit Hours)
Engineering
Topics
Check if
Contains
Significant General
Design () Education
7 ECE 441 Microcomputers 4 ()
7 ECE 485 Computer Organization and
3 ( )
Design
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
4 ()
ECE 446]
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.
Other
TOTALS-ABET BASIC-LEVEL REQUIREMENTS 41 hrs 63 to 66 hrs 21 hrs 6 hrs
OVERALL TOTAL
131 hrs
FOR DEGREE
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..
36

Course No.
Title
Table 5-2. Course and Section Size Summary, part 1 of 3
Responsible
Faculty
Member
Computer Engineering
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment Lecture 1 Laboratory 1 Other 1
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).
37

Course No.
Title
Table 5-2. Course and Section Size Summary, part 2 of 3
Computer Engineering
Responsible
Faculty
Member
No. of
Sections
Offered in
Current Year
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%
Avg. Section
Enrollment Lecture 1 Laboratory 1 Other 1
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
E. Oruklu 0 0 100%
Simulation
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).
38

Course No.
Title
Table 5-2. Course and Section Size Summary, part 3 of 3
Computer Engineering
Responsible
Faculty
Member
No. of
Sections
Offered in
Current Year
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%
Avg. Section
Enrollment Lecture 1 Laboratory 1 Other 1
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%
Object-oriented Programming and Computer
ECE 449
E. Oruklu 0 0 100%
Simulation
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

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
40

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-bysemester
basis. Student evaluations of teaching apply to part-time faculty just as to fulltime.
• 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
41

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.
42

• 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.
43

Table 6-1. Faculty Workload Summary, part 1 of 3
Computer Engineering
Faculty Member
(name)
FT
or
PT 4
Classes Taught (Course No./Credit Hrs.)
Fall 2007 and Spring 2008
Teaching
Total Activity Distribution 2
Research/Scholarly
Activity Other 3
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
S. Borkar FT
ECE 511 (3 cr), ECE 513 (3 cr), ECE 514
(3 cr), ECE 519 (3 cr)
ECE 218 (3 cr), ECE 242 (3 cr) [2 semesters],
ECE 485 (3 cr), ECE 585 (3 cr), ECE 586 (3 cr)
67% 33% 0%
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 center
director
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
44

Table 6-1. Faculty Workload Summary, part 2 of 3
Computer Engineering
Faculty Member
(name)
FT
or
PT 4
Classes Taught (Course No./Credit Hrs.)
Fall 2007 and Spring 2008
Teaching
Total Activity Distribution 2
Research/Scholarly
Activity Other 3
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
45

Table 6-1. Faculty Workload Summary, part 3 of 3
Computer Engineering
Faculty Member
(name)
FT
or
PT 4
Classes Taught (Course No./Credit Hrs.)
Fall 2007 and Spring 2008
Teaching
Total Activity Distribution 2
Research/Scholarly
Activity Other 3
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
46

Table 6-2. Faculty Analysis, part 1 of 3
Computer Engineering
Name
M.A. Anastasio
T. Anjali
G. Atkin
S. Borkar
J. Brankov
Y. Cheng
K. Choi
Rank
Assoc
Prof
Asst
Prof
Assoc
Prof
Sr.
Lect.
Asst
Prof
Asst
Prof
Asst
Prof
Type of
Academic
Appointment
TT, T, NTT
FT
or
PT
Highest Degree and
Field
Institution from
which Highest
Degree Earned &
Year
Years of Experience
Govt./Industry
Practice
Total Faculty
This Institution
Professional
Registration/
Certification
Level of Activity (high, med, low,
none) in:
Professional
Society
Research
Consulting
/Summer
Work in
Industry
T FT PhD University of Chicago, 2001 2 7 7 none low high none
TT FT PhD Georgia Inst of Tech, 2004 0 4 4 none high high low
T FT PhD University of Waterloo, 1986 0 27 22 none med high low
NT FT PhD Illinois Inst of Tech, 1972 23 29 29 none med low high
TT FT PhD Illinois Inst of Tech, 2002 3 2 2 none low high med
TT FT PhD University of Waterloo, 2003 0 2 2 none med high none
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
A. Khaligh
Z. Li
Assoc
Prof
Asst
Prof
Asst
Prof
T FT PhD Cornell University, 1996 0 12 12 none med high low
TT FT PhD Illinois Inst of Tech, 2006 0 1 1 none med high none
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
47

Table 6-2. Faculty Analysis, part 2 of 3
Computer Engineering
Name
Rank
Type of
Academic
Appointment
TT, T, NTT
FT
or
PT
Highest Degree and
Field
Institution from
which Highest
Degree Earned &
Year
Years of Experience
Govt./Industry
Practice
Total Faculty
This Institution
Professional
Registration/
Certification
Level of Activity (high, med, low,
none) in:
J. LoCicero P T FT PhD City Univ of New York, 1976 0 32 32 none high high low
Professional
Society
Research
Consulting
/Summer
Work in
Industry
E. Oruklu
K. Ren
Asst
Prof
Asst
Prof
TT FT PhD Illinois Inst of Tech, 2005 0 3 3 none low high none
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
48

Table 6-2. Faculty Analysis, part 3 of 3
Computer Engineering
Name
Rank
Type of
Academic
Appointment
TT, T, NTT
FT
or
PT
Highest Degree and
Field
Institution from
which Highest
Degree Earned &
Year
Years of Experience
Govt./Industry
Practice
Total Faculty
This Institution
Professional
Registration/
Certification
Level of Activity (high, med, low,
none) in:
Professional
Society
Research
Consulting
/Summer
Work in
Industry
Y. Yang P T FT PhD Illinois Inst of Tech, 1994 0 11 11 none med high none
I.S. Yetik
C. Zhou
Asst
Prof
Asst
Prof
TT FT PhD Univ Illinois at Chicago, 2004 0 2 2 none low high none
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
49

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 50

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 51

Table 7-1: ECE Department Laboratory Facilities.
Physical Facility Building and
Room Number
Siegel Hall Room 310A
Siegel Hall Room 310B
Siegel Hall Room 310C
Siegel Hall Room 310D
Siegel Hall Room 311
Purpose of Laboratory,
Including Courses Taught
Workstation Lab
(ECE 429, 448, 449)
Electronics Lab
(ECE 441, 446)
Computer Network Lab
(ECE 407)
Communications, Microwave, and
Signal Processing Lab
(ECE 405, 406, 423, 436)
ECE Analog & Digital Lab
(ECE 212, 214, 311, 312)
Condition of Laboratory
Adequacy for
Instruction
Number Student
Stations
Area (sq. ft.)
Renovated in 2006 Excellent 27 720
Renovated in 2006 Excellent 10 795
Renovated in 2006 Excellent 8 646
Renovated in 2006 Excellent 8 594
Renovated in 2006 Excellent 12 920
Siegel Hall Room, 022A
Siegel Hall Room 022A, 001
Siegel Hall Room 001A
Siegel Hall Room 001B
Power Engineering Lab
(ECE 419)
Power Engineering
(ECE 319)
Power Electronics
(ECE 411)
Electric Motor Drives
(ECE 412)
Renovated in 2006 Excellent 10 360
Renovated in 2006 Excellent 4, 12, 12 1944
Renovated in 2006 Excellent 6 792*
Renovated in 2006 Excellent 6 792*
* Note: Room 001A Plus 001B is the same as Room 001 TOTAL 4219
Page 52

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,
53

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.
54

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
55

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.
56

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 stateof-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)
57

• 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
58

• 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:
59

• 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
60

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.
61

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
62

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 hardwaredesign
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).
63

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.
64

Electrical and Computer Engineering Courses
APPENDIX A – COURSE SYLLABI
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
65

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
66

PHYS 221 ...................................................................... 192
PHYS 224 ...................................................................... 193
67

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:
Textbook:
Coordinator:
Required course for CPE and EE majors.
F.G. Martin, MIT Media Labs, Robotic Explorations, Prentice-Hall, 1 st Edition.
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:
Laboratory schedule:
One 75-minute session per week.
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.
68

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:
Course
OUTCOME:
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
69

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, 7 th 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:
Laboratory schedule:
Two 75-minute sessions per week.
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)
70

Computer usage:
Laboratory topics:
None
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:
Course
Objective
OUTCOME:
(s)
3a Apply knowledge of math, engineering, science 1,3,4,5,6,7
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 1,3,4,5,6,7
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 2,3,4,5,6,7
4 Major design experience
Prepared by: J. Pinnello Date: May 14, 2008
71

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, flipflops,
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:
Textbook:
Coordinator:
Required course for CPE and EE majors.
ECE 212 Laboratory Manual
S. Wolf and R. F. M. Smith, Student Reference Manual for Electronic Instrumentation
Laboratories, Prentice-Hall, 1990.
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:
Laboratory schedule:
None.
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)
72

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)
73

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:
Textbook:
Coordinator:
Required course for CPE and EE majors.
J. D. Irwin and R. M. Nelms, Basic Engineering Circuit Analysis, John Wiley and Sons,
8 th Edition, 2005.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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:
Laboratory topics:
None
None
74

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 1,2,3,4,5,6,7
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 1,2,3,4,5,6,7
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: February 29, 2008
75

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:
Textbook:
Reference:
Coordinator:
Required course for CPE and EE majors.
ECE 214 Laboratory Manual
W. Banshaf, Computer-Aided Circuit Analysis using Spice, Prentice Hall, 1989.
Wolf & Smith, Student Reference Manual for Electronic Instrumentation
Laboratories, Prentice Hall, 1990.
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:
Laboratory schedule:
None.
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%
76

Other (Lab Skills): 0.25 credit or 25%
Relationship of ECE 214 Course to ABET Outcomes:
Course
OUTCOME:
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)
77

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:
Lecture schedule:
Laboratory schedule:
None.
Two 75-minute sessions per week.
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:
Laboratory topics:
None
None.
78

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
79

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:
Textbook:
Coordinator:
Required course for EE majors.
T. Harman and D. Hein, The Motorola MC68000 Microprocessor Family, Prentice-Hall,
2 nd Edition, 1996.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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)
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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 1,2,3,4,5,6,7
3b 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
81

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:
Textbook:
Coordinator:
Required course for EE majors; elective course for CPE majors.
William H. Hayt and John A. Buck, Engineering Electromagnetics, McGraw-Hill, 7th
Edition, 2006.
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:
Recitation schedule:
Two 75-minute sessions per week.
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)
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14. Graphical Methods (1 week)
Computer usage:
Laboratory topics:
None.
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
83

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, 3 rd 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:
Laboratory schedule:
Two 75-minute sessions per week.
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:
84

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
85

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:
Coordinator:
A. Sedra and K. Smith, Microelectronic Circuits, Oxford University Press, 4 th Edition,
1998.
ECE 311 Laboratory Manual
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.
86

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)
Laboratory topics:
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
87

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:
Laboratory schedule:
Topics:
Two 75-minute sessions per week
One I 50-minute session per week
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:
88

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
89

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)
90

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
91

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 phaselocked
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:
92

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 1,2,3,4,7,8,9
3b Design and conduct experiments / Analyze and Interpret Data
3c Design system, component, or process to meet needs 2,3,5,6,8,9
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems 2,3,4,7,8,9
3f Understand professional and ethical responsibility
3g Communicate effectively
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice
4 Major design experience
Prepared by: Y. Xu Date: May 16, 2008
93

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:
Textbook:
References:
Coordinator:
Elective course for CPE and EE majors.
F. G. Stremler, Introduction to Communication Systems, Addison-Wesley, 3rd Edition,
1990
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.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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:
Course
OUTCOME:
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
95

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)
Enrollment:
Textbook:
References:
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)
Elective course for CPE and EE majors.
L. W. Couch, II, Digital and Analog Communication Systems, Prentice-Hall, 7th Edition,
2007.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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 406
3a Apply knowledge of math, engineering, science 1,2,3,4,5 1,2,3,4,5,9
3b Design and conduct experiments
3c Design system, component, or process to meet needs 3,4 3,4,6,9
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems 1,2,3,4,5 1,2,3,4,5,6
3f Understand professional and ethical responsibility
3g Communicate effectively 8,10,11
3h Broad education
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice 7,9
4 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:
Laboratory schedule:
One 150-minute session per week.
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:
Laboratory topics:
Students use the UNIX operating system to configure networks and protocols
Students prepare reports using word-processing software.
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 1,2,3,4,5,6,7,8,9
3b 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
99

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 1,2,3,4,5,6,7
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
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
101

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 1,2,3,4,5,6,7,8,9
3b Design and conduct experiments /Analyze and Interpret Data
3c Design system, component, or process to meet needs 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: A. Emadi Date: May 17, 2008
103

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:
Textbooks:
Coordinator:
Elective course for CPE and EE majors.
M. A. El-Sharkawi, Fundamentals of Electric Drives, PWS Publishing Company, 1 st
Edition, 2000.
R. Krishnan, Electric Motor Drives: Modeling, Analysis, and Control, Prentice Hall, 1 st
Edition, 2001.
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 1,2,3,4,5,6,7,8,9
3b Design and conduct experiments
3c Design system, component, or process to meet needs 6,7,9
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
3h Broad education 10
3i Recognize need for life-long learning
3j Knowledge of contemporary issues
3k Use techniques, skills, and tools in engineering practice 6,7,9
4 Major design experience 9
Prepared by: A. Emadi Date: February 26, 2008
105

ECE 419 – Power System Analysis
Fall Semester, 2007
Catalog Data:
Enrollment:
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)
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-toground,
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:
Laboratory schedule:
Two 75-minute sessions per week
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
107

ECE 420 - Analytical Methods in Power Systems
Spring Semester 2008
Catalog Data:
Enrollment:
Textbook:
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)
Elective course for CPE and EE majors.
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:
Laboratory schedule:
One 150-minute session per week.
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
109

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:
Textbook:
Coordinator:
Elective course for CPE and EE majors.
S. Ramo, J. Whinnery, and T. Van Duzer, Fields and Waves in Communication
Electronics, 3rd Edition, Wiley, 1993.
ECE 423 Laboratory Manual
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:
Laboratory schedule:
Two 75-minute sessions per week.
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 1,2,3,4,5
3b Design and conduct experiments 1*,2*
3b Analyze and interpret data 1,2,3 1,2,3
3c Design system, component, or process to meet needs 5*
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems 4,6 4,6
3f Understand professional and ethical responsibility
3g Communicate effectively 7 7
3h Broad education
3i Recognize need for life-long learning 1 1
3j Knowledge of contemporary issues 7,8 7,8
3k 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, highperformance
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 1,2,3,4,5,6,7,8,9,10
3b Design and conduct experiments / Analyze and Interpret Data 5,6,7,8,9,10
3c Design system, component, or process to meet needs 5,6,7,8,9,10
3d Function on multi-disciplinary teams
3e Identify, formulate, and solve engineering problems 5,6,7,8,9,10
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 5,6,7,8,9,10
4 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:
Textbook:
Coordinator:
One of two hardware-design electives \for CPE and an elective course for EE majors.
“CMOS VLSI DESIGN: A Circuits and Systems Perspective” (3rd Ed.) Neil H.E. Weste,
and David Harris, Addison-Wesley, 2005. ISBN: 0321149017
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:
Laboratory schedule:
Two 75 – minute lectures per week
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. 19 th , 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:
Textbook:
Coordinator:
Elective course for CPE and EE majors.
J.G. Proakis, Introduction to Digital Signal Processing, Pearson Education, 4th Edition,
2007.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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
117

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, 5 th Edition, 2002.
ECE 434 Laboratory Manual
Reference:
Coordinator:
The Student Edition of MATLAB, Prentice-Hall and The MathWorks.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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
119

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:
Textbooks:
Manual
Reference:
Coordinator:
Required course for CPE majors; elective course for EE majors.
Clements, Microprocessor Systems Design,
PWS Publishing Company., 3rd Edition, 1997.
MC68000 Microprocessor Programmer’s Reference
Sanper-1 Lab Manual and Course Notes
MC68000 Educational Computer Board User’s Manual
T. L. Harman and D. T. Hein, The Motorola MC68000 Microprocessor Family:
Assembly Language, Interface Design, and System Design, Prentice Hall, 2nd Edition,
1996.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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
121

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, 4 th Edition, 2005.
ECE 446 Laboratory Manual
References:
Coordinator:
Texas Instruments, The TTL Data Book.
R. Katz and G. Borriello, Contemporary Logic Design, Benjamin-Cummings,2 nd Edition
2004.
M. Mano, Digital Design, 4 th Edition, Prentice-Hall, 2006.
Additional references and course notes are provided throughout the course.
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, parallelto-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:
Laboratory schedule:
Two 75-minute sessions per week.
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
123

ECE 448 - Mini/Micro Computer Programming
Fall Semester 2006
Catalog Data:
Enrollment:
Textbook:
Reference:
Coordinator:
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)
Elective course for EE majors.
R. Bryant & D. O’Hallaron: Computer Systems: A Programmer’s Perspective.
S. Harbison & G. Steele: C: A Reference Manual (5th Edition)
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:
Laboratory schedule:
two 75-minute sessions per week.
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 1,2,3,4,5
3b 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:
Enrollment:
Textbooks:
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)
Elective course for CPE and EE majors.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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:
Laboratory schedule:
Two 75-minute sessions per week.
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:
Textbook:
Coordinator:
Required course for CPE majors, elective course for EE majors.
Computer Organization and Design: The Hardware/Software Interface, D. A. Patterson
and J. L. Hennessey, Morgan Kaufman Publishers, 3rd Ed., 2005
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:
Laboratory schedule:
Two 75-minute sessions per week.
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
4, 7, 9, 10, 11,
12, 13
3k Use techniques, skills, and tools in engineering practice
4 Major design experience 13
Prepared by: S. R. Borkar Date: Feb 25, 2008
131

CS 115 – Object-Oriented Programming I
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
Introduces the use of a high-level object-oriented programming language as a problemsolving
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)
Required course for CPE and EE majors.
Programming and Problem Solving with Java, Second Edition, Jones & Bartlett
Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020
none
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:
Enrollment:
Textbook:
References:
Coordinator:
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)
Required course for CPE and EE majors.
Programming and Problem Solving with Java, Second Edition, Jones & Bartlett
Publishers, Inc., copyright 2008 by Nell Dale, Chip Weems, ISBN: 0763734020
none
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.)
135

CS 330 – Discrete Structres
Catalog Data:
Enrollment:
Textbook:
Coordinator:
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)
Required course for CPE majors.
Kenneth H. Rosen, Discrete Mathematics and Its Applications, McGraw-Hill, 5th Edition
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.
137

CS 331 – Data Structures and Algorithms
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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))
Required course for CPE majors.
Teacher Supplied Material - http://dijkstra.cs.iit.edu/cs331-sp08/schedule/
http://dijkstra.cs.iit.edu/cs331-sp08/resources/
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
139

CS 350 – Computer Organization and Assembly Language Programming
Catalog Data:
Enrollment:
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)
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:
Coordinator:
none
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.
140

• 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
141

CS 351 – Systems Programming
Catalog Data:
Enrollment:
Textbook:
References:
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)
Required course for CPE majors.
Bryant, Randal E., and David O'Hallaron. Computer Systems: A Programmer's
Perspective. PrenticeHall, 2003
Kernighan, Brian W., and Dennis M. Ritchie. The C Programming Language, 2nd
Edition. Prentice Hall, 1988.
Coordinator:
Rochkind, Marc J. Advanced UNIX Programming. Addison-Wesley, 2004
http://www.cs.iit.edu/~lee/cs351/resources.shtml
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
142

• 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
143

CS 411 – Computer Graphics
Catalog Data:
Enrollment:
Textbook:
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)
Elective course for CPE majors.
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.
Coordinator:
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.
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
144

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
145

CS 422 – Introduction to Data Mining
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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).
Elective course for CPE majors.
J. Han, M. Kamber. Data Mining Concepts and Techniques, Morgan Kaufmann
none
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
146

Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
CS 425 – Database Organization
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)
Elective course for CPE majors.
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
none
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
148

CS 429 – Introduction to Information Retrieval Systems
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
Overview of fundamental issues of information retrieval with theoretical foundations.
The Information-retrieval techniques and theory, covering both effectiveness and runtime
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)
Elective course for CPE majors.
D. Grossman and O. Frieder, Information Retrieval: Algorithms and Heuristics, Second
Edition 2004, Springer Publishers, ISBN 1-4020-3004-5 (paperback).
none
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
150

CS 430 – Introduction to Algorithms
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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)
Elective course for CPE majors.
Cormen, Leiserson and Rivest, Introduction to Algorithms, MIT Press/McGraw Hill
A. Aho, J. Hopcroft and J.D. Ullman, Design and Analysis of Algorithms, Addison-
Wesley.
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, singlesource
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
151

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
152

CS 440 – Programming Languages and Translators
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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)
Elective course for CPE majors.
http://dijkstra.cs.iit.edu/cs440-sp08/resources/
none
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
153

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
154

CS 441 – Current Topics in Programming Languages
Catalog Data:
Enrollment:
Textbook:
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)
Elective course for CPE majors.
Java: How to Program, 7 th Edition, Deitel and Deitel, Prentice Hall
References:
Coordinator:
Java: Web Development Illuminated, 2007 Edition, Kai Qian, et al, Jones and Bartlett
Publishers
See http://www.cs.iit.edu/~cs441/index.html
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
155

CS 445 – Object Oriented Design and Programming
Catalog Data:
Enrollment:
Textbook:
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)
Elective course for CPE majors.
Head First Object-Oriented Analysis & Design, Brett D. McLaughlin, Gary Pollice &
David West, Addison Wesley, ISBN: 0-596-00867-8
References:
Coordinator:
Test-Driven Development by Example, Kent Beck, Addison Wesley, ISBN: 0-321-
14653-0
See http://www.cs.iit.edu/~cs445
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 behaviordriven
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
156

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
157

CS 447 – Distributed Objects
Catalog Data:
Enrollment:
Textbook:
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)
Elective course for CPE majors.
Gerald Brose, Keith Duddy, and Andreas Vogel, "Java Programming with CORBA,
Third Edition," John Wiley & Sons, (January 2001) ISBN: 0-471-37681-7
References:
Coordinator:
Wolfgang Emmerich, "Engineering Distributed Objects" John Wiley & Sons, (Reprinted
January 2004) ISBN: 0-471-98657-7
See http://www.cs.iit.edu/~cs447
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
159

CS 450 – Introduction to Operating Systems
Catalog Data:
Enrollment:
Textbook:
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)
Required course for CPE majors.
Silberschatz, Adam, Peter Galvin, and Greg Gagne. "Operating System Concepts, 7th
Edition." John Wiley & Sons, 2004.
References:
Coordinator:
Course Outcomes:
Students should be able to:
Lions, John. "Lions' Commentary on UNIX, 6th Edition." Annabooks, 1996.
Kernighan, Brian W., and Dennis M. Ritchie. "The C Programming Language", 2nd
Edition. Prentice Hall, 1988.
Dr. Xian-He Sun, Professor of CS
• 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
161

CS 455 – Data Communications
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
Course Outcomes:
Students should be able to:
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)
Elective course for CPE majors.
Halsall, Fred, Computer Networking and the Internet, Fifth Edition, Addison-Wesley,
2005.
none
Dr. Peng-Jun Wan, Associate Professor of CS
• 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
163

CS 458 – Information Security
Catalog Data:
Enrollment:
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)
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
Coordinator:
Exploiting Software - How to Break Code, Greg Hoglund and Gary McGraw, Addison
Wesley, ISBN: 0-201-78695-8
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
164

CS 470 – Computer Architecture
Catalog Data:
Enrollment:
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)
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
166

CS 480 – Artificial Intelligence: Planning and Control
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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)
Elective course for CPE majors.
Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach, Prentice
Hall Publishers, 1 st Edition, ©1995, ISBN-0131038052
LISP References - textbook WWW page http://www.cs.berkeley.edu/~russell/aima.html
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
167

• 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
168

CS 481 – Artificial Intellegence: Language Understanding
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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)
Elective course for CPE majors.
none
none
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
169

6. Lexical semantics
7. Named-Entity Recognition
8. Information Extraction
9. Text Summarization
10. Real-World Applications and Systems
11. Text Classification
170

CS 487 – Software Engineering
Catalog Data:
Enrollment:
Textbook:
References:
Coordinator:
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)
Required course for CPE majors.
R. Pressman, Software Engineering - A Practitioner's Approach, McGraw Hill, fifth
edition, copyright 2001, ISBN -0073655783
none
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 objectoriented
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
172

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; 1 st Law of Thermodynamics for Closed Systems; 1 st
Law of Thermodynamics for Control Volumes; Kelvin-Planck and Clausius statements of the 2 nd 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
174

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, 6 th 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)
175

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, 6 th 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; 1 st order separable DE’s, 8 exponential growth and
decay; The logistic equation; 1 st 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)
176

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, 5 th 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 vectorvalued
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
177

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
178

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, 8 th 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
179

Assessment: Homework 10-25%
Quizzes/Tests 40-50%
Final Exam 25-30%
Syllabus prepared by: Andre Adler and Warren Edelstein
Date: 12/15/05
180

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, 3 rd 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
182

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)
183

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
184

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, 8 th 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)
185

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:
Textbook:
One from among three choices for a required science elective for EE majors.
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:
Lecture schedule:
Laboratory schedule:
none.
Two 75 minute lectures per week.
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
187

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
188

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:
Course objectives:
Prerequisites by topic:
Lecture schedule:
Laboratory schedule:
Chemistry: The Central Science, Brown, T. L.; LeMay, H. E.; Bursten, B. E., Prentice
Hall, Inc. 8th Edition, 2000.
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."
CHEM 124 or equivalent (sometimes with consent of instructor)
Two 75 minute lectures per week.
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
189

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
190

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
191

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
192

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
193

ECE Faculty, full-time
APPENDIX B – FACULTY RESUMES
(Limit 2 pages each)
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
194

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
195

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%
196

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.
197

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%
198

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
199

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%
200

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
201

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%
202

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.
203

“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%
204

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
205

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%
206

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.
207

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., 19 th , 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%
208

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.
209

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%
210

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
211

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%
212

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.
213

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%
214

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
215

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%
216

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
217

“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. 31 st Annual IEEE Local Computer
Networks Conf., LCN’06, in 2 nd 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%
218

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
219

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%
220

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
221

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%
222

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.
223

“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%
224

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
225

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%
226

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
227

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%
228

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.
229

“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%
230

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
231

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%
232

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
233

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%
234

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.
235

“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%
236

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.
237

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%
238

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:
239

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%
240

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 Surfacesource
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.
241

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%
242

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
243

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%
244

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
245

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
246

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%
247

Percentage of time committed to the program
Part-time instructor, 1 course per semester
248

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
249

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
250

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
251

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
001 lab 3
001 lab 4
Learning Workstations For Renewable Enegy (consist of
different components)
Learning Workstations For Fundamentals of Power
Engineering (consist of different components)
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
252

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
Sun Storedge D2 1 App. Server Storage
Addition 7 slots available to increase storage Capacity
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
253