IIT BSCPE Self Study 2008 - Illinois Institute of Technology

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