Senate Bill 1718-06 Proposal to revise and rename B.S. Program in Computer Engineering to Electrical and Computer Engineering, 2018 April

Senate Bill 1718-06
UNIVERSITY SENATE

UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK

Introduced by: Undergraduate Academic Council
University Planning and Policy Council

Date: April 2018
Proposal to revise and rename B.S. Program in Computer Engineering to Electrical and
Computer Engineering

IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:

1. That the University Senate approves the attached proposal to revise and rename the B.S.
Program in Computer Engineering to Electrical and Computer Engineering as approved
by the Undergraduate Academic Council (4/17/2018) and the University Planning and
Policy Council (4/18/2018)

2. That this takes effect for the Fall 2018 semester.

3. That this proposal be forwarded to the President for final campus approval.

Program Revision Proposal:
Changes to an Existing Program

Form 3A
Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@ suny.edu.

Section 1. General Information

a) Institution’s 6-digit SED Code: | 210500
ene Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code): 210500
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:
(9) Program Title: | Computer Engineering
Registered
ED rrogram Code
Program tobe SED Program Code | 38191
Changed Award(s) (e.g., A.A., B.S.):|B.S.
Number of Required Credits: Minimum [124] If tracks or options, largest minimum [ ]
HEGIS Code: | 0999
CIP 2010 Code: | 14.0901
Effective Date of Change: | Fall 2018
Effective Date of Completion? | Spring 2021

d) Name and title: Celine LaValley, Assistant to the Dean for Undergraduate Education
Campus Contact Telephone and email: 518-442-3950

e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for tation, and the insti to support the proposed
Chief Academic program. E-signatures are acceptable.

Officer Approval | Name and title:

Signature and date:

If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:

Partner institution’s name and 6-digit SED Code:

Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):

1 To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

? Tf the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

3 If the partner institution is non-degree- granting, see SED’s CEO Memo 94-04.

1

[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

[ ] No changes in program content. Proceed to Section 2.2.

a

Check all that apply. Describe each proposed change and why it is proposed.

[X] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

[X] Changes in a program’s focus or design

[X] Adding or eliminating one or more options, concentrations or tracks

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

b

C

For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

d

What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

[Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.
[X] Program title

The revised program will provide a foundation in both computer engineering and electrical engineering and the ability to
emphasize either sub-discipline through upper-division electives. The title is being changed to “Electrical and
Computer Engineering” to represent the addition of the electrical engineering content.

[ ] Program award

[ ] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.

[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[X] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

[X] HEGIS and CIP codes: Change HEGIS code to 0909: Electrical, Electronics & Communications Engineering and
CIP to 14.10: Electrical, Electronics and Communications Engineering.

2


The Computer Engineering program was registered in J une 2016 and changes to the program were approved
in October 2017. The set of revisions proposed here strengthen the laboratory content of the program, makes
transferring into the program easier, and modifies the structure of the upper-division courses to add flexibility,
enabling students to focus on computers, electronics, or signal processing, communications and control. In the
revised program, students will be able to select a specialization of their choosing from these three options.

The revised program provides a foundation in both electrical engineering and computer engineering and the
ability to emphasize either discipline through upper-division electives. To reflect the addition of electrical
engineering content, we propose to change the name of the program from Computer Engineering to Electrical
and Computer Engineering.

Continued registration of the program is contingent upon seeking and obtaining ABET accreditation. In
reviewing our current program, we are not satisfied with the student attainment of ABET Student Outcome 6:
an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering
judgment to draw conclusions. Adding laboratories earlier in the program will provide more opportunities for
students to develop both their laboratory skills and their ability to analyze and interpret data. While updating
courses to add laboratories, we are also making changes to make them match more closely with courses taken
by transfer students at other institutions, primarily community colleges and other SUNY Centers, ensuring
seamless transfers.

To accomplish this, we are replacing CEN 140 Introduction to Engineering Design and CEN 150 Introduction to
Engineering Analysis with two new courses, CEN 110 Introduction to Engineering and CEN 111 Introduction to
ECE. CEN 110 is 2 credit hours and will be cross-listed by the other engineering programs within the College
of Engineering and Applied Sciences (CEAS) so that all incoming engineering students will register for this
course. This course is designed as a generic introductory engineering course that isn’t discipline-specific,
aiming to assist all prospective engineering students in deciding if the pursuit of an engineering degree is right
for them and, if so, which engineering discipline is best. These topics were covered in CEN 140 and CEN 150
but now will be covered in the single course taken by all prospective engineering students. CEN 111 is 4 credit
hours and exposes students to the breadth of the electrical and computer engineering field through elementary
analysis, programming and experimentation. Importantly, the course has a dedicated laboratory session that
will enable first-year students to begin to develop competency in support of ABET Student Outcome 6. Since
CEN 140 and CEN 150 are 3 credit hours each, the change does not affect the total credit hours in the
program.

Likewise, CEN 280 Introduction to Circuits is being updated to become a traditional first circuits course that
includes a 1 credit hour of laboratory. CEN 280 Introduction to Circuits, currently teaches both circuit analysis
and basic electronics. This is not the approach taken at most institutions. We are updating this course to make
it a traditional first circuits course that includes resistive circuit analysis, RLC circuit analysis in the time and
Laplace domains, and steady-state AC analysis. After this change, we will be able to more readily give
transfer credit to students who take a first circuits course at other institutions. CEN 280 is also being
renumbered as CEN 202 as part of an effort to organize our courses so that those the same general area
appear next to each other in the Bulletin. CEN 380 Introduction to Digital Circuits is being replaced by CEN
300 Introduction to Electronics which is a more traditional first electronics course and includes 1 credit of
laboratory.

Additionally, CEN 340 Digital Logic Design is being replaced by CEN 231 Digital Systems which adds 1 credit
hour of laboratory and includes new material on hardware description language (HDL) and implementing digital
circuits in programmable logic devices. Note that the new course is at the 200 level rather than the 300 level,
reflecting the fact that students will take this course in their second year as is common in other computer
engineering programs. The additional credit hours inserted by the addition of the laboratories is offset by
replacing CEN 450 Design Lab II (6 credit hours) with CEN 491 ECE Design Lab Il (3 credit hours). The
removal of 3 credit hours from Design Lab II is accomplished by deleting the technology transfer and marketing
aspects of the course. Our experience has been that students need to have completed their prototypes before
they can address these next-step issues, i.e. these issues are best addressed in a subsequent course. CEN
440 Design Lab | is being renumbered and renamed CEN 490 ECE Design Lab Il.

This first set of revisions to the curriculum are summarized as follows:

e Replace CEN 140 Introduction to Engineering Design and CEN 150 Introduction to Engineering
Analysis with CEN 110 Introduction to Engineering and CEN 111 Introduction to ECE.

e Update CEN 280 Introduction to Circuits (3 credit hours) to become a more traditional first circuits
course and add 1 credit of laboratory work. Renumber the course as CEN 202.

e Replace CEN 380 Introduction to Digital Circuits (3 credit hours) with CEN 300 Introduction to
Electronics (4 credit hours) which includes 1 credit of laboratory work.

e Replace CEN 340 Digital Logic Design (3 credit hours) with CEN 231 Digital Systems (4 credit hours)
which includes 1 credit hour of laboratory work.

e Replace CEN 450 Design Lab II (6 credit hours) with CEN 491 ECE Design Lab II (3 credit hours).
Rename and renumber CEN 440 Design Lab! as CEN 490 ECE Design Lab |.

Weare also revising the program to expand it into an electrical and computer engineering program. This
change is accomplished by replacing a set of required and elective computer engineering courses with one
required electrical engineering course and a broader set of electrical and computer engineering electives.
These changes are shown below.

Deleted Courses Credits New Courses Credits
CEN/CSI 400 Operating Systems 3 CEN 310 Engineering Electromagnetics 4
CEN/CS| 404 Computer Organization 3 Electrical and Computer Engineering (ECE) 18
Electives (6 courses)
CEN/CSI 416 Computer Communication 3
Networks
CEN 340 Systems Analysis and Design 3
CEN 370 Digital Signal Processing 3
Computer Engineering Electives (2 courses) 6
Total Credits 21 Total Credits 22

The deleted required courses remain available to students who wish to focus on computers through the new
ECE electives. The addition of the required course CEN 310 Engineering Electromagnetics strengthens the
electrical engineering component of the program.

These changes add 1 credit hour to the major, increasing it from 96 to 97 credit hours.

The 18 credits of ECE electives provide depth and additional breadth. The courses in each of the three areas
— Computers, Electronics, and Signal Processing, Communications & Control — are shown below. Each
course is 3 credit hours and the more fundamental courses in each area are designated as “core”. Students
are required to take at least one core course from each area and at least 3 courses in one area, two of which
are designated as core.

“ Signal Processing,
Computers Electronics gna Hon Control

ICEN 400 Operating Systems (core) ICEN 420 Intro. to VLSI (core) ICEN 462 Digital Image Processing (core)
ICSI 402 Systems Programming (core) ICEN 411 Microwave Engineering (core) ICEN 471 Communication Systems (core)
ICSI 403 Alg. & Data Structures (core) ICEN 413 Electrical Energy Sys. (core) ICEN 481 Linear Control Theory (core)
ICEN 404 Computer Organization (core) ICEN 422 Integrated Circuit Dev. (core) ICEN 370 Digital Signal Processing (core)
ICEN 430/442 Systems Analysis and ICEN 412 Antenna Engineering ICEN 416 Computer Comm. Nets. (core)
Design (core)
ICEN 464/451 Robotics ICEN 401 Advanced Electronics ICEN 410/452 Internet of Things
ICSI 401 Numerical Methods for Digital ICEN 421 Digital ASIC Design ICEN 472 Advanced Digital
Computers Communications.
ICEN 461/441 GPU Architecture & ICEN 464/451 Robotics
Programming
ICEN 431 FPGA-Based Data Acquisition ICEN 473 Radiowave Prop. & Remote
and Real-Time Processing Sensing


ICEN 416 Computer Comm. Nets. ICEN 412 Antenna Engineering

ICSI 435 Introduction to Al ICEN 417 Optical Communications

ICSI 436 Machine Learning

ICEN 410/452 Internet of Things

ICSI 426 Cryptography

ICEN 470 Human Computer Interaction

Appendix 1 shows the current and revised programs side-by-side, highlighting the new courses and courses that have
been changed. Appendix 2 shows an overlay of the current program on top of the revised program, highlighting the
courses in the current program and new requirements.

[ Section 3. Program and Curriculum

a) For undergraduate programs, complete the SUNY Und Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program

conforms to SUNY’s and SED’s policies.

e It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor's degree programs should have at least 45 credits of upper division study, with 24 in the major.

« It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages

e — It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.

e Whena SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.

e Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request —with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Program Schedule

Term 2: Fall 20xx Credits per classification
Course Number & Title Cr GER_ [LAS |Maj |TPath New _|Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110
CMP 101 to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 7 4


SUNY Undergraduate Sample Program Schedule

Campus Name

University at Albany

Program/Track Title
and Award

Electrical and Computer Engineering/Bachelor of Science

Semester

Quarter

Trimester

Other

Calendar Type

SUNY Transfer Path Name
(if one exists)

Engineering: Electrical

<

- Use
Dropdown Arrow.

Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.

KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter

Area Abbreviation from the drop-down menu.) GER Credit:

(Enter number of course credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath:

SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended primarily for juniors and seniors outside of the
major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY
GER Area Abbreviations (the first five listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H),

American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).

The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.

Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2.

Fall
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits TAS Major | Elective/Other | Upper Div | Upper DivMajor | TPath | New Course Co/Prerequisite
ICEN 110 intro. to Engineering (REQ) 2 2 2, X x Co/P:AMAT 112 or 118
ICEN 111 Introduction to ECE (REQ) 4 4 x Co/P:AMAT 112 or 118
AMAT 112 or 118 Calculus | (REQ) 4 ™ a a a X
‘APHY 140 or 142 Physics 1: Mechanics (REQ) 3 NS 3 3 3 x Co/P:AMAT 112 or 118
APHY 145 Physics Lab | (REQ) 1 1 1 X Co/P:APHY 140 or 142,
Basic Ci Gen Ed (RE) 3 BC 3 3
Term Totals 7 3 10 3 ia a z ca)
Spring 7
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits TAS Major | Elective/Other | Upper Div | Upper DivMajor | TPath | New Course Co/Prerequisite
ICEN 200/141 Programming for Engineers (REQ) 4 a x PAICEN 111, AMAT 112 or 118
AMAT 113 of 119 Calculus 11 (REQ) 4 a a a x P:AMAT 112 or 118
‘APHY 150 or 152 Physics 2: Electromagnetism
(REQ) 3 NS 3 3 3 x P:APHY 140 or 142
APHY 155 Physics Lab ll (REQ) 1 1 1 x Co/P:APHY 150 or 152,
ICSI 210 Discrete Structures (REQ) 4 a a P:AMAT 112 or 118
Term Totals 16 1 7 2 i6 3 w
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits LAS. Major Upper Div | Upp i Tpath | New Course Co/Prerequisite
‘AMAT 214 or 218 Cale of Several Variables (REQ) 4 4 x P:AMAT 113 or 119

P: ICSI 210, ICEN 200 or ICEN
ICEN 340/231 Digital Systems (REQ) 4 4 x zu 141, and ICEN 111
ICSI 213 Data Structures (REQ) 3 3 3 X P:ICEN 200 or ICEN 147
‘ACHEM 120 General Chemistry | (REQ) 3 NS 3 3 3 x
‘ACHEM 124 General Chemistry Lab | (REQ) I ry a X Co/P:ACHEM 120
US History Gen Ed (RE) 3 AH 3 3
Term Totals 18 3 6 uy B 5 I w


Spring2

Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits TAS Major | Elective/Other | Upper Div | Upper DivMajor | TPath | New Course Co/Prerequi
‘AMAT 311 Ordinary Differential Equations (REQ) 3 3 3 3 3 X P:AMAT 214 or 218
Co/P:AMAT 311, AMAT 220 or 222
ICEN 280/202 Introduction to Circuits (REQ) 4 4 x Seaplivaso oc ies
‘AMAT 220 or 22? Linear Algebra (REQ) 3 3 3 P:AMAT 113 or 119)
Perspectives Gen Ed (RE) 3 “AR/OW 3 3
Foreign Language Gen Ed (RE) 4 FL a a
Term Totals 7 3 a B 10 3 3 2 w
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits TAS. Major Upper Div | Upp i TPath | New Course (Co/Prerequi
ICEN 300 Intro. to Electronics (REQ) 4 4 4 4 P:ICEN 280 or ICEN 202
ICEN 350/371 Signals & Systems (REQ) 3 3 3 3 P:ICEN 280 or ICEN 202
ICEN 333 Prog at the Hardware/Software
Interface (REQ) ‘ ‘ ‘ ‘ ites
‘AMAT 370 Probability & Stat for Eng. & Sci. (REQ) 3 3 3 3 3 P:iCS1 20
Term Totals a 3 ia ia ia Zz w
Spring 3
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits LAS. Major Upper Div | Upp yt TPath | New Course Co/Prerequisite
ICEN 310 Engineering (REQ) 4 4 4 x PEICEN 280 or ICEN 200
ECE Elective (RE) 3 3 3
ECE Elective (RE) 3 3 3 3
Humanities Gen Ed (RE) 3 H 3 3
Elective (FE) 3 3
Term Totals 16 1 3 3 10 3 10 10 1 w
Course Number & Title (& Type) Number of Credits [ GER Area | GE Credits TAS Major | Elective/Other | Upper Div | Upper DivMajor | TPath | New Course Co/Prerequisite
P:ICEN 350 or ICEN 371, ICEN 380 or
ICEN 440/490 ECE Design Lab | (REQ) 3 3 3 3 ICEN 300, 1CS1 333
ECE Elective (RE) 3 3 3 3
ECE Elective (RE) 3 3 3 3
Challenges 21st Century Gen Ed (RE) 3 3 3
Term Totals 2 3 3 9 3 9 w
Spring 4
Course Number & Title (& Type) Number of Credits [ GER Area TAS Major Upper Div | Upp i TPath | New Course Co/Prerequi
ICEN 450/ICEN 491 ECE Design Lab ll (REQ) 3 3 3 PAICEN 440 or ICEN 490
ECE Elective (RE) 3 3 3
ECE Elective (RE) 3 3 3 3
Elective (FE) 2 2
Social Sciences Gen Ed (RE) 3 3 3
Term Totals m 5 3 9 z 3 9 w
Program Total Summary Total Create SUNY GER SUNYGER | UberalAns& | Major | Elective and Other Upper Upper Division Major | Total New Courses
Sciences | Credits Cees Division Greits Teath
Geeits Cres counes
tz 3 39 64 7 5 45 aS 15 6

GER Area Summary se ‘Communication i Frekas an) i

Mathematics (M) 1 ‘American History (AH) 1

Natural Sciences (NS) 3 Western Civilization (WC) 1

ees Other World Civilizations
Social Sciences (SS) 1 a
Humanities (H) 1 Foreign Language (FL) di


b) For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or concentrations, complete a Program Schedule
for each one.

NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from Part 52.2(c)(8) through (10) of the Regulations
of the Commissioner of Education are met

[Section 4. SUNY Faculty Table ]

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

FacultyMember | % of Program Courses Which May Be Taught (Number and | Highest and Other | Discipline(s) of Additional Qualifications: List
Name and Time Title) Applicable Earned | Highest and related certifications, licenses
Title/Rank Dedicat Degrees (include Other Applicable | and professional experience in
(Include and ed to College or Earned Degrees | field
identify Program | This University)
Director with an Progra
asterisk) m
PART 1. Full-
Time Faculty
Kim L. Boyer CEN 110 (Introduction to Engineering) PhD, Purdue Electrical Fellow IEEE, Fellow IAPR,
Professor and CEN 202 (Introduction to Circuits) Engineering J efferson Science Fellow
Dean CEN 350/CEN 371 (Signals and Systems)

CEN 370 (Digital Signal Processing) MSEE, Purdue Electrical ~40 years' experience, Officer

5% CEN 462 (Digital Image Processing) Engineering IEEE, President IAPR, >100
publications, 7 books
BSEE, Purdue Electrical Ohio State, RPI, Bell Labs
Engineering

Gary Saulnier 100% CEN 110 (Introduction to Engineering) PhD, Rensselaer Electrical Professor of the Electrical,
Professor and CEN 111 (Introduction to ECE) Polytechnic Engineering Computer, and Systems
Chair* CEN 280/CEN 202 (Introduction to Circuits) Institute Engineering department at

CEN 380/CEN 300 (Introduction to Electronics) Rensselaer P olytechnic

CEN 340/CEN 231 (Digital Systems) Institute

CEN 310 (Engineering Electromagnetics) ME, Rensselaer Electrical Associate Head for

CEN 350/CEN 371 (Signals and Systems) Polytechnic Engineering Undergraduate Studies at

CEN 401 (Advanced Electronic Circuits) Institute Rensselaer Polytechnic

CEN 413 (Electrical Energy Systems) Institute


CEN 440/CEN 490 (ECE Design Lab 1) BS, Rensselaer Electrical Electrical Engineer at General
CEN 450/CEN 491 (ECE Design Lab 2) Polytechnic Engineering Electric Corporate Research
CEN 471 (Communication Systems) Institute and Development Center,
CEN 472 (Advanced Digital Communications) Schenectady, NY
Mei Chen CEN 200/CEN 141 (Programming for Engineers) PhD, Carnegie- Robotics,
Associate CSI 210 (Discrete Structures) Mellon Computer
Professor CSI 213 (Data Structures) Science
100% | CEN 340/CEN 231 (Digital Systems) MS, Tsinghua Electrical and 15 years' experience as a
ey 451 rn . (China) Computer CompE research scientist
EN 462 (Digital Image Processing) Engineering
BS, Tsinghua Electrical and (HP, Sarnoff, Intel)
(China) Computer
Engineering
Hany Elgala CEN 110 (Introduction to Engineering) PhD, J acobs Electrical 3 years' postdoc, Boston U, 1
Assistant CEN 111 (Introduction to ECE) University Engineering year Research Prof., BU
Professor 100% | CEN 280/CEN 202 (Introduction to Circuits) (Germany)
CEN 380/CEN 300 (Introduction to Electronics) BSc, Ain-Shams Electrical
CEN 340/CEN 231 (Digital Systems) University (Egypt) | Engineering
CEN 350/CEN 371 (Signals and Systems)
CEN 370 (Digital Signal Processing)
CEN 431 (FPGA-Based Data Acquisition and Real-
Time Processing)
CEN 440/CEN 490 (ECE Design Lab 1)
CEN 450/CEN 491 (ECE Design Lab 2)
CEN 471 (Communication Systems)
CEN 472 (Advanced Digital Communications)
Yelin Kim CEN 110 (Introduction to Engineering) PhD, University of | Electrical GE Global Research
Assistant CEN 200/CEN 141 (Programming for Engineers) Michigan Engineering
Professor CEN 370 (Digital Signal Processing)
CSI 435 (Artificial Intelligence I) q MS, University of Electrical Infosys Technologies
6a%e CEN 462 (Digital Image Processing) Michigan Engineering
BS, Seoul Electrical
National University | Engineering
(Korea)
Tolga Soyata CEN 110 (Introduction to Engineering) PhD, University of | Electrical and Research Assistant Professor,
Associate CEN 111 (Introduction to ECE) Rochester Computer U of Rochester
Professor CEN 200/CEN 141 (Programming for Engineers) Engineering
een SROCEN an ees Hees) MS, Johns Electrical and Soyata Computers, successful
i Hopkins University | Computer startup - sold to J ust Solutions
CSI 210 (Discrete Structures) Engineering


100% CSI 213 (Data Structures) BS, Istanbul Electrical and
CEN 340/231 (Digital Systems) Technical Computer
CEN 333 (Programming and Hwre/Swre Int.) University Engineering
CEN 420 (Introduction to VLSI) (Turkey)
CEN 421 (Digital ASIC Design)
CEN 422 (Integrated Circuit Devices)
CEN 431 (FPGA-Based Data Acquisition and Real-
Time Processing)
CEN 440/CEN 490 (ECE Design Lab 1)
CEN 441 (GPU Architecture and Programming)
CEN 450/CEN 491 (ECE Design Lab 2)
CEN 462 (Digital Image Processing)
CEN 481 (Linear Control Theory)
Ming-Ching CEN 200/CEN 141 (Programming for Engineers) PhD, Brown Engineering Lead Computer Scientist,
Chang Assistant CSI 210 (Discrete Structures) University Computer Vision Lab, GE
Professor CS1 213 (Data Structures) Global Research, Niskayuna
CSI 435 (Artificial Intelligence !) , MS, National Computer Adjunct Professor, Computer
eEH aa nebo and Programming) Taiwan University | Science and Science, UAlbany
Ears q (Taiwan) Information
CEN 462 (Digital Image Processing) Engineering
CEN 481 (Linear Control Theory)
100% BS, National Civil
Taiwan University | Engineering
(Taiwan)
Daphney Zois CEN 110 (Introduction to Engineering) PhD, University of | Electrical Postdoctoral researcher,
Assistant CEN 350/CEN 371 (Signals and Systems) Southern Engineering University of Illinois
Professor CEN 370 (Digital Signal Processing) California
CEN A72 (Advanced Digital Communications) MS, University of | Electrical Systems Administrator, U of
CEN 481 (Linear Control Theory) Southern Engineering Patras
% California
100% B Eng, University | Computer
of Patras (Greece) | Engineering and
Computer
Science
James Moulic CEN 110 (Introduction to Engineering) PhD, NYU Poly Electrical IEEE Fellow, Professor of
Professor and CEN 111 (Introduction to ECE) Engineering Electrical and Computer
Associate Dean CEN 200/CEN 141 (Programming for Engineers) Engineering, University of
for Applied CEN 280/CEN 202 (Introduction to Circuits) Alaska - Anchorage
Learning and CEN 380/CEN 300 (Introduction to Electronics)
Cooperative CSI 210 (Discrete Structures)

Education, Acting
Chair of

CSI 213 (Data Structures)
CEN 340/CEN 231 (Digital Systems)


Computer 20% CEN 310 (Engineering Electromagnetics) MS, University of | Electrical Senior Manager, IBM TJ
Science (80% CEN 333 (Programming and Hdwre/S fwre Interface) Illinois Engineering Watson Research Center,
starting | CEN 400 (Operating Systems) Yorktown Heights
Fall CEN 404 (Computer Organization) r 7 = a 7
2018) | CEN 420 (Introduction to VLSI) BS; nwerslty of Sai Pepa capstone
CEN 421 (Digital ASIC Design)
CEN 422 (Integrated Circuit Devices) ABET Program Evaluator
CEN 431 (FPGA-Based Data Acquisition and Real-
Time Processing)
CEN 440/CEN 490 (ECE Design Lab 1)
CEN 440 (GPU Architecture and Programming)
CEN 450/CEN 491 (ECE Design Lab 2)
Weifu Wang CEN 110 (Introduction to Engineering) PhD, Dartmouth Computer
Assistant CEN 111 (Introduction to ECE) College Science
Professor CEN 200/CEN 141 (Programming for Engineers)
100% ee arg atretuctwsl Bs, Nanjing Software Minor, Business Administration
CEN 400 (Operating Systems) University Engineering and Management
CSI 435 (Artificial Intelligence |)
CSI 436 (Machine Learning)
CEN 451 (Robotics)
CEN 462 (Digital Image Processing)
Dola Saha CEN 110 (Introduction to Engineering) PhD, University of | Computer Research Assistant Professor,
Assistant CEN 111 (Introduction to ECE) Colorado Science Rutgers University WINLAB,
Professor CEN 200/CEN 141 (Programming for Engineers) Dept. of Electrical and
100% | CSI 210 (Discrete Structures) Computer Engineering
CSI 213 (Data Structures) - 7 =
CEN 400 (Operating Systems) MG University of computer Researcher, NEC Laboratories
CEN 404 (Computer Organization)
CSI 416 (Computer Communications Networks) BTech, Kalyani Information
CEN 472 (Advanced Digital Communications) University (India) | Technology
Aveek Dutta CEN 110 (Introduction to Engineering) PhD, University of | Electrical Assistant Professor of
Assistant CEN 111 (Introduction to ECE) Colorado Engineering Electrical Engineering and
Professor CEN 200/CEN 141 (Programming for Engineers) Computer Science, University
CEN 350/CEN 371 (Signals and Systems) of Kansas
CEN 370 (Digital Signal Processing) MS, University of | Electrical Postdoctoral researcher,
gen Tetearipuie of Things) sks) Colorado Engineering Princeton University
S| 416 (Computer Communications Netwo Ss BTech, Kalyani Electronics &
CEN 431 (FPGA-Based Data Acquisition and Real- University (India) Telecommunicat
100% Time Processing)

CEN 471 (Communication Systems)
CEN 472 (Advanced Digital Communications)
CEN 481 (Linear Control Theory)

ions


Mustafa Aksoy CEN 110 (Introduction to Engineering) PhD, Ohio State Electrical and Post-Doctoral Research
Assistant CEN 111 (Introduction to ECE) University Computer Associate, NASA Goddard
Professor CEN 280/CEN 202 (Introduction to Circuits) Engineering Space Flight Center
CEN 380/CEN 300 (Introduction to Electronics) MS, Ohio State Electrical and
100% CEN 310 (Engineering Electromagnetics) University Computer
CEN 350/CEN 371 (Signals and Systems) Engineering
CEN 412 (Antenna Engineering) BS, Bilkent Electrical and
CEN 411 (Microwave Engineering) University Electronics
CEN 473 (Radiowave Propagation and Remote Engineering
Sensing)
Guy Cortesi CEN 110 (Introduction to Engineering) PhD, University at | Information Extensive industrial R&D
Professor of CEN 111 (Introduction to ECE) Albany Science experience
Practice CEN 200/CEN 141 (Programming for Engineers) MS, Clarkson Electrical and Successful entrepreneurial
CEN 280/CEN 202 (Introduction to Circuits) Computer activities
CEN 380/CEN 300 (Introduction to Electronics) Engineering
100% CEN 340/231 (Digital Systems) :
CEN 350/CEN 371 (Signals and Systems) BS, Clarkson Electrical and
CEN 431 (FPGA-Based Data Acquisition and Real- Computer
Time Processing) Engineering
CEN 440/CEN 490 (ECE Design Lab 1)
CEN 450/CEN 491 (ECE Design Lab 2)
Jonathan Muckell CEN 110 (Introduction to Engineering) PhD, University at | Information Experience with NYS
Professor of CEN 111 (Introduction to ECE) Albany Science
Practice CEN 200/CEN 141 (Programming for Engineers) MS, Rensselaer Computer and Chief Technology Officer
CEN 280/CEN 202 (Introduction to Circuits) Polytechnic Systems
100% CSI 210 (Discrete Structures) Institute Engineering
CSI 213 (Data Structures) -
CEN 340/231 (Digital Systems) BS, St. Lawrence Electrical and
CEN 333 (Programming and Hwre/Swre Int.) Computer
CEN 350/CEN 371 (Signals and Systems) Engineering
CEN 400 (Operating Systems)
CEN 404 (Computer Organization)
CEN 431 (FPGA-Based Data Acquisition and Realtime
Systems)
CEN 440/CEN 490 (ECE Design Lab 1)
CEN 450/CEN 491 (ECE Design Lab 2)
WonNamgoong | 80% CEN 280/CEN 202 (Introduction to Circuits) PhD, Stanford Electrical Associate Department Head,
Professor and CEN 380/CEN 300 (Introduction to Electronics) University Engineering UT Dallas
Associate Dean CEN 420 (Introduction to VLSI) MS, Stanford Senior Scientist, Atheros
for Research CEN 421 (Digital ASIC Design) University Communications

(new hire,
starting Fall
2018)

CEN 422 (Integrated Circuit Devices)

BS, U.C. Berkeley

Co-Founder, WiWiCom


Appendix 1: Side-by-Side Comparison of current and revised programs

Current Program
General Program B.S. (combined major and minor sequence)
A minimum of 96 credits as follows:

Computer Engineering Core (37 credits):

I CEN 200 Programming for Engineers (4)

1 CEN 350 Signals and Systems (3)

I CEN 440 Design Lab | (3)

1 CEN 450 Design Lab II (6)

Computer Science (20 credits):

1 CEN/I CSI 210 Discrete Structures (4)

1 CEN/I CSI 213 Data Structures (3)

1 CEN/I CSI 333 Programming at the Hardware Software Interface (4)

Math and Science (33 credits):

ACHM 120/124 General Chemistry | with lab (4)
AMAT 112 Calculus | (4)

AMAT 113 Caleulus I! (4)

AMAT 214 Calculus of Several Variables (4)
AMAT 220 Linear Algebra (3)

AMAT 311 Ordinary Differential Equations (3)
AMAT 370 Probability and Statistics for Engineering and the
Sciences (3)

A PHY 140 or 142/145 Physics | with lab (4)

‘A PHY 150 or 152/155 Physics I! with lab (4)

13

Revised Program
General Program B.S. (combined major and minor sequence)
A minimum of 97 credits as follows:

Electrical and Computer Engineering Core (35 credits):

I CEN 200/I CEN 141 Programming for Engineers (4)

1 CEN 350/I CEN 371 Signals and Systems (3)

I CEN 440/I CEN 490 ECE Design Lab | (3)

1 CEN 450/I CEN 491 ECE Design Lab Il (3)

Computer Science (11 credits):

1 CEN/I CSI 210 Discrete Structures (4)

1 CEN/I CSI 213 Data Structures (3)

1 CEN/! CSI 333 Programming at the Hardware Software Interface (4)
Math and Science (33 credits):

ACHM 120/124 General Chemistry | with lab (4)

AMAT 112 Calculus | (4)

AMAT 113 Calculus II (4)

AMAT 214 Calculus of Several Variables (4)
AMAT 220 Linear Algebra (3)

AMAT 311 Ordinary Differential Equations (3)
AMAT 370 Probability and Statistics for Engineering and the
Sciences (3)

A PHY 140 or 142/145 Physics | with lab (4)

‘A PHY 150 or 152/155 Physics II with lab (4)


Appendix 2: Overlay of Current Computer Engineering Program on Electrical and Computer Engineering
Program

General Program B.S. (combined major and minor sequence)

ECE Electives (18 credits) Breadth: at least 1 (core) course from each of 3
A minimum of 97 credits as follows:

the areas. Depth: at least 3 courses from one area, at least 2 of which are
Electrical and Computer Engineering Core (35 credits): (core) courses
Area 1: Computers

ICS1 402 Systems Programming (core) (3)
ICSI 403 Alg. & Data Structures (core) (3)

ICS! 401 Numerical Methods for Digital Computers (3)
ICEN 431 FPGA-Based Data Acquisition and Real-Time Proc. (3)

ICSI 435 Introduction to Al (3)
ICS1 436 Machine Learning (3)

Computer Science (11 credits) ICSI 426 Cryptography (3)

Area 2: Electronics

Math and Science (36 credits):

ICEN 412 Antenna Engineering (3)
ICEN 401 Advanced Electronics (3)
ICEN 421 Digital ASIC Design (3)
Area 3: Signal Processing, Communications, and Control
ICEN 462 Digital Image Processing (core) (3)
ICEN 471 Communication Systems (core) (3)

ICEN 481 Linear Control Theory (core) (3)
ICEN 416 Computer Comm. Nets. (core) (3)
ICEN 472 Advanced Digital Communications (3)
ICEN 451 Robotics (3)

ICEN 473 Radiowave Prop. & Remote Sensing (3)
IECE 411 Antenna Engineering (3)

C5) Required in current Computer Engineering Program
3 Computer Engineering Electives (pick 2) in current Computer Engineering Program
GB New Requirements when moving to the revised (Electrical and Computer Engineering) Program

A student selecting Area 1: Computers in the revised program (Electrical and Computer Engineering) could
meet the degree requirements by taking all the required courses in the current program (Computer
Engineering) and replacing the Computer Engineering Electives with ECE 310 Engineering
Electromagnetics and one Area 2: Electronics elective. The change adds 1 credit hour to the program.

Appendix 3: Syllabi for new and significantly revised courses

ICEN 110 Introduction to Engineering

ICEN 111 Introduction to ECE

ICEN 141 Programming for Engineers

ICEN 280/ICEN 202 Introduction to Circuits

ICEN 231 Digital Systems

ICEN 380/ICEN 300 Introduction to Electronics

ICEN 310 Engineering Electromagnetics
ICEN 401 Advanced Electronic Circuits
ICEN 412 Antenna Engineering

ICEN 411 Microwave Engineering

ICEN 413 Electrical Energy Systems

ICEN 480/ICEN 420 Introduction to VLSI

ICEN 421 Digital ASIC Design

ICEN 422 Integrated Circuit Devices

ICEN 431 FPGA-based Data Acquisition and Real-Time Processing
ICEN 462 Digital Image Processing

ICEN 471 Communication Systems

ICEN 472 Advanced Digital Communications
ICEN 473 Radio Wave Propagation and Remote Sensing
ICEN 481 Linear Control Theory

ICEN 440/IECE 490 ECE Design Lab |

ICEN 450/ECE 491 ECE Design Lab Il

University at Albany / Electrical and Computer Engineering
Introduction to Engineering
CEN 110 Section xxxx
Credits: 2
Term/Year
Meeting Time: TBD
This course will meet 110 minutes/week

Location: TBD

Instructor Guy Cortesi
Instructor Title Professor of Practice, ECE
Office Location Li80

Office hours TBD
E-mail Address gcortesi@ albany.edu
TA’s / Peer Educators TBD
Prepared By Guy Cortesi

Textbooks:

Engineering Fundamentals: An Introduction to Engineering, 5th Edition Saeed Moaveni ISBN-13: 9781305084766
(2016)

COURSE DESCRIPTION / OVERVIEW:

An introduction to engineering, including problem solving and other skill sets essential for engineers. Using a
combination of assignments and classroom lectures and presentations, students will learn how to formulate,
articulate, and solve engineering problems, and how to present engineering work in written form. Students will learn
about the different disciplines within engineering and the multidisciplinary nature of modern engineering. Students
will gain a better understanding of how fundamental scientific principles relate to engineering.

PREREQUISITE/COREQUISITE:

AMAT 112 or AMAT 118 Calculus |

LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will:

Be able to articulate and understand what an engineer is and what an engineer does. They will also gain an
under of various i ing di such as electrical, , software, hanical, civil,
environmental, etc.

e Explore professional ethic issues
e Understand the design process—the basic methodology of problem solving
e Understand contemporary issues in engineering

e Be exposed to an introduction to the central topics of the engineering discipline and related interdisciplinary
fields.

e Gain an explicit rather than tacit understanding of the procedures, practices, methodology and fundamental
assumptions of the engineering discipline and its related interdisciplinary fields.

e Be exposed to multiple perspectives on the subject matter and field of engineering and its related
interdisciplinary fields. Use various analysis tools such as Excel and Matlab to solve engineering problems.

e Use various analysis tools such as Excel and Matlab to solve engineering problems.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the concepts and tools for engineering design
in a combination of team and individual assignments/labs/projects, tests, and a final project that includes research
and design, a written component, and an oral presentation.

Exams: Two exams will be given.

Assignments: Assignments are to be completed outside of class. They will be graded on a 10-point scale and will be
totaled together to account for 40% of the final grade.

Grading
A final grade will be determined as a weighted average of these scores using the following weights:

Exams (2) 30% (15 points each)
Assignments (6) 60% (10 points each)
Class Participation and Attendance: 10%
Total possible points = 100

Grading Scale

A: 100-95 points A-: 94-90 points

B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points

D: 69-60 points

E: 59 points and below
The instructor may choose to re-curve the distribution, in favor of students.

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed
based on the above formulas and are NOT negotiable. Per department policy, “..students may not submit additional
work or be re-examined for the purpose of improving their grades once the course has been completed and final
grades assigned.”

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 2-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology

(http://www.albany.edu/its/policies responsible _use_of IT.htm). Students will be expected to apply the policies

discussed in this document to all computing and electronic communications in the course.
Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.

Title IX

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:
http://www.albany.edu/titlelX/indexmain.php

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the
semester progresses. The final schedule and specific h/w and lab assignments and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will be
additional readings related to certain course topics.

Class | Day| Date Topic Readings Notes

PART 1— i ‘ing Intro

1 Intro to Course Chapter 1
Intro to Engineering — what is an engineer? Common
Traits of Good Engineers

2 Preparing for Engineering Careers, time management, Chapter 2
student and professional profiles

3 Intro to the Design Process — teaming, project Chapter 3 Assignment 1

management / scheduling, case studies Due
4 Engineering Communication - written and oral skills, Chapter 4

graphical communication, presenting
5 Engineering Ethics — engineering creed and codes Chapter 5 Assignment 2
Due
PART 2 — Engineering Fundamentals
6 Dimensions and Units in Engineering — significant Chapter 6
digits, unit conversion
7 Length Variables in Engineering — Radians, Strain, Chapter 7
Area, Volume
8 Time Variables in Engineering — Period and Chapter 8 Assignment 3
Frequency, Angular speed and acceleration, linear Due

9 Mass Variables in Engineering — flow rates, Chapter 9
momentum, kinetic energy, density, specific volume

19

10

Force Variables in Engineering — force, torque, work,
moment, energy, power pressure stress, elasticity,
ridigity

Chapter 10

Assignment
4 Due

11

Temperature Variables in Engineering — temperature
difference, heat transfer, thermal expansion, specific
heat

Chapter 11

12

Intro to Electric Circuits — charge and current density,
voltage, current, resistance,impedance

Chapter 12

Assignment 5
Due

13

Energy and Power - Work, Mechanical Energy, and
Thermal Energy. Conservation of Energy. Power.
Efficiency. Energy Sources, Generation, and
Consumption

Chapter 13

PART 3 — Resources for Engineering Design

14

15

Intro to Using Excel for Engineering Analysis

20

Chapter 14

Assignment 6
Due


University at Albany / Electrical and Computer Engineering
Introduction to ECE
CEN 111 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD

This course will meet 220 minutes/week

Location: TBD

Instructor Guy Cortesi
Instructor Title Professor of Practice, ECE
Office Location Li80

Office hours TBD
E-mail Address gcortesi@ albany.edu
TA’s / Peer Educators TBD
Prepared By Guy Cortesi

Textbook and Equipment (Required):

Introduction to Engineering Analysis, Kirk D. Hagen (Author), ISBN-13: 978-0133485080 ISBN-10: 0133485080 4"
Edition (2013)

Arduino Uno Kit - https://www.sparkfun.com/products/13930 (available from bookstore) OR
https://www.amazon.com/Elegoo-Project-Starter-Tutorial-
Arduino/dp/BO1DGD2GAO/ref=sr_1_2_sspa?ie=UTF8&qid=1508277643&sr=8-2-
spons&keywords=Arduino+basic&psc=1 (available from Amazon)

COURSE DESCRIPTION / OVERVIEW

An introduction to fundamental concepts, skills, and technologies in Electrical and Computer Engineering. Students
are introduced to modern engineering tools and logical and systematic ways to analyze and solve problems in
electrical and computer engineering.

PREREQUISITES

None

21

COREQUISITES

AMAT 112 or AMAT 118 Calculus |

LEARNING OBJECTIVES / OUTCOMES:

After completing the course, students will be able to:

e Work with binary numbers, matrices, and complex numbers

© Work with basic electronic circuits

e Use basic electrical and computer engineering tools, specifically MATLAB, SPICE, Overleaf (using the LaTeX
language), Excel, and Python.

e Acquire, analyze, plot and interpret data

e Understand the basics of simulation, modeling, and reporting the results

e Model engineering problems using computer software

e Be exposed to an introduction to the central topics of the Electrical and Computer Engineering design and
related interdisciplinary areas

e Gain an explicit rather than tacit understanding of the procedures, practices, methodology and fundamental
assumptions of the Computer Engineering design and related interdisciplinary areas.

e Be exposed to multiple perspectives on the subject matter and field of Electrical and Computer Engineering
design and related interdisciplinary areas

e Work in an active learning environment via labs and group and individual activities that enables them to be
producers as well as consumers of knowledge

e Be provided with opportunities for critical inquiry into the assumptions, goals, and methods of various
related fields of academic study; with an aim to develop the interpretive, analytic, and evaluative
competencies characteristic of critical thinking

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the circuit concepts in a combination of
quizzes, lab projects, and exams.

Exams: Two exams will be given.

Quizzes: ~10 (the number may change) pop quizzes will be given during the lectures and labs.

Lab Projects: ~10 (the number may change) lab projects will be completed instructions.

Grading

A final grade will be determined as a weighted average of these scores using the following weights:

Exams (2): 40% (20 points each)
Lab Projects (~10): 20% (total)

22

Quizzes (~10): 40% (total)
Total possible points = 100
Grading Scale

A: 100-95 points A-: 94-90 points

B+: 89-87 points B: 86-84 points B-: 83-80 points
C+: 79-77 points C: 76-74 points C-: 73-70 points
D+: 69-67 points D: 66-64 points D-: 63-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course.

Incomplete (I): A grade of incomplete will be given only when circumstances beyond the student's control cause a
substantial amount of course work to be unfinished by the end of the semester. Whenever possible, the student is
expected to make extra efforts to prevent this situation from occurring. The instructor will be the sole judge of
whether an incomplete is warranted. The scale is a template for the “minimum” final grade and the instructor may
modify the scale slightly based on the grade distribution in the class. Per department policy, “...students may not
submit additional work or be re-examined for the purpose of improving their grades once the course has been
completed and final grades assigned.”

Fail with no attendance (Z): Students are expected to attend every class and to arrive on time. A grade of “Z” will be
given to students who fail to attend a substantial portion of the lectures, exams, and/or labs and/or fail to submit
homework continuously.

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Although attendance won’t be taken during
lectures and labs, MISSING POP QUIZZES and LAB PROJECTS may lower your grade. Computers may be used during
class for note taking as long as the use is not disruptive or distracting. Also see

http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies
discussed in this document to all electronic communications in the course.

23

Students with Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the
bottom of the document at the following website: http://www.albany.edu/disability/docs/RA P.doc. This website can
be reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Title IX

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:

http://www. albany.edu/titleIX /indexmain.php

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing
themselves with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching,
modeling and upholding them. Anything less undermines the worth and value of our intellectual work, and the
reputation and credibility of the University at Albany degree. Read the Standards of Academic Integrity and policies
in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards described in this document will be
applied in this course relating to academic honesty and overall regulations.

Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work.
While you may discuss a problem with another student, the work you submit must be your own. Any student who
submits copied work or any student that provides work for copying will earn a zero grade for that assignment. If
there is more than one copying incident, the student will be graded an F for the class. As per college policy, cheating
activity will be reported to the college administration.

COURSE OUTLINE AND READINGS:

The following schedule of lecture/lab topics is preliminary and may be changed as the semester progresses. The
final schedule will be provided on Blackboard. Students are expected to have read the listed material before it is
covered in class.

24

Topic

Readings

Notes

1 Intro to Course, Dimensions and Units, Binary Chapter 1, 2
numbers, Matrices, and Complex Numbers
Lab1
2 Dimensions and Units, Binary numbers, Matrices, and Chapter 3
Complex Numbers
Lab 2
3 Introduction —- MATLAB, MATLAB Programming
Lab 3
4 MATLAB Plotting — Simple Engineering Problems
Lab 4
5 Introduction to Overleaf and LaTeX, Overleaf, MATLAB}
and Excel: Measuring, Reporting, and Presenting
Lab 5
6 Basic Electrical Circuits and Systems Chapter 5
Lab 6
7 Introduction to SPICE for Circuit Simulation
Lab 7
8 SPICE — Netlists, Plotting Circuit Simulations Chapter 9
Lab 8
9 Merging Simulation Results of SPICE, MATLAB;
Reporting Circuit Simulation Results Using LaTex
Lab 9
10 Introduction to the Arduino
Lab 10
11 Programming and Interfacing with the Arduino
Lab 11
12 Introduction to Data Acquisition & Storage, Intro to Chapter 10
Python
Lab 12
13

Programming, Plotting & Crunching in Python

Lab 13


14 Combining MATLAB, Python, Data Reporting using
LaTeX (Overleaf)

Lab 14

Data Reporting using LaTeX (Overleaf), Final Project
Discussions, Test 2 Discussions

15 Final Project Demos (Group 1) Final Projects GitHub
Documentation Due

* Class Schedule may slightly change according to university holidays

26

University at Albany / Electrical and Computer Engineering
Programming for Engineers
CEN 200/CEN 141 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week for lecture and 3 hours/week for lab

Location: TBD

Instructor Dola Saha
Instructor Title Assistant Professor, ECE
Office Location LI 089B

Office hours TBD
E-mail Address dsaha@albany.edu
TA’s / Peer Educators TBD
Prepared By Dola Saha

Textbooks (required):
C How to Program, 8th Edition, Paul Deitel & Harvey Deitel, ©2016 Pearson, ISBN-10: 0133976890, ISBN-13: 978-
0133976892

Textbooks (reference — not required):
1. "The C Programming Language", Brian W. Kernighan and Dennis Ritchie, Pearson
2. "Problem Solving and Program Design in C", Jeri R. Hanly and Elliot B. Koffman, Pearson

COURSE DESCRIPTION / OVERVIEW:

This is an introductory course in C programming language, which covers structured programming, data types, arrays,
multi-dimensional arrays, functions, recursions, pointers, strings, structures and unions, bit manipulation, file
processing, preprocessor, command line arguments and handling multiple source and header files. Students cannot
get credit for more than one of the following: CEN 141, CEN/CSI 201 and CEN 200.

PREREQUISITES

Pre-requisite: A grade of C or better in both CEN 111 Introduction to ECE and AMAT 112 or AMAT 118 Calculus I.
27

COREQUISITES
none
LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:
e Demonstrate basic proficiency in the C programming language.
e Formulate algorithms to solve basic computational problems.
e Construct larger programs by identifying and solving sub-problems.
e Apply basic concepts of software engineering.
e Apply pointers, arrays, and structures correctly.
e Apply dynamic memory allocation correctly.
Apply basic I/O operations to read and write data files.
e Understand the basic concepts of algorithmic complexity.

e Apply basic architectural concepts to program design.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:
Assignments:

No late assignments will be accepted. All assignments are due by 11:59PM on the due date (unless otherwise
specified). Any re-grading requests will be considered up to 5 business days after posting the grades for the
corresponding assignment. No re-grading requests will be entertained after the 5-day period has passed.

Programming Projects:

There will be multiple short assignments and lab programming assignments. The assignments and labs are not very
hard to complete, but they do need some time, especially when this is your first time programming.

Exams:

There will be three exams, two mid-terms and one final. Two mid-terms will be short and conducted in class. So you
have to attend those classes to get points for the exams. If you have any conflict that you cannot attend the two mid-
terms, contact the supervisor at least one week in advance so it can be arranged at another time.

Grading:
A final grade will be determined as a sum of the following:

Attendance: 5%
Lab assignments: 15%
Homework assignments: 20%

28

Midterm1: 20%, Midterm 2: 20% Final Exam: 20%

Grading Scale:

Final letter grades will be based on your score computed as above, with the professor reserving the right to re-
distribute the grade in favor of students. The cutoffs will be determined by the quality of fundamental content the
scores represent, so there is no predetermined percentage A's, B's, C's, etc.

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points

D: 69-60 points
E: 59 points and below

Policy on | Grades:

Students must complete all requirements in order to pass the course. The instructor will be the sole judge of whether
an incomplete is warranted. Specifically, a grade of | will only be given for genuine extenuating circumstances that are
beyond your control after the midterm point. Both of the following conditions must be met:

1. Your work must be in good standing (two weeks before the last day to drop course with “W” grade — 2/2),
defined as follows: You must have an average score of at least 50% on the programming assignments and at
least 50% on the everything else due up to that point.

2. Your midterm grade must also be equivalent to at least a C. Therefore, if you miss the midterm or have
performed poorly on exams, assignments, etc., you are not eligible for an | grade. Your choices are to work
smartly and hard to catch up, get a poor or failing grade, or drop the course by the drop date.

Written documentation must, upon request, be supplied about the extenuating circumstance either by you or by the
University administration. The Vice-Provost for Undergraduate Studies and her assistants are there to assist you and
will write letters to your professors that request appropriate accommodations. Under no circumstances will the
condition for completing an | grade be repeating the entire course without a new registration. §

Policy on Final Grades:

Final grades are computed based on the above formulas and are NOT negotiable. Per department policy, “...students
may not submit additional work or be re-examined for the purpose of improving their grades once the course has
been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Although attendance won't be taken during lectures
and labs, MISSING POP QUIZZES and LAB PROJECTS may lower your grade. Computers may be used during class for
note taking as long as the use is not disruptive or distracting.

Also see http://www.albany.edu/health_center/medicalexcuse.shtml.
Email:

When sending the professor an email you must use proper business etiquette. Do not expect us to respond to emails
that do not have the name of the person and class info from the person who sent it. We also choose to not respond

29

to emails that are not written properly. Re-read what you write before you hit send. The subject line of the email
should contain the class number, i.e. containing [140] in your subject.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Title IX

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:
http://www.albany.edu/titlelX/indexmain.php

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

CAUTION AND A STRONG WORD OF WARNING!!!! Plagiarism and other acts of academic dishonesty will be punished.
Students are expected to submit original work. While you may discuss a problem with another student, the work you
submit must be your own. Any student who submits copied work from the Internet or from another student or any
student that provides work for copying will earn a zero grade for that assignment. If there is more than one copying
incident, the student will be graded an E for the class. As per college policy, cheating activity, including cheating in
exams, quizzes, projects, etc, WILL be written up in a Violation of Academic Integrity Report (VAIR) reported to the
college administration, which includes the Computer Science Chair, the College of Engineering and Applied Sciences
Dean, and the Vice Provost of Undergraduate Studies. This will become a part of your permanent record. Multiple
incidents will result in being expelled from the college.

30

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the
semester progresses. The final schedule and specific h/w and lab assignments and materials will be provided in
course website. Students are expected to have read the listed material before it is covered in class.

Day Date Topics Reading Notes
1 Introduction

2 Simple Arithmetic & Memory

3 Memory Concepts

4 Algorithm, Flowchart, Pseudocode
5 Control Structure

6 Program Control, Iteration

7 Switch Case, Logical Operators
8 Functions

9 Recursions

10 Midterm 1

11 Arrays, Multidimensional Arrays
12 Searching, Sorting

13 Pointers

14 Array of Pointers

15 Characters & Strings

16 Formatted Input/Output

17 Structures & Unions

18 Bit Manipulation, Enumeration
19 Midterm 2

20 File Processing

21 Dynamic Memory Allocation

22 Header File

23 Makefile

24 Debug

25 Data Structure

31

26

Object Oriented Programming

27

Review session

Final Examination

32


University at Albany / Electrical and Computer Engineering
Introduction to Circuits
CEN 280/CEN 202 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week for lecture and 3 hours/week for lab

Location: TBD

Instructor Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location LIO91A

Office hours TBD
E-mail Address maksoy@albany.edu
TA’s / Peer Educators TBD
Prepared By Mustafa Aksoy

Textbooks (required):

The Analysis and Design of Linear Circuits, 7th Edition
Roland E. Thomas, Albert J. Rosa, and Gregory J. Toussaint
ISBN: 978-1-118-06558-7

Other textbooks can be used as additional references.

COURSE DESCRIPTION / OVERVIEW:

Review of basic circuits, voltage and current division, and Thevenin and Norton equivalent circuits. Analysis of circuits
using the matrix formulation of Kirchhoff’s Current and Voltage Laws. Operational Amplifiers. Study of circuits with
capacitors and inductors using linear differential equations. Sinusoidal steady state response of basic circuits, phasor
circuit analysis, and frequency dependence. Passive filter design and analysis. Laplace Transform and s-domain circuit
analysis. This course includes a laboratory.

PREREQUISITES

PHY 150, 151, or 152 Physics 2

33

COREQUISITES
MAT 311 Ordinary Differential Equations and either MAT 220 or 222 Linear Algebra
LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:

Formulate basic linear circuits; and exploit linearity in them via superposition and Thevenin & Norton equivalent
circuits.

e Analyze linear circuits by solving the matrix formulation of Kirchhoff’s Current and Voltage Laws.

e Perform time-domain analysis techniques for first and second order circuits by solving linear differential
equations; and identify various components of solutions.

e Perform sinusoidal steady state analysis of circuits in frequency domain using phasor transformation.
e Design and analyze passive filters which consist of resistors, capacitors, and inductors.
e Apply Laplace transform to linear circuits, and analyze them in s-domain.

e Gain hands-on circuit experience through the lab sessions, and apply it to solve real engineering problems.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the circuit concepts in a combination of quizzes,
lab projects, and exams.

Exams: Two exams will be given — a mid-term and a final exam.
Quizzes: ~10 (the number may change) pop quizzes will be given during the lectures and labs.
Lab Projects: ~10 (the number may change) lab projects will be completed instructions.

Grading

A final grade will be determined as a weighted average of these scores using the following weights:
Exams (2): 40% (20 points each)

Lab Projects (~10): 20% (total)

Quizzes (~10): 40% (total)

Total possible points = 100

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points

D: 69-60 points
34

E: 59 points and below
The instructor may choose to re-curve the distribution, in favor of students.

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed
based on the above formulas and are NOT negotiable. Per department policy, “...students may not submit additional
work or be re-examined for the purpose of improving their grades once the course has been completed and final
grades assigned.”

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Although attendance won't be taken during lectures
and labs, MISSING POP QUIZZES and LAB PROJECTS may lower your grade. Computers may be used during class for
note taking as long as the use is not disruptive or distracting.

Also see http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of IT.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Title IX

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
35

its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:
http://www.albany.edu/titlelX/indexmain.php

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

The following schedule of lecture/lab topics is preliminary and may be changed as the semester progresses. The
final schedule will be provided on Blackboard. Students are expected to have read the listed material before it is
covered in class.

Week/Lab | Day | Date | Topic Readings

Course Introduction

Week 1 Chapter 1-2

Voltage, Current, Resistor, Ohm’s Law, Kirchhoff’s Current and

Voltage Laws, Norton and Thevenin Equivalent Circuits

pwr |] Node-Voltage Analysis, Mesh-Current Analysis, Linearity Properties Chapter 3
pws |] Node-Voltage Analysis, Mesh-Current Analysis, Linearity Properties Chapter 3

Active Circuits, Operational Amplifiers, OP AMP Circuit Analysis and

7] Chapter 4
Design

Signal Waveforms: Step, Exponential, Sinusoidal and Composite
Week 5 Chapter 5
Waveforms

36

Lab 5

Lab 5 - Complex Numbers Tutorial

Capacitors, Inductors, First Order (RC and RL) Circuits and their time

Week 6 Chapter 6-7
responses
Lab 6 Lab 6 — Time Response Analysis of RL and RC Circuits
First Order (RC and RL) and Second Order (RLC) Circuits and their time
Week 7 Chapter 7
responses
Lab 7 Lab 7 — Time Response Analysis of an RLC Circuit
Week 8 Midterm Exam, Midterm Exam Solutions
Lab 8 Lab 8—Course Review
Sinusoidal Steady-State Response of Circuits: Phasors and Circuit
Week 9 oo Chapter 8
Analysis with Phasors
Lab9 Lab 9 — Steady State Analysis of an RLC Circuit
Frequency Response of First and Second Order Circuits, Bode
Week 10 . Chapter 12
Diagrams
Lab 10 Lab 10 - Frequency Response Analysis of an RLC Circuit
Passive Filters: Low Pass, High Pass, and Band Pass Filter Design and
Week 11 . Chapter 12
Analysis
Lab 11 Lab 11 — Design and Analysis of a Low Pass Filter
Passive Filters: Low Pass, High Pass, and Band Pass Filter Design and
Week 12 . Chapter 12
Analysis
Lab 12 Lab 12 — Design and Analysis of a High Pass Filter
Week 13 Laplace Transforms, Properties and Pairs Chapter 9
Lab 13 Lab 13 — Design and Analysis of a Band Pass Filter
Week 14 Circuit Analysis in s-domain Chapter 10
Lab 14 Lab 14 — Review, Preparation for the Final Exam
. Chapter 11
Week 15 Networks and Network Functions d
ani

37


Chapter 17

* See Final exam schedule at the university website

* Class Schedule may slightly change according to university holidays

38

University at Albany / Electrical and Computer Engineering
Digital Systems
CEN 340/CEN 231 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week for lecture and 3 hours/week for lab

Location: TBD

Instructor James Moulic
Instructor Title Professor, ECE
Office Location Draper 112

Office hours TBD
E-mail Address jmoulic@albany.edu
TA’s / Peer Educators TBD
Prepared By James Moulic

Textbooks (required):

Digital Fundamentals, 11th Edition
Thomas L. Floyd
Pearson, 2015. ISBN-13: 978-0132737968

COURSE DESCRIPTION / OVERVIEW:

An introduction to digital logic hardware used in modern computing systems. Boolean algebra, number systems,
digital arithmetic, basic logic gates, combinational logic circuits, complex logic building blocks, including
multiplexers, decoders and flip-flops, registers and memory arrays. Methods and techniques for the analysis,
design and synthesis of combinational logic, sequential logic and memory circuits. An introduction to, and “hands-
on” experience with, state-of-the-art electronic design automation (EDA) software tools, and hardware description
languages (HDL) such as VHDL for practical applications of digital logic designs and implementations using field
programmable logic arrays (FPGAs).

PREREQUISITE/COREQUISITE:
CSI/CEN 210 Discrete Structures and C or better in both CEN 111 Introduction to ECE and CEN 141/CEN 200
Programming for Engineers

39

LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:

e Analyze a given combinational or sequential circuit, producing an appropriate truth table or state table and
state diagrams.

e Create appropriate state table and state diagrams to satisfy all system specifications.
e Design combinational and sequential circuits to satisfy functional specifications of moderate complexity.

e Use state-of-the art EDA (electronic design automation) computer tools to design, simulate digital logic
designs.

e Implement, test, and debug prototype digital systems using standard laboratory equipment, discrete logic
chips and integrated logic field-programmable logic array(FPGA) boards

e Predict the timing behavior of combinational and sequential systems.
e Use accepted standards to document sequential logic designs.

e Articulate the benefits and uses of the various design technologies for realizing digital systems.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the concepts and tools for engineering design
in a combination of team and individual assignments/labs/projects, tests, and a final project that includes research
and design, a written component, and an oral presentation.

Exams: There will be 2 examinations in this course; one midterm and a final. Each is a closed-book exam. You may
bring a calculator. No access to any material online, or in an electronic device, is permitted. The final will be
comprehensive covering material from the entire course.

Grading
A final grade will be determined as a weighted average of these scores using the following weights:

Class Participation: 10%
Homework (5 assignments): 25%
Midterm Exam: 25%

Final Exam: 40%

Total possible points = 100

Grading Scale

A: 100-92 points A-: 91-88 points
B+: 87-85 points B: 84-80 points B-: 79-75 points
C+: 74-70 points C: 69-65 points, C-: 64-60 points
D+: 59-56 points D: 56-53 points D-: 52-50
E: 49 points and below
40

The instructor may choose to re-curve the distribution, in favor of students.

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed
based on the above formulas and are NOT negotiable. Per department policy, “...students may not submit additional
work or be re-examined for the purpose of improving their grades once the course has been completed and final
grades assigned.”

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 2-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning

community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering

41

its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:

http://www. albany.edu/titleIX /indexmain.php
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the
semester progresses. The final schedule and specific h/w and lab assignments and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will be
additional readings related to certain course topics.

1 Introduction & Course Overview

2 Number Systems, Operations and Chapter 1, 2,and 3

Codes. Basic Logic Gates

3 [Boolean Algebra and Logic Optimization

Techniques :
2 Chapter 4

4 Boolean Algebra postulate , theorems
and identities

3 Combinatorial Logic Analysis: Karnaugh

Mabe Chapter 5
6 Maps

7 Combinatorial Logic Analysis

Continued Chapters

4 Combinatorial Logic Functions:

Half adders, full adders, ripple adders, Chapter 6

subtractors using twos

5 8 Combinatorial Logic Functions,

Continued: Chapter 6

42

comparators, decoders, multiplexors,
parity generators

Synchronous, Sequential Logic Circuits:

Clocked logic, storage elements, flip
flops, and latches

Chapter 7

10

Synchronous, Sequential Logic Circuits,

11

continued:

Sequential logic analysis and synthesis
and finite state machines

Chapter 7

12

13

Synchronous, Sequential Logic Circuits,
continued:

Counters: up-down , synchronous
counters

Chapter 7, Chapter 9

14

Review: Midterm Exam

15

Midterm Exam

16

Memory and Storage for Digital
Computers :

Memory hierarchy, registers, cache,
main memory, DRAM, mass storage
HDDs, SSDs

Memory addressing, read write controls
for memory

Chapter 11

7

Split memory addressing for large
memory arrays

Chapter 10

18

Programmable Logic Devices:
FPGA technology and operation
Hardware Description Languages

19

Introduction to the VHDL

Chapter 10

20

Programmable Logic Devices
Continued:

21

Boolean expressions in VHDL
Combinatorial logic design using VHDL

Chapter 10

22

Introduction and Use of FPGA design

23

tools: Xilinx Vivado

Chapter 10

43


Design and implementation of
[combinatorial logic designs using VDHL|
and FPGAs

24

25

Design and implementation of
combinatorial logic designs using VDHL|
and FPGAs, Continued

Chapter 10

26

27

Design and implementation of
sequential logic designs using VHDL
and FPGAs

Chapter 10

28

Design and implementation of
sequential logic designs using VHDL
and FPGAs, Continued

Chapter 10

29

Final Exam Review

Final Exam:

44


University at Albany / Electrical and Computer Engineering
Introduction to Electronics
CEN 380/CEN 300 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week for lecture and 3 hours/week for lab

Location: TBD

Instructor Tolga Soyata
Instructor Title Associate Professor, ECE
Office Location RI 396

Office hours TBD
E-mail Address tsoyata@albany.edu
TA’s / Peer Educators TBD
Prepared By Tolga Soyata

Textbooks (required):

Microelectronic Circuits, 7" edition, Adel S. Sedra and Kenneth C. Smith, Oxford University Press, ISBN-13: 978-
0199339136, 2014.

COURSE DESCRIPTION / OVERVIEW:

Basic electronic and physical properties of semiconductors materials. Functional characteristics and electronic
models of Silicon semiconductor diodes and transistors (field effect transistors and bipolar junction transistors). DC
biasing, and static current-voltage (I-V) and transient behavior of transistors, and transistor circuits. Analog circuit
applications of transistor such as single stage and multi-stage amplifiers, op-amps. Frequency response and
feedback characteristics of transistor circuits. Digital circuit applications of single and multi-stage transistor circuits.
Introduction and use of computer aided circuit design and simulation tools and techniques. Hands-on lab
experimentation constructing circuits to test and measure functional and performance characteristics.

PREREQUISITES:

CEN 280 Introduction to Circuits or CEN 202 Introduction to Circuits

45

COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:
e Explain the operating principles of diode, bipolar and MOS transistors
e Analyze and design operating point bias circuits for diodes and transistors
e Determine small signal models of bipolar and MOS transistors
e Analyze and design diode and single transistor circuits
e Perform dc & small signal analyses & design of bipolar/CMOS amplifiers
e Analyze and design of multiple transistor circuits, and operational amplifiers

e Use feedback to control the frequency response of a transistor amplifier.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the circuit concepts in a combination of quizzes,
lab projects, and exams.

Exams: 3 written exams will test the knowledge of the student through the semester. 2 of them are during the lab
time and one (final exam) is at a time assigned by the registrar.

Labs: 5 hands-on laboratory sessions will be assigned and will be conducted in the lab. They will be graded on a 5-
point scale and will be totaled together to account for 25% of the final grade. Graded labs are shown as QUIZ below.

Practice Sessions: 5 practice sessions will be conducted in the lab, during the lab time. They are not graded. They
serve the purpose of helping students prepare for the graded labs (quizzes). They are shown in the calendar as LAB.

Homework: There will be three individual and one group homework.

Grading

A final grade will be determined as the sum of these scores using the following grades:
Exams (total 3): 39% total (13 points each exam)

Homework (total 4): 36% total (9 points each homework; three individual and one group)
Labs (estimate 5 labs) : 25% (5 points each lab).

Total possible points = 100

Grading Scale
A: 100-95 points A-: 94-90 points

46

B+: 89-87 points B: 86-84 points B-: 83-80 points

C+: 79-77 points C: 76-74 points C-: 73-70 points

D+: 69-67 points D: 66-64 points D-: 63-60 points

E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed
based on the above formulas and are NOT negotiable. Per department policy, “...students may not submit additional
work or be re-examined for the purpose of improving their grades once the course has been completed and final
grades assigned.”

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 2-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.

Title IX

47

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:

http://www.albany.edu/titlelX/indexmain.php
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

The following schedule of lecture/lab topics is preliminary and may be changed as the semester progresses. The final
schedule will be provided on Blackboard. Students are expected to have read the listed material before it is covered
in class.

Week Topic Notes

Int, 1 Intro, review of the early material

Laplace transform, impedance

2 Opamp Chapter 2

Diodes: circuit model

3 Zener, Schottky diodes Chapter 3

4 Diode bridges, rectification, regulation
5 Bipolar Junction Transistor: circuit model Chapter 4
6 NMOS, PMOS: circuit model Chapter 5
7-8 Differential multi-stage amplifier Chapter 6
9-10 Frequency response Chapter 7
11-12 Feedback Chapter 8

48

| 13-14 | Output stages and power amplifiers | Chapter 9 |
Spring 2018 Schedule
MON TUE-THU | FRI

JAN26 INTRODUCTION

JAN29 LECTURE1 FEB2 LAB1
FEBS LECTURE2 FEBS LAB2
FEB12 LECTURE3 FEB16 Quizi
FEB19 LECTURES FEB23 LAB3
FEB26 LECTURES MAR2 Quizz
MARS LECTURE6 MARS EXAM1
MAR12-MAR18 SPRING BREAK
MAR19 LECTURE? MAR23 Quiz3
MAR26 LECTURES MAR30. NO LAB (PASSOVER)
APR2 LECTURES APR6 LAB4
APRS LECTURE10 APR13. Quiza
APRI6 LECTURE11 ‘APR20 EXAM2
APR23 LECTURE12 APR27 LABS
APR30 LECTURE13 MAY4 Quizs
MAY7 LECTURE14
[Mayi4_“FINALEXAM
LECTURE: General lecture during lecture time
LAB: Practice lab sessions during lab time. Either hands-on or just theoretical

: Labs that are graded (during lab time).
: Graded written exams (during lab time).

NO CLASS: Holidays that are assigned by the school.

49


University at Albany / Electrical and Computer Engineering
Engineering Electromagnetics
CEN 310 Section xxxx
Credits: 4
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week for lecture and 3 hours/week for lab

Location: TBD

Instructor Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location LIO91A

Office hours TBD
E-mail Address maskoy@albany.edu
TA’s / Peer Educators TBD
Prepared By Mustafa Aksoy

Textbooks (required):

D. K. Cheng, Fundamentals of Engineering Electromagnetics, Addison Wesley, New York, 1993
Other textbooks can be used as additional references.

COURSE DESCRIPTION / OVERVIEW:

Review of Maxwell's equations and time harmonic electric and magnetic fields. Plane waves in lossless and lossy
media, group velocity, Poynting vector, and flow of Electromagnetic power. Normal and oblique incidence of plane
waves at plane boundaries. Transmission lines, the Smith Chart, and impedance matching. Waveguides. Introduction
to antennas and antenna arrays.

PREREQUISITES:
CEN 280 Introduction to Circuits or CEN 202 Introduction to Circuits
COREQUISITES:

None

50

LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:

.

Construct a mathematical model of one-dimensional wave propagation and implement it in both lossless and
lossy media.

Identify electromagnetic boundary conditions; and understand reflection, transmission, and refraction
phenomena at the interface between two dissimilar media.

Formulate and implement wave propagation in transmission lines of different structures (parallel plate, two
wire, coaxial etc.), identify the electrical properties of transmission lines, and perform impedance matching
on transmission lines.

Use the Smith Chart to analyze transmission lines

Formulate and implement wave propagation in waveguides of different structures (rectangular, circular etc.),
and identify the electrical properties of waveguides.

Tell how antennas radiate, define basic antenna parameters (gain, directivity, beamwidth etc.), and compute
radiation patterns of simple antennas and antenna arrays.

Gain hands-on and computational experience to solve electromagnetic problems through the lab sessions,
and apply it to solve real engineering challenges.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance is
essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the circuit concepts in a combination of quizzes,
lab projects, and exams.

Exams: Two exams will be given — a mid-term and a final exam.
Quizzes: ~10 (the number may change) pop quizzes will be given during the lectures and labs.
Lab Projects: ~10 (the number may change) lab projects will be completed instructions.

Grading

A final grade will be determined as a weighted average of these scores using the following weights:
Exams (2): 40% (20 points each)

Lab Projects (~10): 20% (total)

Quizzes (~10): 40% (total)

Total possible points = 100

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points

51

D: 69-60 points
E: 59 points and below

The instructor may choose to re-curve the distribution, in favor of students.

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed
based on the above formulas and are NOT negotiable. Per department policy, “...students may not submit additional
work or be re-examined for the purpose of improving their grades once the course has been completed and final
grades assigned.”

Timely Assessment

Patterns of testing, assignments, and examinations vary widely across departments and courses. It is important,
however, that students in all courses be provided with assessment of their progress in a timely way. Students will
receive some formal assessment of their progress well before the last date to withdraw from a course.

Student Conduct

Student and staff/faculty interactions in the class room and other on-campus environments are expected to be
professional and cordial. Disruptive behavior in the class room may be treated by the instructor as a violation of the
U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 2-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use _of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.

Title IX

52

The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning
community, it must continue to foster an environment free from gender inequality and sexual violence. In furthering
its commitment to that cause, the University has appointed a full time administrator to ensure our realization of this
important agenda. Further information can be found at the following U Albany url:

http://www.albany.edu/titlelX/indexmain.php
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture/lab topics is preliminary and may be changed as the semester progresses. The final
schedule will be provided on Blackboard. Students are expected to have read the listed material before it is covered
in class.

het Day | Date Topic Readings
Week 1 Review of Maxwell’s Equations and Time Harmonic Electric and Chapter 6
Magnetic Fields

Plane Electromagnetic Waves in Lossless and Lossy Media, Group
| wee |] | Velocity, Flow of Electromagnetic Power and the Poynting Vector Chapter 7
Normal and Oblique Incidence of Plane Waves at Plane
Week 3 qu : Chapter 7
Boundaries

Transmission Lines: The Circuit Model and Transmission Line
Parameters

Chapter 8

Week 5 Wave Characteristics of Infinite Transmission Lines Chapter 8

53

Lab5

Lab 5 - MATLAB Project: Transmission Line Simulator II

Week 6 Wave Characteristics of Finite Transmission Lines Chapter 8
Lab6 Lab 6 - MATLAB Project: Transmission Line Simulator III

Week 7 The Smith Chart and Transmission Line Impedance Matching Chapter 8
Lab7 Lab 7 — Demonstration with Real Transmission Lines

Week 8 Midterm Exam, Midterm Exam Solutions
Lab 8 Lab 8- Course Review

General Wave Behaviors along Uniform Guiding Structures:
Week 9 Transverse Electromagnetic, Transverse Electric and Transverse | Chapter 9
Magnetic Waves

Lab 9 Lab 9 — MATLAB Project: Waveguide Simulator |

Week 10 Rectangular Waveguides Chapter 9
Lab 10 Lab 10 - MATLAB Project: Waveguide Simulator II

Week 11 Other Waveguide Types Chapter 9
Lab 11 Lab 11 - Demonstration with Real Waveguides

Week 12 The Elemental Electric Dipole and Basic Antenna Parameters | Chapter 10
Lab 12 Lab 12 — Demonstration with Real Antennas

Week 13 Thin Linear Antennas Chapter 10
Lab 13 Lab 13 — MATLAB Project: Simple Antenna Simulator

Week 14 Antenna Arrays Chapter 10
Lab 14 Lab 14 — Review, Preparation for the Final Exam

Final — XX.XX am/pm*

* See Final exam schedule at the university website

* Class Schedule may slightly change according to university holidays

54


University at Albany / Electrical and Computer Engineering
Advanced Electronic Circuits
CEN 401 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Gary J. Saulnier
Instructor Title Professor, ECE
Office Location Li84A

Office hours TBD
E-mail Address gsaulnier@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

Textbooks:

Design with Operational Amplifiers and Analog Integrated Circuits, 4th Edition by Sergio Franco

COURSE DESCRIPTION / OVERVIEW:

Linear and non-linear applications of operational amplifiers, with an emphasis on circuit design. Non-ideal operational
amplifier behavior, including both static and dynamic characteristics. Amplifier stability and frequency compensation
techniques. Operational amplifier based oscillators. Circuit noise.

PREREQUISITES:

CEN 380 Introduction to Digital Circuits or CEN 300 Introduction to Electronics

COREQUISITES:
None

LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:
55

Analyze and design linear op amp circuits

e Determine the error introduced by non-ideal op amp characteristics
e Determine the noise at the output of a circuit containing op amps
e Apply frequency compensation to stabilize op amp circuits

e Analyze and design non-linear op amp circuits

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained.

ASSESSMENT AND POLICIES:

Exams: Three exams will be given.

Projects / Assignments: Weekly homework will be assigned based on the material covered during previous week.
Grading

A final grade will be determined as a weighted average of these scores using the following weights:

e Homework - 15% (lowest grade dropped)

e Exams - 75% (25% each)

e Attendance - 10%
Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 1-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage
56

http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

Classes Topic Readings Notes
1-4 Ch 1: Op Amp Fundamentals Chapter 1
5-7 Ch 2: Circuits with Resistive Feedback Chapter 2
8-9 Ch 5: Static Op Amp Limitations Ch5:5.1-5.4
10 Exam 1:Ch1&Ch2
11-12 Ch 5: Static Op Amp Limitations (continued) | Ch :,5.5-5.8
13-15 Ch 6: Dynamic Op Amp Limitations Ch 6: 6.1-6.4
16-17 Ch 7: Noise Ch7:7.1-7.4
18-19 Ch 8: Stability Ch 8: 8.1-8.2
20 Exam 2: Ch 5, Ch 6, & Ch7
21-22 Ch 8: Stability (continued) Ch 8: 8.4, 8.5
23-25 : -!
Ch 9: Nonlinear Circuits Sooo. aati
26-28 Ch 10: Oscillators
Exam 3: Ch 8, Ch 9, & Ch 10

57


University at Albany / Electrical and Computer Engineering
Microwave Engineering
CEN 411
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

Office hours TBD
E-mail Address maksoy@albany.edu
TA’s / Peer Educators TBD
Prepared By Mustafa Aksoy

Textbook (representative):
Microwave Engineering, 4" Edition, David Pozar, Wiley
COURSE DESCRIPTION / OVERVIEW

An introduction to radio frequency and microwave analysis and design. Transmission lines and waveguides,
network characterization and analysis, impedance matching and tuning. Passive microwave devices such as power
dividers, couplers, resonators, filters, and ferrimagnetic components. An introduction to active devices.

PREREQUISITES

CEN 310 Engineering Electromagnetics and either CEN 380 Introduction to Digital Circuits or CEN 300 Introduction to
Electronics

COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
58

At the completion of the course students will:

e be given a comprehensive introduction to microwave circuit design which provides practical design
theories for the design and synthesis of passive microwave circuits.

e be able to use CAD tools to verify the microwave circuits designed, account for real world implementation
effects, and optimize the microwave circuits designed.

e be exposed to the measurements of microwave circuits using a network analyzer

e be involved in a team oriented design project where they design, fabricate, and test a microwave circuit
and present their results to the class.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance and
participation is essential and required.

ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed with quizzes, exams and a design project.

Exams: There will a mid-term exam and a final exam.
Quizzes: Five quizzes will be given throughout the semester.

Design Project: Each student will design, fabricate (fabrication will be handled by the department) and test a passive
microwave device of their choice and present their efforts to the class.

Grading

A final grade will be determined as a weighted average of the exam and quiz scores using the following weights:
Quizzes: 25% (Five quizzes, each counts 5%)

Mid-term Exam: 25%

Final Exam: 30%

Design Project: 20%

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 86-84 points B-: 83-80 points
C+: 79-77 points C: 76-73 points C-: 72-70 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for the
“minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the class.
Per department policy, “...students may not submit additional work or be re-examined for the purpose of improving
their grades once the course has been completed and final grades assigned.”

59

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. However, attendance will not be included in the
grading, because it will be implicitly factored into the student grade. Computers may be used during class for note
taking as long as the use is not disruptive or distracting. Also see

http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students with Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations. html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the semester
progresses. The final schedule and specific assignments will be provided on Blackboard. Students are expected to
have read the listed material in the textbook before it is covered in class.

Readings Notes

1-2 Maxwell’s Equations and Boundary Conditions

3 Complex Poynting Vector, Real and Reactive Power, Potentials

60


4-5 Lumped-Element Circuit Model for Transmission Lines
6-8 Field Analysis of Transmission Lines
9 The Smith Chart

10-13 TEM, TE and TM Waves
14-15 Parallel Plate, Rectangular and Circular Waveguides
16-17 Coaxial Line, Stripline and Microstrip
18 Impedance, Admittance, Scattering and Transmission Matrices
19 Signal Flow Graphs
20-21 Matching with Lumped Elements
22-23 Single-Stub and Double-Stub Tunings and the Quarter Wave

Transformer

24 Resonators, Design Project Presentations
25-26 Power Dividers and Couplers, Design Project Presentations
27-28 Filters, Design Project Presentations


University at Albany / Electrical and Computer Engineering
Antenna Engineering
CEN 412
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

Office hours TBD
E-mail Address maksoy@albany.edu
TA’s / Peer Educators TBD
Prepared By Mustafa Aksoy

Textbook (representative):

Antenna Theory: Analysis and Design, 4" Edition, Constantine Balanis, Wiley

COURSE DESCRIPTION / OVERVIEW

The fundamental principles of antenna theory and the application of these fundamental principles to the analysis,
design and measurement of antennas. Practical antenna design examples (dipoles, loops, patches, arrays and other
antennas) will be examined to introduce antenna engineering for communications.

PREREQUISITES

CEN 310 Engineering Electromagnetics

COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
62

At the completion of the course students will:
e understand basic antenna parameters, including radiation resistance, input impedance, gain and
directivity

e learn antenna radiation properties, propagation (Friis transmission formula) and wireless point to point
communication connectivity requirements

e be shown elementary antennas and their radiation properties

e be exposed to impedance matching techniques, and mutual coupling

e understand antenna arrays and array design methods.

e be introduced to commonly used wideband antennas such as spirals and log-periodics

e be introduced to aperture antennas such as horns and reflectors

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance and
participation is essential and required.

ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed with quizzes and exams.

Exams: There will a mid-term exam and a final exam.

Quizzes: Eight quizzes will be given throughout the semester.

Grading

A final grade will be determined as a weighted average of the exam and quiz scores using the following weights:
Quizzes: 40% (Eight quizzes, each counts 5%)

Mid-term Exam: 25%
Final Exam: 35%

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 86-84 points B-: 83-80 points
C+: 79-77 points C: 76-73 points C-: 72-70 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for the
“minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the class.
Per department policy, “...students may not submit additional work or be re-examined for the purpose of improving
their grades once the course has been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class
63

Students are expected to attend every class and to arrive on time. However, attendance will not be included in the
grading, because it will be implicitly factored into the student grade. Computers may be used during class for note
taking as long as the use is not disruptive or distracting. Also see

http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students with Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom
of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations. html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the semester
progresses. The final schedule and specific assignments will be provided on Blackboard. Students are expected to
have read the listed material in the textbook before it is covered in class.

Class Readings Notes
1-2 Maxwell’s Equations and Boundary Conditions
3 Complex Poynting Vector, Real and Reactive Power
4 Potentials and Radiation Integral

64

Radiation from Antennas

Radiation Resistance, Radiation Intensity, Directivity and Gain,
Effective Aperture, Far-zone and Fresnel Regions

8-9 Dipole Antennas
10-11 Linear Wire Antennas
12-13 Loop Antennas

14-16 Linear and Planar Arrays
17-18 Phased Arrays
19-20 Array Design Techniques

Microstrip Antennas

Aperture Antennas

65


University at Albany / Electrical and Computer Engineering
Electrical Energy Systems
CEN 413 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Gary J. Saulnier
Instructor Title Professor, ECE
Office Location Li84A

Office hours TBD
E-mail Address gsaulnier@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

Textbooks:

Electrical Machinery and Power Systems Fundamentals, Stephen J. Chapman, McGraw-Hill, 2001.

COURSE DESCRIPTION / OVERVIEW:

An introduction to the major components of today’s power system such as transformers, electric machines, and
transmission lines. Renewable energy sources and systems are discussed, including wind and solar energy.
Integration of energy sources into the power grid.

PREREQUISITES:

CEN 310 Engineering Electromagnetics and either CEN 380 Introduction to Digital Circuits or CEN 300 Introduction to
Electronics

COREQUISITES:
None

66

LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:

e solve single phase and three-phase AC systems

@ model and analyze single-phase and three phase transformers

@ model and analyze synchronous machines

@ ~model and analyze transmission lines

e solve simple power systems consisting of a source, transformers, transmission lines/feeders and loads
e understand the fundamentals of renewable energy sources

e describe types of energy storage systems

understand the fundamentals of how energy sources are integrated into the power grid

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained.

ASSESSMENT AND POLICIES:

Exams: Three exams will be given.

Projects / Assignments: Weekly homework will be assigned based on the material covered during previous week.
Grading

A final grade will be determined as a weighted average of these scores using the following weights:

e Homework - 15% (lowest grade dropped)

e Exams - 75% (25% each)

e Attendance - 10%
Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
(one approved by either instructor prior to class) will result in a 1-point deduction from your class participation grade.
Computers may be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the
course instructor with verification of your disability, and will recommend appropriate accommodations. For further
information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom

67

of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be
reached by following the link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing themselves
with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and
upholding them. Anything less undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

Classes Topic Readings Notes

1-3 Mechanical and Electromagnetic Chapter 1
Fundamentals

4-8 Three-Phase Circuits Chapter 2

9-11 Transformers Chapter 3

12-13 AC Machinery Fundamentals Chapter 4

14 Exam 1: Chapters 1-3

15-18 Synchronous Machines Chapters 5&6

19-20 Induction Motors Chapters 7&8

21 Exam 2: Chapers 4 - 6

22-24 Transmission Lines Chapter 9

25-27 Power Flow Chapters 10 & 11

28 - 30 Renewables notes

Finals Exam 3: Chapers 7 — 11 + renewables

68

University at Albany / Electrical and Computer Engineering
Digital ASIC Design
CEN 421
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Tolga Soyata
Instructor Title Associate Professor, ECE
Office Location DR 116

Office hours TBD
E-mail Address tsoyata@ albany.edu
TA’s / Peer Educators TBD
Prepared By Tolga Soyata

Textbooks (required):

TBD

COURSE DESCRIPTION

The design of complex digital Application Specific Integrated Circuits (ASICs). Standard cell libraries and the Verilog
language are used to build complex digital synchronous circuits using Cadence layout synthesis tools. Interconnect

delay estimation, clock tree synthesis, repeater and pipeline stage design are introduced. A synchronous digital
circuit utilizing 100s of flip flops and digital gates is designed as a final project and sent to MOSIS for fabrication.

PREREQUISITES

CEN 420 Introduction to VLSI

COREQUISITES

None

69

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Learn how to use multiple Cadence tools to design sophisticated digital synchronous ICs consisting of
100s of gates and flip-flops;

e Learn the Verilog HDL to describe their circuits,

e learn how to use a standard cell library and automated Cadence synthesis tools,

e learn how to design repeaters, buffers, and clock trees to handle interconnect and clock tree issues.
e learn the layout tool to use LVS, DRC, and QRC on circuits that are synthesized automatically;

e learn the Hspice-based circuit analysis tool to check for the validity of the timing/power consumption of
their IC;

e apply Verilog-A - that was introduced in the Intro to VLSI - to design input vectors that are applied to the
inputs of the IC;

e Perform cycle-by-cycle analysis of their synchronous operation.

e Learn how to use “design rule constraints” to direct the compiler towards desired design priorities, i.e.,
power, area, path delay.

e Learn how to “tape out” an IC through MOSIS fabrication.
COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents
and no separate course website will be maintained. However, this is not an online course and class attendance and
participation is essential and required.

Since it is too difficult to post most of the Cadence examples, the Unix server directory structure will be used for
students to get sample designs and to post their designs.

ASSESSMENT AND POLICIES:

The course will have five individual design projects and a final project. The students are required to work on
individual projects alone, but are required to work on the final project in groups of two or three (depending on the
class size). Individual projects contribute to 70% of the grade and the final project contributes to 30% of the grade.

Exams: There will be no exams for this course

Projects / Labs / Assignment: There will be 7 labs as part of the course; although they will not be graded, most of
them will form the basis for the five individual projects by extending the lab and submitting the finished lab as an
individual project.

Final Project: The students will be broken down into multiple groups, each group consisting of two or three
students. The students will be given 2-3 options for the final project and will discuss it with their teammate for a
period of a week. Before the final project, each group will present a brief “action plan” for their final project. This
plan will be discussed and revised in a lecture session to help the students.

Grading

70

The grade of the class will be determined by five individual projects and a final project:

Labs 0% although the labs lead to individual projects, so, implicitly included

Individual Project 70% generally, the break-down for five projects is 10-10-15-15-20 and the complexity of the
individual projects increase in time, as reflected by the grading.

Final Project 30%

Class Participation: 0% although participation helps student performance in individual projects

Grading Scale

A: 100-95 points A- : 94-90 points
B+: 89-87 points B: 86-84 points B- : 83-80 points
C+: 79-77 points C: 76-73 points C- : 72-70 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for
the “minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the
class. Per department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. However, attendance will not be included in the
grading, because it will be implicitly factored into the student grade. Computers may be used during class for note
taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies
discussed in this document to all computing and electronic communications in the course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive,
learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class,
please notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide
the course instructor with verification of your disability, and will recommend appropriate accommodations. For
further information refer to the University’s Disclosure Statement regarding Reasonable Accommodation found at
the bottom of the document at the following website: http://www.albany.edu/disability/docs/RAP.doc. This
website can be reached by following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

71

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the University.
Faculty members must specify in their syllabi information about academic integrity, and may refer students to this
policy for more information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible for familiarizing
themselves with the standards and behaving accordingly, and UAlbany faculty are responsible for teaching,
modeling and upholding them. Anything less undermines the worth and value of our intellectual work, and the
reputation and credibility of the University at Albany degree. Plagiarism and other acts of academic dishonesty will
be punished. Read the Standards of Academic Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations. html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as the
semester progresses. The final schedule and specific assignments will be provided in Blackboard. Students are
expected to have read the listed material before it is covered in class.

Class Topic Readings Notes

Introduction, course structure, Cadence directory structure

CMOS design using standard cells

a
2
3 Interconnect delays, repeaters, buffers
4 Flip flops, clocking, buffering, clock tree

Hardware description of digital circuits using Verilog

Cycle-by-cycle analysis

Synthesis of a layout

5
6
7 Pipelining, clock frequency, latency
8
9

NMOS, PMOS Transistor sizing

10 Test benches : Testing the circuit using Verilog-A input vectors
|__| "Synchronouis/combinatorial circuit synthesis examples |
11 Adder structures
12 Multiplier structures
13 Divider structures
14-15 CORDIC
16-17 ALU, FPU design
18-20 MIPS 2000 CPU Design
Final Project
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project

72


University at Albany / Electrical and Computer Engineering
Integrated Circuit Devices
CEN 422
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor James (Randy) Moulic
Instructor Title Professor, ECE
Office Location DR 112

Office hours TBD
E-mail Address jmoulic@albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

Textbooks (required):

Semiconductor Device Fundamentals, Robert F. Pierret, ISBN-13: 978-0201543933

COURSE DESCRIPTION / OVERVIEW

Modern solid state devices and their operational principles. Solid state physics fundamentals, such as
carriers and their mobility, band structures, doping concentrations and PN junctions. The operation of
PN diodes, PIN diodes, and Schottky diodes, as well as three terminal devices, such as BJTs, JFETs, SCRs,
MESFETs and MOSFETs. Device modelling and behavior.

PREREQUISITES

CEN 280 Introduction to Circuits or CEN 202 Introduction to Circuits.

COREQUISITES

73

None

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Have a background on semiconductor physics, P-N junctions, P and N type materials and the
concept of “doping.”

e Understand the characterization of two terminal and three terminal semiconductor devices.

e Be able to use SPICE models for these devices and test/measure them using Cadence.
COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course
and class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:

Exams: There will midterm and final exams
Homework: Homework will be assigned weekly

Final Project: The students will be broken down into multiple groups, each group consisting of two or
three students. The students will be given 2-3 options for the final project and will discuss it with their
teammate for a period of a week. Before the final project, each group will present a brief “action plan”
for their final project. This plan will be discussed and revised in a lecture session to help the students.

Grading

The grade for the class will be determined using the following percentages:

Midterm Exam 30%
Final Exam 30%
Homework 10%
Final Project 30%

Grading Scale

A: 100-95 points A- : 94-90 points
B+: 89-87 points B: 86-84 points B- : 83-80 points
C+: 79-77 points C: 76-73 points C- : 72-70 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be
given only when circumstances beyond the student's control cause a substantial amount of course work
to be unfinished by the end of the semester. Whenever possible, the student is expected to make extra

74

efforts to prevent this situation from occurring. The instructor will be the sole judge of whether an
incomplete is warranted. The scale is a template for the “minimum” final grade and the instructor may
modify the scale slightly based on the grade distribution in the class. Per department policy, “..students
may not submit additional work or be re-examined for the purpose of improving their grades once the
course has been completed and final grades assigned.”

Attend: /Lat /Use of C s in class

Students are expected to attend every class and to arrive on time. However, attendance will not be
included in the grading, because it will be implicitly factored into the student grade. Computers may be
used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance,
unintentional error, or personal or academic pressures cannot be excuses for violation of academic
integrity. Students are responsible for familiarizing themselves with the standards and behaving
accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything
less undermines the worth and value of our intellectual work, and the reputation and credibility of the
University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations. html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific assignments will be provided in Blackboard.

wh)

Students are expected to have read the listed material before it is covered in class.

Class Notes
1 Free electrons, electron mobility
2 Band structure
3 Non-equilibrium in semiconductors
4 P-N Junctions
5 P-N Diodes
6 PIN Diodes
7 Schottky Diodes
8 BJT Transistors
9 FET Power Transistors
10 MOSFET Power Transistors
11 Modeling P-N Diodes
12-13 P-N Diode based circuits
14 Modeling BJTs
15-16 BJT-based circuits
17 Modeling FETs
18-19 FET based circuits
20 Power MOSFET circuits
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project


University at Albany / Electrical and Computer Engineering
FPGA-based Data Acquisition and Real-Time Processing
CEN 431
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Jonathan Muckell
Instructor Title Professor of Practice, ECE
Office Location Li 81

Office hours TBD
E-mail Address jmuckell@albany.edu
TA’s / Peer Educators TBD
Prepared By Tolga Soyata

Textbooks (required):

“Advanced Digital Design With the Verilog HDL”, Michael D. Ciletti, Xilinx Design Series,
ISBN 0-13-089161-4

COURSE DESCRIPTION / OVERVIEW

The acquisition and processing of signals using Field Programmable Gate Arrays (FPGAs). Signal transfer
protocols such as RS232, LCD, DVI, VGA, and I2C. The use of Hardware Description Language (HDL) to
build a real-time data acquisition and processing system using an advanced FPGA, such as Xilinx XUOVS
or Zynq 7000. Students will be required to write code in Verilog HDL to acquire a video signal, perform
some digital image processing in real time and output the processed signal to a monitor.

PREREQUISITES

CSI/CEN 333 Programming at the Hardware/Software Interface and either CEN 380 Introduction to

77

Digital Circuits or CEN 300 Introduction to Electronics
COREQUISITES
None.

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Learn how to use Xilinx development tool, Vivado, which allows them to compile their
Verilog code and write it into an FPGA board.

e = They will learn the inner-workings of an advanced FPGA board and how to program it using
a compiler and a development system.

e They will have a detailed knowledge of the way embedded signals, such as RS232, LCD, DVI,
VGA, and IC, work and how to generate them using the Verilog HDL.

e They will learn how to interface an FPGA board to other peripherals, such as a video
monitor, a mouse, keyboard, and a USB flash drive.

e = They will learn how to apply their knowledge in Digital Image Processing to a High
Performance real-time processing platform, such as the Xilinx Zynq 7000.

e = They will learn about how to design timing sequences to coordinate multiple real-time
events.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course
and class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:

The course will have five individual design projects and a final project. The students are required to work
on individual projects alone, but are required to work on the final project in groups of two or three
(depending on the class size). Individual projects contribute to 70% of the grade and the final project
contributes to 30% of the grade.

Exams: There will be no exams for this course

Projects / Labs / Assignment: There will be 7 labs as part of the course; although they will not be
graded, most of them will form the basis for the five individual projects by extending the lab and
submitting the finished lab as an individual project.

Final Project: The students will be broken down into multiple groups, each group consisting of two or
three students. The students will be given 2-3 options for the final project and will discuss it with their
teammate for a period of a week. Before the final project, each group will present a brief “action plan”
for their final project. This plan will be discussed and revised in a lecture session to help the students.

Grading

78

The grade of the class will be determined by five individual projects and a final project:
Labs 0% although the labs lead to individual projects, so, implicitly included

Individual Project 70% the break-down for five projects is 10-10-15-15-20 and the complexity of
the individual projects increase in time, as reflected by the grading.

Final Project 30%

Class Participation: 0% although participation helps student performance in individual projects

Grading Scale

A: 100-95 points A- : 94-90 points
B+: 89-87 points B: 86-84 points
C+: 79-77 points C: 76-73 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be
given only when circumstances beyond the student's control cause a substantial amount of course work
to be unfinished by the end of the semester. Whenever possible, the student is expected to make extra
efforts to prevent this situation from occurring. The instructor will be the sole judge of whether an
incomplete is warranted. The scale is a template for the “minimum” final grade and the instructor may
modify the scale slightly based on the grade distribution in the class. Per department policy, “..students
may not submit additional work or be re-examined for the purpose of improving their grades once the
course has been completed and final grades assigned.”

Attend: /Lat /Use of C in class

Students are expected to attend every class and to arrive on time. However, attendance will not be
included in the grading, because it will be implicitly factored into the student grade. Computers may be
used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will

79

recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance,
unintentional error, or personal or academic pressures cannot be excuses for violation of academic
integrity. Students are responsible for familiarizing themselves with the standards and behaving
accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything
less undermines the worth and value of our intellectual work, and the reputation and credibility of the
University at Albany degree. Plagiarism and other acts of academic dishonesty will be punished. Read
the Standards of Academic Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations. html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific assignments will be provided in Blackboard.
Students are expected to have read the listed material before it is covered in class.

Class Topic Readings Notes
1 Introduction, course structure, first project
2-3 Get first project to work, learn GPIO
4 State Machines and how to create them in Verilog
5 Analysis: First Project with a state machine
|__| Geenierating / Controling Embedded Signals |
6-7 RS232, and UART
8-9 PS2 keyboard and mouse signals
10 LCD and the LCD Controller/Commands
11 Hardware and Software Debouncing
12-13 DVI Output and IIC Bus
14 VGA Camera Input and BRAM Memory
____ [bP and Advanced Project Development |
15 BRAM and Other Memory Types
16 Floating Point Units, Core Generator
17 Digital Image Processing (DIP)
18-19 Hardware Design for DIP
20 Ethernet
21 Final project introduction, student grouping
22. | Final Project proposal by student groups [

80


23-27 | Work on the final project

81

University at Albany / Electrical and Computer Engineering
Digital Image Processing
CEN 462 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Ming-Ching Chang
Instructor Title Assistant Professor, ECE
Office Location Li90A

Office hours TBD
E-mail Address Mchang2@ albany.edu
TA’s / Peer Educators TBD
Prepared By Ming-Ching Chang

Textbooks (required):

Introduction to Video and Image Processing
Moeslund, Thomas B. (Author)
ISBN-13: 978-1-4471-2503-7 (2012)

COURSE DESCRIPTION / OVERVIEW

An introduction to Digital Image and Video Processing. The course starts with an introduction of digital
image processing. It continues with fundamentals of video processing, and covers closely related topics in
computer vision. The course focuses on both the theory and the practical application of digital image and
video processing. Students will learn hands-on programming implementation using Python, Matlab, or
C++.

PREREQUISITES

CEN 141/200 Programming for Engineers and CEN 370 Digital Signal Processing

82

COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:

e@ Gain an understanding of Digital Image and Video Processing basics, theory and applications of
the following core topics: image acquisition, color representation, filtering, morphology,
geometric transformation, camera calibration, segmentation, registration, optical flow, and
tracking.

e@ Understanding and build up fundamentals for advanced areas including computer vision,
computer graphics, multimedia, and robotics.

e@ Gain hands-on experience programming and implementing practical image/video processing
systems using Python, Matlab, or C++.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course
and class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the concepts and tools for digital
image and video processing in a combination of team and individual assignments and tests.

Exams: Two exams plus a final will be given. A portion of the class period preceding each exam will be
utilized for a review session.

Projects / Assignments: Projects / assignments will be assigned and will be completed out of class. They
will be graded on a 10-point scale and will be totaled together to account for 40% of the final grade.

Grading

A final grade will be determined as a weighted average of these scores using the following weights:
Exams (2) 30% (15 points each)

Final Exam 25% (25 points)

Projects/assignments (4) 40% (10 points each)

Class Participation: 5%

Total possible points = 100

Grading Scale
A: 100-95 points A-: 94-90 points

83

B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points

D: 69-60 points

E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts
to prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per
department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attend: /Lat /Use of C in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your class participation grade. Computers may be used during class for note taking as long as the
use is not disruptive or distracting. Also see

http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible use of |T.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the

course.
Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students

84

are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific assignments will be provided in Blackboard.
Students are expected to have read the listed material before it is covered in class.

85

Class Topic Readings Notes
1 Intro to Course
Intro to Image/Video Processing
2
3 Introduction Chapter 1
4
5 Image Acquisition Chapter 2
6
7 Color Images Chapter 3 Proj./Assignment 1 Due
8
9 Point Processing Chapter 4
1 Proj./Assignment 2 Due
0)
11 Neighborhood Processing Chapter 5
12
13
14 Morphology Chapter 6
15
16 Blob Analysis Chapter 7
17 Proj./Assignment 3 Due
18 Segmentation in Video Data Chapter 8
19
20 Tracking Chapter 9
21 Proj./Assignment 4 Due
22 Geometric Transformations Chapter 10
23
24
25 Visual Effects Chapter 11
26
27 Applications / Summary Chapter 12


University at Albany / Electrical and Computer Engineering
Communication Systems
CEN 471 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Gary J. Saulnier
Instructor Title Professor, ECE
Office Location Li 84A

Office hours TBD
E-mail Address gsaulnier@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

Textbooks:

Digital and Analog Communication Systems, 8th Edition by Leon W. Couchi

COURSE DESCRIPTION / OVERVIEW:

An introduction to analog and digital communication signals and systems. Representation of analog and
digital signals and their spectra. Baseband pulse and digital signaling, including PAM, PCM, DM and DPCM.
Bandlimited signaling without inter-symbol interference. Analog and digital bandpass signaling, including
AM, FM, PM, OOK, PSK, FSK, MSK, QAM and OFDM. Transmitter and receiver operations and systems.
Performance in the presence of noise.

PREREQUISITES:

CEN 350/371 Signals and Systems and AMAT 370 Probability and Statistics for Engineering and the
Sciences

86

COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will be able to:

e Apply mathematical tools to the analysis of communication systems

e Represent analog and digitally modulated signals in the time and frequency domains

e Determine transmitter and receiver structures and parameters to meet desired specifications
e Evaluate the performance of modulations in additive white Gaussian noise

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:
Exams: 3 exams will be given.

Projects / Assignments: Weekly homework will be assigned based on the material covered during
previous week.

Grading
A final grade will be determined as a weighted average of these scores using the following weights:

e 3 exams at 30% each: 90%
e Homework: 10%

Attend: /Lat /Use of C in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your class participation grade. Computers may be used during class for note taking as long as the
use is not disruptive or distracting. Also see http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible _use of |T.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabil

ies

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring

87

accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

Class Topic Readings Notes
1 Chapter 2
2

Review of Signals, Spectra, and Linear Systems

3

4

5 Chapter 3
6

7 band Pulse and Digital Signaling

8

So

10 Review Lecture
11 Exam 1
12 Bandpass Signaling Principles and Systems | Chapter 4

88

13

14

15

16

17

Analog Bandpass Modulations

Chapter 5

18

Review Lecture

19

Exam 2

20

21

22

23

Digital Bandpass Modulations

Chapter 5

24

25

26

27

Performance in Noise

Chapters 6, 7

28

Review Lecture

Quiz 3 (Finals Week)

89


University at Albany / Electrical and Computer Engineering
Advanced Digital Communications
CEN 472 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Aveek Dutta
Instructor Title Assistant Professor, ECE
Office Location Li 89A

Office hours TBD
E-mail Address adutta@ albany.edu
TA’s / Peer Educators TBD
Prepared By Aveek Dutta

Textbooks:

Digital Communications, 5th Edition 5th Edition by John Proakis, Masoud Salehi

COURSE DESCRIPTION / OVERVIEW:

An introduction to digital communications, including signal generation, signal detection, synchronization,
channel modeling, and coding. Baseband pulse modulation. Signal space representation of signals and
optimal receiver structures. Bandpass modulation techniques including PSK, QAM and FSK. Carrier,
symbol, and frame synchronization. Channel characterization and modeling, including terrestrial
channels. Error control coding.

PREREQUISITES:

CEN 471 Communication Systems and AMAT 370 Probability and Statistics for Engineering and the
Sciences

90

COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will have:

e an ability to design optimal communication receivers

e an ability to determine the performance of baseband and passband digital modulations
e an ability to design and evaluate the performance of synchronization systems

e an ability to evaluate link budgets for satellite and terrestrial channels

e an understanding of basic error-control coding

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:
Exams: A mid-term and final exam will be given.

Projects / Assignments: Weekly homework will be assigned based on the material covered during
previous week.

Grading
A final grade will be determined as a weighted average of these scores using the following weights:

e¢ Homework - 25%

e Midterm - 25%

e Final Exam - 40%

e Attendance and class participation - 10%

Attend: /Lat /Use of C in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your class participation grade. Computers may be used during class for note taking as long as the
use is not disruptive or distracting. Also see http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible use of IT.htm). Students will be expected

91

to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabil

ies

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

Class Topic Readings Notes
1 adi a an
Building blocks of Digital Communication
2 systems.
3
4 Source coding and Compression
5

92

Sampling and Quantization

Constellation, Intersymbol Interference, Eye

diagram, pulse shaping, adaptive
partial response signaling

Matched filter, bit error rate, coherent and
noncoherent receivers, Synchronization

Baseband and Passband representation of noise,
Signal to noise ratio, Stationarity

Channel coding theorem, Block codes,
Convolution Codes, Viterbi decoder.

Wireless channels and Waveforms. Multicarrier
Communication


26

27

Wireless Networks - from link to network

94


University at Albany / Electrical and Computer Engineering
Radio Wave Propagation and Remote Sensing
CEN 473
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

Office hours TBD
E-mail Address maksoy@albany.edu
TA’s / Peer Educators TBD
Prepared By Mustafa Aksoy

Textbook (representative):
Radiowave Propagation: Physics and Applications, Levis, Johnson and Teixeira, Wiley
COURSE DESCRIPTION / OVERVIEW

In this course the basic physical mechanisms of electromagnetic wave propagation in the troposphere and
ionosphere, and the fundamentals of microwave remote sensing will be studied. Theoretical and empirical
models which describe several propagation mechanisms will be discussed to understand the design and
analysis of communications and remote sensing (radar and radiometer) systems.

PREREQUISITES

CEN 310 Engineering Electromagnetics and CEN 350/371 Signals and Systems

COREQUISITES

None

95

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e master analytical and empirical methods for predicting the propagation of electromagnetic waves
in the atmosphere over a wide range of frequencies
e understand the basic remote sensing concepts and systems
e learn operation and tradeoffs of radar and radiometer systems

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed with quizzes and exams.

Exams: There will a mid-term exam and a final exam.
Quizzes: Eight quizzes will be given throughout the semester.
Grading

A final grade will be determined as a weighted average of the exam and quiz scores using the following
weights:

Quizzes: 40% (Eight quizzes, each counts 5%)
Mid-term Exam: 25%
Final Exam: 35%

Grading Scale

A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 86-84 points B-: 83-80 points
C+: 79-77 points C: 76-73 points C-: 72-70 points

D: 69-60 points
E: 59 points and below

Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts
to prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. The scale is a template for the “minimum” final grade and the instructor may modify the scale
slightly based on the grade distribution in the class. Per department policy, “...students may not submit
additional work or be re-examined for the purpose of improving their grades once the course has been
completed and final grades assigned.”

96

Attend: /Lat /Use of C s in class

Students are expected to attend every class and to arrive on time. However, attendance will not be
included in the grading, because it will be implicitly factored into the student grade. Computers may be
used during class for note taking as long as the use is not disruptive or distracting. Also see

http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to
apply the policies discussed in this document to all computing and electronic communications in the
course.

Students with Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RA P.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.

Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific assignments will be provided on Blackboard.
Students are expected to have read the listed material in the textbook before it is covered in class.

97

Class Topic

Readings

Notes

1-2 Maxwell’s Equations and Boundary Conditions
3 Plane Waves and Antenna Properties
4 Friis Transmission Formula

Attenuation due to Atmospheric Gases

6 Attenuation due to Rain

7 Reflection from a Planar Interface

Refraction in a Stratified Medium and over a Spherical Earth

9 Ducting and Ray Tracing
10-11 Empirical Path Loss Models
12-13 Signal fading
14-15 Planar Earth Groundwaves
16-17 Spherical Earth Groundwaves
18-19 lonospheric Basics
20-21 Vertical and Oblique lonospheric Propagation
22-24 Radar Remote Sensing
25-27 Microwave Radiometry


University at Albany / Electrical and Computer Engineering
Linear Control Theory
CEN 481 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Daphney-Stavroula Zois
Instructor Title Assistant Professor, ECE
Office Location Li 88A

Office hours TBD
E-mail Address dzois@ albany.edu
TA’s / Peer Educators TBD
Prepared By Daphney-Stavroula Zois

Textbooks:

Modern Control Systems (required)

Richard C. Dorf, Robert H. Bishop

12th Edition. Upper Saddle River, NJ: Prentice-Hall
ISBN: 978-0-136-02458-3

COURSE DESCRIPTION / OVERVIEW:

An introduction to the analysis and design of linear control systems. Mathematical models, including state
variable models. Feedback control, and stability. Root locus and frequency response compensation
methods.

PREREQUISITES:

CEN 350/371 Signals and Systems

99

COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:

Be able to analyze linear control systems

Model various problems as continuous and sampled-data systems
Use and evaluate various stability criteria

Use root locus compensation techniques whenever necessary

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:

The accomplishment of course objectives will be assessed by applying the concepts and tools of Linear
Control Theory in a combination of individual assignments and exams.

Exams: One midterm exam plus a final exam will be given. A portion of the class period preceding each
exam will be utilized for a review session.

Projects / Assignments: Homework assignments will be assigned and will be completed out of class. It is
highly recommended that computer assignments be done in Matlab - however, other programming
languages (e.g. C/C++, Python) may also be acceptable with the permission of the instructor. A project will
be assigned at the beginning of the course and will need to be completed by the end of the course.

Grading
A final grade will be determined as a weighted average of these scores using the following weights:

10% Homeworks
40% Midterm Exam
45% Final Exam

5% Class Participation

Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of coursework to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts
to prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable._ Per
department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attend /Lat /Use of C s in class

100

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your class participation grade. Computers may be used during class for note taking as long as the
use is not disruptive or distracting. Also see http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

COURSE OUTLINE AND READINGS:

The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific assignments will be provided in Blackboard.
Students are expected to have read the listed material before it is covered in class.

101

Class

Readings

Notes

Perspective, Examples of typical control
problems

Laplace transformation models

3 Feedback system characteristics (sensitivity Homework 1 Due
reduction, transient response control, noise
attenuation, steady-state error improvement,
definitions, examples)
4 Feedback system performance specifications

(steady-state, transient response, parameter
variation tolerance, noise tolerance,
compromise design)

Damping ratio, Natural frequency,
Relationships of pole locations to transient
spec, Model order reduction by partial fraction
expansion, Justification of the two-dominant-
pole assumption

Homework 2 Due

Steady-state error, final-value theorem,
performance indices, Introduction to the
concept of stability

Relation to pole location, Routh-Hurwitz

stability criterion

Homework 3 Due

The concept of root-locus, Relation to open-
loop pole-zero plot, Phase angle and
magnitude conditions.

Asymptotic behavior for large and small gain,
Behavior on real axis

Homework 4 Due

102


Root locus behavior at break-away points

Sketching examples

Homework 5 Due

Parameter variation analysis, Root sensitivity

13 Relation to open-loop pole-zero plot Homework 6 Due
14 Procedures for sketching Bode plot given the

pole-zero plot, Determination of transfer

function from Bode plot
15 Concepts of minimum and non-minimum Homework 7 Due
phase systems, Two-dominant-pole system,
Resonant peak and resonant frequency,
Relation to damping ratio and natural
frequency

16
17 Determination of transient properties Homework 8 Due

(rise-time, etc.) from a closed-loop frequency
response, Determination of
steady-state error from open-loop frequency
response

18 Cauchy’s “principle of the argument” and the
proof of the Nyquist criterion

19 Procedures for handling imaginary-axis poles Homework 9 Due
20 Definition and interpretation, Relation to

damping ratio of dominant closed-loop poles
21 Derivation, Relation to damping ratio of Homework 10 Due

dominant closed-loop poles, Nichols’ chart

22 Root-locus approach

103


23 Frequency response approaches using Bode
plot and Nichols’ chart

Homework 11 Due

24 Examples
25 Examples Homework 12 Due
26 Uncertain models and parameter variation,

QFT, Small gain theorem

27 H-infinity optimal loop-shaping

Homework 13 Due

104


University at Albany / Electrical and Computer Engineering

Design Lab |
CEN 440/CEN 490 Section xxxx
Credits: 3
Term/Year

Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor

Jonathan Muckell

Instructor Title

Professor of Practice, ECE

Office Location

Li081

Office hours

TBD

E-mail Address

jmuckell@albany.edu

TA’s / Peer Educators

TBD

Prepared By

Jonathan Muckell/Gary J. Saulnier

Textbooks:

Design for Electrical and Computer Engineers. Theory, Concepts and Practice. By Ralph Ford and Chris
Coulston. 2007. ISBN-13: 978-0073380353

Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. By Tim Brown.
2009. ISBN-13: 978-0062337382

COURSE DESCRIPTION / OVERVIEW:

Part one of a two-semester-long capstone design experience that provides the opportunity for teams of
students to propose, prototype/design, build, test, demonstrate, present and fully document a working
prototype of a sophisticated electronic system. In this first part, student teams interact with industry
sponsors and/or faculty to develop a proposal for a system, component or process to meet desired needs
and specifications within constraints. Students teams will identify opportunities, develop requirements,

105


perform analysis and synthesis, generate multiple solutions, evaluate solutions against requirements,
consider risks, and make trade-offs.

PREREQUISITES:

CEN 350/371 Signals and Systems, CEN 380 Introduction to Digital Circuits or CEN 300 Introduction to
Electronics, and CEN 333 Programming at the Hardware/Software Interface.

COREQUISITES:
None

LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will have:

An ability to develop practical, creative ideas to solve organization problems by treating innovation
as a design process.

An ability to employ information gathering skills to develop requirements consistent with the
stakeholder’s mission.

The oral and writing communication skills needed to describe proposed engineering solution(s) and
the relevance of the solution to meeting organizational requirements/objectives.

An ability to work as a member of a team, effectively collaborating and balancing varying skillsets
to meet deliverables and craft solutions.

An ability to apply technical, mathematical and engineering competencies to review prior work,
identify gaps in current solutions, and craft a useful, unique solution balancing resource constraints.
COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:
Grading

A final grade will be determined as a weighted average of scores as shown in the table below:

Grading C Weight
Professionalism: Defined as a student who is reliable, self-motivated, on-time, attends | 10%
and participates in class. Student handles communication with stakeholders in a
respectful, thorough, and diligent manner. Student is a dedicated team member as
evidence by class performance and anonymous team evaluations. Overall, the student is
a model representative of the student team, department and university.

Presentations: Every student will give numerous presentations throughout the semester | 30%
(both individually and in teams). Presentations should be well-organized and researched.
Design Proposal Draft #1: Early draft reviewed by the instructor. Feedback will be given | 10%
to allow for improvements before sending off for stakeholder review
Design Proposal Draft #2: Well written proposal. Changes recommend by the instructor | 10%
have been integrated into the proposal. This version will be reviewed by an outside
stakeholder. Feedback will be given for final version of design proposal.

106

Final Design Proposal: This is your final integrating all changes. High expectations are | 40%
expected for the final draft. All suggested changes indicated by the instructor and external
stakeholder should be integrated into the final document.

TOTAL | 100%

Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of coursework to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts
to prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable._ Per
department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attend /Lat /Use of C s in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your class professionalism grade. Laptops and other personal devices may be helpful for accessing
reading assignments or other in-class activities. Out of respect for your classmates and to fully engage in
class activities, please refrain from e-mailing, gaming, surfing the web or any other activities that can be
distracting to your peers. Also see http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional

107

error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).
Plagiarism

Presenting as one's own work the work of another person (for example, the words, ideas, information,
data, evidence, organizing principles, or style of presentation of someone else). Plagiarism includes
paraphrasing or summarizing without acknowledgment, submission of another student's work as one's
own, the purchase of prepared research or completed papers or projects, and the unacknowledged use
of research sources gathered by someone else. Failure to indicate accurately the extent and precise nature
of one's reliance on other sources is also a form of plagiarism. The student is responsible for understanding
the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly, or creative
indebtedness, and the consequences for violating University regulations.

Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases, sentences,
or paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-length sections of a paper;
failure to acknowledge the source(s) of a major idea or the source(s) for an ordering principle central to
the paper's or project's structure; failure to acknowledge the source (quoted, paraphrased, or
summarized) of major sections or passages in the paper or project; the unacknowledged use of several
major ideas or extensive reliance on another person's data, evidence, or critical method; submitting as
one's own work, work borrowed, stolen, or purchased from someone else.

Plagiarism will not be tolerated! \ntentional or blatant plagiarism will cause the student to receive a zero
for the assignment and a Violation of Academic Integrity report to be submitted to the appropriate
university departments. Acts of plagiarism that are limited and less serve will receive a grade penalty on
the assignment up to -50% of the grade for the first offense. The second offense will cause the student to
receive a zero for the assignment and a violation of academic integrity report to be filed with the
appropriate university departments.

COURSE OUTLINE AND READINGS:

Design Lab | (Fall 2017) Course Schedule

Class # | Day | Date Topic / Reading DUE

1 M Aug. 28" | Course Introduction / Getting Started

108


Ww Aug. 30°

READING: Chapter #1 (Ford): The
Engineering Design Process

Student Presentations: Previous CREATE
projects

Presentation Sign UP:
Presentation Sign UP:
Presentation Sign UP:

Sept. 4%

NO CLASS, LABOR

DA’

4 Sept. 11th | READING: Chapter #2 (Ford): Project

Selection and Needs Identification Presentation Sign UP:
Presentation Sign UP:

Student Presentations: Previous CREATE Presentation Sign UP:
projects

— Sept. 13th | --------- ---NO CLASS, Rosh Hashanah--------

5 pt. 18th | i — |

6 Ww Sept. 20th | READING: Chapter #3 (Ford): The
Requirements Specification

7) M Sept. 25th | READING: Change by Design

Chapter #2 Converting Need into Demand

Presentation Sign UP:

9 M Oct. 2nd READING: Chapter #4 (Ford): Concept
Generalization and Evaluation
Presentation Sign UP:
Student Presentation: Literature / Presentation Sign UP:
Example of Related Work Presentation Sign UP:
10 WwW Oct. 4% READING: Change by Design (Chapter #3) Change by Design

These people have no process

Student Presentation: Literature /
Example of Related Work

109

Presentation Sign UP:

Presentation Sign UP:
Presentation Sign UP:
Presentation Sign UP:

si [iw focco™ [euesrsemen-r0

wpe |
Bm ee |

READING: Chapter #5 (Ford): System
Design | — Functional Decomposition

READING: Chapter #6 (Ford): System
Design Il — Behavior Models

Research Statement DUE |

Nov. 1 Critique and peer review of Proposal |
Drafts

Critique and Peer Review of Proposal
Drafts

Chapter #5 — The Design of Experiences

Finalizing proposals and budget
Plans for Spring

22 Ww Nov. 15" | Reading: Change by Design
Chapter #3 — These people have no Presentation Sign UP:
process
loT Sign UP:
Student Presentations: Emerging Trends VR Sign UP:
Gamification Sign UP:
—— M Nov. 20" ---NO CLASS, THANKSGIVING-. saste
a WwW Nov. 22" | --. ---NO CLASS, THANKSGIVING--
23 M Nov. 27" | Reading: Change by Design Presentation Sign UP:
Chapter #4 — The Power of Prototyping
Student Presentations: Emerging Trends Wearables Sign UP:
Smart Homes Sign UP:
24
25 M Dec. 4%" Reading: Change by Design Presentation Sign UP:

110

26 Dec. 6"" Reading: Change by Design FINAL PROPOSAL DUE
Chapter #6 — Importance of Storytelling (team assignment)
Finalizing proposals and budget Presentation Sign UP:
Plans for Spring

27 Dec. 11°" PROPOSAL / DESIGN PRESENTATIONS Be ready to present

Department faculty and students will be
invited to join to give feedback

111


University at Albany / Electrical and Computer Engineering
Design Lab II
CEN 450/ECE 491 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

Instructor Jonathan Muckell
Instructor Title Professor of Practice, ECE
Office Location Li 081

Office hours TBD
E-mail Address jmuckell@albany.edu
TA’s / Peer Educators TBD
Prepared By Jonathan Muckell/Gary J. Saulnier

Textbooks:
None
COURSE DESCRIPTION / OVERVIEW:

Part two of a two-semester-long capstone design experience that provides the opportunity for teams of
students to propose, prototype/design, build, test, demonstrate, present and fully document a working
prototype of a sophisticated electronic system. In this second part, student teams continue to interact
with industry sponsors and/or faculty as they implement their design and conduct validation experiments
to demonstrate that their design meets all engineering specifications, standards, and constraints. In
documenting their work, student teams will also evaluate their designs in global, cultural, social,
environmental, and economic context and develop recommendations for future development.

112

PREREQUISITES:

CEN 440 Design Lab | or CEN 490 ECE Design Lab |

COREQUISITES:

None

LEARNING OBJECTIVES / OUTCOMES:

a

Students will develop practical, creative ideas to solve organization problems by
treating innovation as a design process.

Students will employ information gathering skills to develop requirements consistent
with the stakeholder’s mission.

Students will develop oral and writing communication skills to describe proposed
engineering solution(s) and the relevance of the solution to meeting organizational
requirements/objectives.

Working as a member of a team, students will effectively collaborate to balance
varying skillsets to meet deliverables and craft solutions.

Students will apply technical, mathematical and engineering competencies to review
prior work, identify gaps in current solutions, and craft a useful, unique solution
balancing resource constraints.

COURSE WEBSITE AND BLACKBOARD:

Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance and participation is essential and required.

ASSESSMENT AND POLICIES:

Grading

A final grade will be determined as a weighted average of scores as shown in the table below:

GRADING COMPONENT

WEIGHT

Professionalism: Defined as a student who is reliable, self-motivated, on-time, attends and
participates in class. Student handles communication with stakeholders in a respectful,
thorough, and diligent manner. Student is a dedicated team member as evidence by class
performance and anonymous team evaluations. Overall, the student is a model
representative of the student team, department and university.

10%

113


Presentations: There will be three team presentations due towards the end of the 30%

semester.
e Video Presentation: Short, high quality video presentation meeting NYSID
CREATE guidelines. Video will be shared on their website.

e NYSID CREATE Symposium: Presentation at the CREATE symposium on
Wednesday, April 25, 2018 at the Legislative Office Building in Albany

e University Department Presentation: Presentation at the end of the semester to
external stakeholders and invited guests from the ECE department.

Prototype Implementation: Steady progress should be made each week on implementing 60%

prototype requirements. Every student will give a short, written progress report each week,
focusing on three parts (1) what was accomplished last week, (2) what are your priorities for
the upcoming week and (3) identify any problems that should be discussed as a team. Grade
will be based on individual contributions to the team effort based on progress reports,
successfully implementation of requirements and anonymous team evaluations.

Total | 100%

Implementation Timeline:
Timeline for implementation and development of this prototype is based on the following

schedule outlined in the Design Lab | proposal.

Bee Notified Timeline 2 stat End January February March
Bee Notified Alpha V1 01-23-18 | 02-16-18 |v

Implement add calendar events requirement 01-23-18 02-07-18

Implement reminders requirement 02-06-18 02-14-18

Testing 02-14-18 02-16-18

Bee Notified Alpha V2 02-46-18 03-16-18 v

Implement arrival at designated location requirement 02-14-18 03-02-18 =,
Implement location request requirement 03-02-18 03-14-18

Testing 03-14-18 03-16-18 a
Bee Notified Alpha V3 03-16-18 | 04-18-18 v

Implement communication through the application requirement 03-16-18 04-04-18

Implement setting client record(s)/log(s) requirement 03-28-18 04-16-18

Finalizing/Debugging 04-16-18 04-18-18

Beta 04-09-18 04-25-18 v
04-18-18 04-25-18

Final prototype
Deliverable demo video 04-09-18 04-25-18

Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of coursework to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts
to prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable._ Per

114

department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attend: /Lat /Use of C s in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by
entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction
from your professionalism grade. Laptops and other personal devices will be helpful for making progress
on the prototype during class sessions. Out of respect for your classmates and to fully engage in class
activities, please refrain from e-mailing, gaming, surfing the web or any other activities that can be
distracting to your peers. Also see http://www.albany.edu/health_center/medicalexcuse.shtml.

Responsible Computing

Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies responsible _use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all computing and electronic communications in the
course.

Students With Disabilities

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” at the following webpage

http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin

(http://www.albany.edu/undergraduate_bulletin/regulations.html).

Plagiarism

115

Presenting as one's own work the work of another person (for example, the words, ideas, information,
data, evidence, organizing principles, or style of presentation of someone else). Plagiarism includes
paraphrasing or summarizing without acknowledgment, submission of another student's work as one's
own, the purchase of prepared research or completed papers or projects, and the unacknowledged use
of research sources gathered by someone else. Failure to indicate accurately the extent and precise nature
of one's reliance on other sources is also a form of plagiarism. The student is responsible for understanding
the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly, or creative
indebtedness, and the consequences for violating University regulations.

Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases, sentences,
or paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-length sections of a paper;
failure to acknowledge the source(s) of a major idea or the source(s) for an ordering principle central to
the paper's or project's structure; failure to acknowledge the source (quoted, paraphrased, or
summarized) of major sections or passages in the paper or project; the unacknowledged use of several
major ideas or extensive reliance on another person's data, evidence, or critical method; submitting as
one's own work, work borrowed, stolen, or purchased from someone else.

Plagiarism will not be tolerated! |ntentional or blatant plagiarism will cause the student to receive a zero
for the assignment and a Violation of Academic Integrity report to be submitted to the appropriate
university departments. Acts of plagiarism that are limited and less serve will receive a grade penalty on
the assignment up to -50% of the grade for the first offense. The second offense will cause the student to
receive a zero for the assignment and a violation of academic integrity report to be filed with the
appropriate university departments.

COURSE OUTLINE AND READINGS:

The focus of this course is to develop and test a prototype of your design. As such, all class meeting time
is devoted to working on your project.

116

External Evaluation Report

Form 2D
Version 201-08-02

The External Evaluation Report is an important component of a new academic program
proposal. The external evaluator’s task is to examine the program proposal and related materials, visit the campus
to discuss the proposal with faculty and review related instructional resources and facilities, respond to the
questions in this Report form, and submit to the institution a signed report that speaks to the quality of, and need
for, the proposed program. The report should aim for completeness, accuracy and objectivity.

The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
Extemal Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
New Y ork State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional
Response in the full proposal that it submits to SED for registration.

Institution: The University at Albany
Evaluator Name (Please print.): Clifford Pollock

Evaluator Title and Institution: Ilda and Charles Lee Professor of Engineering; Director, School of Electrical
and Computer Engineering, Cornell University, Ithaca, NY 14853

Evaluator Signature: hy Pilbak

Proposed Program Title: Electrical and Computer Engineering
Degree: Bachelor of Science (B.S.)

Date of evaluation: February 15-16, 2018

I, Program

1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation. Address the program’s academic rigor and intellectual coherence.

Purpose:

The University of Albany has recently established a College of Engineering, and as one of the long term goals,
they have proposed the offering of a degree in Electrical and Computer Engineering. This is a very natural
extension of the college, as Electrical and Computer Engineering is one of the main disciplines represented in
all engineering programs around the globe. The University’s purpose is to provide students with deep
instruction in electrical hardware, electrical systems ranging from terrestrial-scale networks to small-scale chips
that use billions of transistors, and finally instruction in software that computes, controls systems, and extends
the abilities of most electrical hardware. By creating a degree in Electrical and Computer Engineering, the
University at Albany will be providing a pathway for many students to enter this field, and to be gainfully
employed in Electrical and Computer Engineering. This field has been the primary driver in the world’s
economy for the last 3 decades, and it is likely that electrical technology will remain in this leadership position
for the foreseeable future.

New Y ork State has many high-impact employers in electrical and computer technology, which need to hire
good engineers. General Electric and IBM are exemplars of hiring electrical and computer engineers, and
providing long-term and dynamic careers within New Y ork State. The creation of an ECE degree at SUNY
Albany will serve the purposes of student who want to be a part of these leading industries, and serve the needs
of NYS employers who want to hire well-trained people who will seek employment in, and stay in, New Y ork.

Structure:

The new department will be located in the College of Engineering and A pplied Sciences, along with Computer
Engineering and Environmental Engineering. The ECE curriculum has been formed which stresses the
fundamentals of design and development of hardware and software systems. The curriculum is based on
engineering fundamentals, mathematics, natural science, computer science, and professional practice such as
teamwork and technical communications. In my opinion, these are exactly the right topics for an ECE
curriculum. Electrical and Computer Engineering is distinguished from other fields through its connection
between the physical world (atoms) to the information domain (bits). A student must master the foundations
of science and mathematics, especially as it applies to electrical science and physics, but also must be adept at
the design, control, and programming of computational machines. It is also important that a leading ECE
program have connections to industry so that changes in technology are quickly reflected in the instruction and
foundational development of students. The University at Albany has many regional companies that can, and
appear to be willing, to establish an interchange with the faculty and students in the new ECE program.

The proposed curriculum outlined by the University at Albany for the new ECE program will require students
to master the fundamental issues central to ECE, as well as provide opportunities for design, working in teams,
problem solving, and participating in projects based on industry-informed problems. In addition, students will
take courses in the humanities to broaden their perspective. The degree will require 124 credits, which is a
realistic load for ECE students, and comparable with other programs at top schools. Also, the specific program
meets the rigorous accreditation standards established by ABET.

Requirements:

To be successful, the Electrical and Computer Engineering department will need a critical mass of faculty, good
facilities, support for its teaching and research endeavors, and strong collaborations with other departments
within the university, especially mathematics and the natural sciences. Based on our review of the program
proposal, and extensive meetings with representatives of the University, I am confident the support exists fora
successful ECE program. The Dean is clearly supportive of the program, and provided us with a realistic
projection on the ultimate size of the faculty, which has been targeted to be 20-25 faculty. This is a good faculty
size for ECE. New space for this department has been identified, and when it becomes remodeled to fit ECE’s
needs, it should be excellent. The Facilities Department at the University at Albany is clearly proactive in
defining current and future space needs, and is doing the right retrofits as needed. Instruction that occurs outside
of ECE (such as mathematics) has been identified, and the resources to handle increased student enrollment
have been planned. IT support for the students and faculty of ECE is strong, and appears to be prepared to
support the dynamic needs of focused department of Electrical and Computer Engineering. It appears to me
that all the necessary support structures have been identified for this new program, and adequately supported to
make this happen.

In terms of the course requirements, the department has proposed a very rigorous degree with strong foundations
in math and science, and a good offering of core courses that will provide students with fundamental knowledge.
The curriculum clearly meets the ABET requirements, so accreditation of the degree is anticipated. One
comment: the depth requirement of taking 4 courses in one particular topic, such as computer engineering,
seems a little restrictive because breadth is very important to the career of an electrical engineer. I would
suggest modifying that requirement to “minimum of 3” courses in a particular stem. There was also a lot of
math in the curriculum, in particular a 6" course added in the junior year. In the spirit of breadth, I would
recommend changing that requirement to be a course in math OR science, enabling students to take a biology

2 of 10

or advanced physics course as their interests guide them. Either path they choose would be consistent with the
ECE degree.

Comment on the special focus of this program, if any, as it relates to the discipline.

The proposed program is a classic Electrical and Computer Engineering degree, and as such has no particular
focus. ECE is a broad topic, and requires a department that spans many disciplines ranging from global-
dimension system analysis to single-atom quantum mechanics. The program outlined to us appears to be similar
to that provided by almost all other ECE departments, and will initially offer depth in electronics, computers,
signal processing, control, and electromagnetics. These topics form the main stem of most ECE degrees. The
program does not have immediate plans to build the microfabrication part of ECE, which would require a large
facility and significant growth in the faculty size. In my opinion that is a very reasonable and rational decision.

Comment on the plans and expectations for self- and i impr

The Proposed Program outlines a very thorough assessment process for both the curriculum and for the
department. Most engineering schools are accredited by ABET, and the University of Albany has started the
process of undergoing the rigorous accreditation process within 2 years. The ABET review requires a
comprehensive analysis on the outcomes of the student’s experience within the major. Each step of the
anticipated ABET review have been outlined in A ppendix 3 of the Program, and they appear to be well designed
and comprehensive.

We had a general comment on the proposed review process. Many of the student outcomes will be evaluated
in the two senior capstone design courses. This goal is reasonable, as the capstone design is where students
must demonstrate their accumulated skills. However, if there is an academic shortfall somewhere prior to the
capstone design in the senior year, it will not become evident until this last course, and then it might be too late
to make adjustments. We recommend that a second layer of assessment be added to the testing of student
objectives so that early detection of a shortfall can be detected and fixed before the problem spreads.

The University at Albany holds an external review of most departments every 7 years. We reviewed the review
process with office of resource planning, and found the review to be well aligned with the best practices of our
respective universities. It is good to see that the University has a process for review. Our recommendation is
that the external review not be delayed because of the separate ABET review that occurs for the curriculum.
The External review looks at broader issues that ABET does not, and provides extremely useful input to the
chair and dean for strategic planning.

In summary, the plans for assessment and continuous improvement appear to be strong.

Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.

The ECE program will rely on the mathematics department to teach 5-6 critically important math courses to
the engineers. Similarly, the natural sciences will need to offer instruction in physics, chemistry, and
potentially biology to ECE students. These relations are clearly identified and anticipated by all participants,
and it was clear that all parties understand the changes in enrollments and are taking steps to meet those
increased needs.

Student advising is now done by two highly-skilled staff, and plans have been formed that will grow the staff
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as the student enrollment increases. We spoke with people outside of the college, in particular the Vice
Provost and Dean for Undergraduate Education, and directly asked about the university’s commitment toward
increasing many of the undergraduate programs, such as Living and Learning, Honor’s college, transportation
to/from the downtown campus, academic actions, and all other student needs that occur outside the classroom.
The University is clearly committed to growing these services as the engineering enrollment climbs, in fact
there is an enthusiasm and excitement to see engineering students become parts of the broader university
community.

It was crystal clear that all affected departments and offices at the University have been consulted about the
potential impact that a growing ECE student population will have on the campus, and it appears that everyone
is prepared to meet those needs, and even appears enthusiastic about the opportunity.

. What is the evidence of need and demand for the program locally, in the State, and in the field at large? What

is the extent of occupational demand for graduates? What is the evidence that demand will continue?

Engineering has always been a good degree for a student who wants a good-paying job that is challenging.
Engineering is often the preferred degree for children of immigrants who want to see their child start to climb
the socio-economic ladder. So in the broadest sense, access to an engineering degree, in particular an ECE
degree, is going to be welcomed by many students, and serve the broader need of employers across the state
and nation.

Electrical and computer technology forms the biggest segment of the world economy, and no end is in sight to
that dominance. The term “high technology” is a euphemism for most electrical and computer technology. As
we turn toward “smart” systems, e.g. smart cars, smart phones, smart cities, smart grids, etc., the demand for
experts who understand hardware and software will only increase.

A student who studies ECE will enter society with many potential job prospects. Traditional industries like
electronics and computing are still strong and growing, but electrical technology is being incorporated into
other fields at a fast rate, like medicine, transportation, commerce, and the home. An ECE graduate can go to
medical school, become a patent lawyer, start a company, work for Intel or IBM, support the power grid and
telecommunication networks, ... the list is long. There will be a need for ECE graduates for as long as I can
see into the future.

I was particularly impressed by the opportunity the University at Albany provides for under-represented
minority students. A cross the country, URM representation in engineering is not high. The field needs a growing
influx of highly-skilled URM engineers. While most schools are struggling to boost URM enrollment to 5%,
CEAS already has over 12% African American students, and has the potential to grow. Furthermore, most of
the URM students were first generation. So the impact the University at Albany is already having is impressive,
but the potential to build on this and boost the pipeline is incredible. If there is something “special” about the
ECE degree at the University at Albany, it is this ability to connect with URM students in New Y ork City, and
provide them an affordable, and reasonably local, opportunity to get a good degree in Electrical and Computer
Engineering.

II. Faculty

6.

Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.

We met with over half of the current faculty, and reviewed the resumes of the rest. It was clear that the College

has done an outstanding job in recruiting active, forward looking faculty to build the ECE department. From

what we could glean, they all shared a real passion for the excitement of growing a new department. There was
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Il.

a palpable esprit de corps among all the faculty. They came from a wide range of backgrounds, some were
seasoned senior faculty at other leading schools before they came to Albany, others came from industry. The
mix of expertise, the technical strengths displayed, and the plans for future hiring were all consistent with what
one would expect of a top Electrical and Computer Engineering department.

. Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty

responsibilities for the proposed program, taking into account their other institutional and programmatic
commitments. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
Discuss any critical gaps and plans for addressing them.

The faculty teaching load looked appropriate for a research school. Each assistant professor is assigned one
course per semester so that they will have time to build their research program. Established senior faculty will
teach up to 3 courses per year, which again is a reasonable load in any ECE department.

It appears that teaching support is adequate, although the allocation of Teaching Assistants seemed to be
somewhat ad hoc at this time. We recommend that a clear process of TA allocation be created which is based
on credit hours taught by the department, and not on indirect inputs such as department research income. It is
important that faculty have an understanding of the level of support they can expect for any given course,
without having to first go to the Chair.

The support needed for writing and submitting proposals appears to be strong. Several ECE faculty have
already successfully submitted proposals which were funded. It appears that the University is doing all that it
can to help faculty seek external support.

Facilities looked adequate. Based on the current and projected directions of the department, it did not appear
that very specialized facilities such as a nanofabrication facility or clean room were needed. Most current and
planned research can be done in the type of space that seems to be readily available within the current
building, and we were shown that there will be similar space in the new downtown building that will house
ECE.

A critical aspect of getting ECE faculty to establish a research program is to provide a healthy start-up
package when the candidate is hired. In our discussion with the Dean, it was clear that he was very much
ahead of the curve on this, both knowing the criticality of having a good start-up package, and in working
hard to ensure all candidates to date have received good packages. It is laudable that the start-up is fungible
and not restricted, as new hires often deviate slightly from their initial plans once they start their programs.

. Evaluate credentials and involvement of adjunct faculty and support personnel.

There are no current adjunct faculty, and no adjunct faculty are foreseen. All faculty are tenured, tenure-track,
or professors of practice. The current structure of the faculty looks very rationale.

The support staff were all highly motivated, and the distribution of personal was good. There are adequate staff

resources to support the students (advising, labs, IEEE meetings, counseling, etc.), the faculty (IT support,
administrative support), and for maintaining the physical facility.

Students

. Comment on the student population the program seeks to serve, and assess plans and projections for

student recruitment and enrollment.

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10.

11.

The University at Albany admits a large fraction of students from New Y ork City, and this is a very large
pool of qualified students. Furthermore, this pool includes a large number of URM students, so this is a
particular advantage of the engineering program at SUNY Albany (see discussion above in Q. 5).

There are some excellent ECE programs in New Y ork State, but many are at private schools (Cornell, RPI,
Columbia) which are unaffordable to a large portion of the pool. The establishment of a strong engineering
program at SUNY Albany opens the door to ECE fora large pool of students in New Y ork City, as well as for
the rest of the state. If the program continues to be adequately supported by the university so that it grows into
one of the strong ECE programs in the region, it will attract a large number of applicants.

What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?

The prospects for admitting a sufficient pool of qualified students is excellent. First, there is a large pool of
students in the state and nation who want to get into electrical and computer engineering as a profession,
because of all the job opportunities. I do not expect that this major will ever want for applicants.

Second, the Admissions Management office clearly knows how to recruit good students, and has begun
actively recruiting engineering students as it visits schools and other venues. They are actively buying names
from standardized testing service to identify the top candidates and target them for contact. The office is
working with current enrolled students to act as liaisons to talk to prospective students about the program.
This is an effective way to market the university. I have confidence that recruiting is being done effectively
and that enrollment will grow to the desired levels.

Comment on provisions for encouraging participation of persons from underrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?

As addressed in my response to Question 5, I feel the University at Albany has already established itself as a
leader in actively recruiting and graduating underrepresented groups. As part of the effort, they established
several support programs. In the summer prior to the Freshman year, students who have not graduated from
top high schools are brought to campus for short courses (EOP) on math and physics, preparing them for their
first exposure to college-level material.

Once classes start in the Fall, there is a required Intro to Engineering course that provides instruction on
concepts critical to engineering, such as complex numbers, that may not have been covered in every student’s
background. This intro course may slow down a student who is fortunate to come from an exceptional high
school, but it establishes a leveling baseline from which all students can then progress. This is a very
effective way to keep from scaring away the students whose background was weak due to poor schools. Also,
there is a special office that provides mentoring for URM student throughout their 4 years of college. This
serves as a place to go for help or support, and the staff get to know each student.

Like all engineering programs, the representation of women is below that of other majors, typical in the 20%
range. Every engineering college in the nation is working to address this. SUNY Albany has several
programs to encourage women. First, they are buying the names of qualified women candidates from
academic testing services to boost the applicant pool. Once here women are encouraged to get involved in
groups such as ACM-W (Association of Computing Machinery- Women) which provide mutual support
among the class.

Finally, the university provides opportunities such as Living and Learning, where students of similar interest
are housed closely to each other, share a faculty mentor, and basically bond as they experience all the hard
work and challenges of college. These centers seem to be very effective at improving retention among new

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students.

Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.

The University provides a rigorous advising process for each student. Students have a clear checklist of the
courses they need to take for graduation. But each semester they must go to the advising office and meet their
advisor to get approval for the courses. At the meeting, the advisor scans the academic record of the student,
and if there are problems or concerns, these are addressed right there. The data base for the students includes
not just grades but comments and records of all meetings. This regular review is impressive, and provides a
safety net for students.

Student are encouraged to seek professional advice from the faculty. Faculty members provide advice on jobs
and career paths, and provide advice based on their personal experience as engineers. Overall, the advising
system for students at the University at Albany looks very strong.

Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.

The University provides recruiting tool called Handshake that helps in job searches. Students list their resume
and desired employment goals, and companies review these, then make campus visit for interviews. The
career office provides resume reviews, and offers practice job interviews for the students. The staff appeared
to be very professional, and was well equipped to support student’s efforts to find employment. It appears
that many companies come to campus to interview prospective graduates. The general reputation among
recruiters for SUNY Albany students is high, and the career office strives to maintain that high bar.

Resources

Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities;
practical and internship sites or other experiential learning opportunities, such as co-ops or service learning;
and support services for the program, including use of resources outside the institution.

It appeared to me that resources were available for all reasonable requests. I never heard anyone say “we can’t
afford that” or “we don’t have enough space”. Instead what I heard was an honest effort to provide the resources
needed to do the job reasonably quickly and without excess or waste.

In terms of facilities, we saw current plans for active renovations within the current campus to accommodate
the immediate growth of ECE. We also saw long term plans for moving the department downtown to a building
that is currently being planned for a remodel. It was impressive to see that immediate needs were being met,
and not just shelved until the big move downtown would occur, but it was also good to see long term planning.
I have high confidence that the university will meet the needs of the growing department.

We visited several laboratories, and all seemed adequate. The teaching laboratories were large enough for the
anticipated class size. One suggestion we made was to open up the walls along the corridor with some windows
that would allow visitors to look into the lab and see activity (good for recruiting), while adding some visual
dimensions to a lab that otherwise is simply four walls.

As capstone design projects begin to grow, there may become a need to create some longer term storage that

allows a team to build some structure or device over the course of a semester without having to take it down at
the tend of each class. Right now the infrastructure is relatively simple (mostly tables and benches) so some

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thought should go into the storage issues that enable reasonable access to critical equipment, and allow projects
to evolve over time.

15. Whatis the institution's commitment to the program as demonstrated by the operating budget, faculty salaries,
the number of faculty lines relative to student numbers and workload, and discussions about administrative
support with faculty and administrators?

It was very clear that every level with the University at Albany was committed to creating and supporting a
growing engineering college, and in particular establishing a viable ECE program. The Dean has already
allocated 15 lines for faculty in this department already, and clearly is planning to build that number further as
enrollment grow. It was enlightening to see that the Dean recognized that the faculty had to be built before the
students would come, so his commitment shows clearly.

There was also a clear commitment to completely remodel a large building downtown to house the new ECE
department. Funds have not yet been identified, but the university is clearly committed to this, and I am
confident the money will be found.

The library was aware of the special needs for ECE students and faculty, and has already invested in the right
data base access that will serve the field. The library also had proactively subscribed to several critical
publishing series, like Springer, and was making sure access could be made to the major conference
proceedings. There was no discussion of limitations, in fact the library’s attitude was simple: if the department
needs something, they will put it into their budget and try to get it.

We asked other offices, ranging from advising to facilities to admissions about their feelings about anew ECE
department. The response was universally positive and enthusiastic. In spite of adding demand for services,
there was a genuine enthusiasm for seeing ECE, and engineering in general, become a big part of the student
body at SUNY Albany. Even the issue of having to move more students back and forth between the downtown
and main campus has been considered and is being addressed. We could find no area where there was anything
but enthusiastic support for the college and ECE.

V. Summary Comments and Additional Observations

16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.

The major strength is that SUNY Albany is forming an engineering college and will soon be offering a degree
in Electrical and Computer Engineering. Most world-class schools have engineering and in particular ECE,
so this is a good, low risk, decision on the university’s part. There is a lot of demand for ECE degrees, and
given the lack of non-private ECE departments in the region, this will fill a niche that serves many New Y ork
State students.

The weakness relates to its current size. It is hard to establish a program that covers a field as broad as ECE
in an incremental fashion. A good ECE program needs broad coverage of topics: computer engineers,
transistor and circuit experts, communications and network experts, signal processing, and electromagnetics,
just to mention a few items. Each of these specialties best thrives with mutual input from the others. Until
the department grows to full size, there may be some areas where full synergy is compromised due to lacking
an adequate set of complementary skills. So far the department has done a very good job of filling out the
framework for a strong department. Their proposed process for the next year, which basically is to use
retirements in Computer Engineering, where there currently is a lot of strength, to create openings in
Electrical Engineering, makes good sense.

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The only other weakness relates to their physical size and location. They are not easy to find, nor do they
have a visual sense of identity. Once they move to the downtown location, this “weakness” will be eliminated.
Overall, the program is doing very well, and from my perspective they are addressing all the critical issues
correctly.

<]

. If applicable, particularly for graduate programs, comment on the ways that this program will make a unique
contribution to the field, and its likelihood of achieving State, regional and/or national prominence.

Two things: First, there are many ECE programs around the world, but what will make SUNY Albany unique
is its access to first generation students in New Y ork City. If the university can maintain their high level of
representation among the URM community, the department will have a huge impact on the field. SUNY ECE
is already achieving numbers in terms of URM enrollment that few of the other schools have ever achieved.
Graduating well-trained URM students, and first generation students, is something few other schools can
duplicate, and it will become a significant point of prominence.

Second, there is a need for an accessible ECE degree at a public school in the capital region, and SUNY
Albany is perfectly suited to fill that vacuum. This new degree will attract good students, and the stature of
SUNY Albany will clearly rise with the growth of a strong engineering school.

Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.

I was impressed by the genuine enthusiasm for the ECE program by all members and all levels of the
administration at the University of Albany. Everyone seems committed and excited about seeing ECE
become a strong program. I was constantly being told of what ECE will bring to them, as opposed to hearing
about what it will take. I left with a very positive impression of the faculty, staff, and especially of the
leadership of the department and college.

The State University
of New York

External Reviewer Conflict of Interest Statement

Tam providing an external review of the application submitted to the State University of New Y ork by:
The University of Albany
TWame of Institution or Applicant)

The application is for (circle A or B below)
A) New Degree Authority

B) Registration of a new academic program by an existing institution of higher education:

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Electrical and Computer Engineering
(Title of Proposed Program)

I affirm that I:

1. am not a present or former employee, student, member of the governing board, owner or shareholder
of, or consultant to the institution that is seeking approval for the proposed program or the entity
seeking approval for new degree authority, and that I did not consult on, or help to develop, the
application;

2. am nota spouse, parent, child, or sibling of any of the individuals listed above;

3. am not seeking or being sought for employment or other relationship with the
institution/entity submitting the application?

4. do not have now, nor have had in the past, a relationship with the instituion/entity submitting
the application that might compromise my objectivity.

Name of External Reviewer (please print):

Clifford Pollock

Signature:

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External Evaluation Report

Form 2D
Version 201-08-02

The External Evaluation Report is an important component of a new academic program
proposal. The external evaluator’s task is to examine the program proposal and related materials, visit the campus
to discuss the proposal with faculty and review related instructional resources and facilities, respond to the
questions in this Report form, and submit to the institution a signed report that speaks to the quality of, and need
for, the proposed program. The report should aim for completeness, accuracy and objectivity.

The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
Extemal Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
New Y ork State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional
Response in the full proposal that it submits to SED for registration.

Institution: The University at Albany
Evaluator Name (Please print.): Scott F. Midkiff, Ph.D.
Evaluator Title and Institution: Vice President for Information Technology and Chief Information Officer,

Professor of Electrical and Computer Engineering, Virginia Polytechnic Institute and State University (Virginia
Tech)

Evaluator Signature: sox Q ——

Proposed Program Title: Electrical and Computer Engineering
Degree: Bachelor of Science (B.S.)

Date of evaluation: February 15-16, 2018

I, Program

1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation. Address the program’s academic rigor and intellectual coherence.

Purpose

The creation of a B.S. program in electrical and computer engineering (ECE) is well aligned with the University
at Albany’s goal “to expand degrees and research in high growth, high needs areas” and will contribute
significantly to the emergence of the university’s College of Engineering and Applied Sciences (CEAS).
Almost every U.S. engineering school includes a program in electrical engineering, electrical and computer
engineering, or some similar program. Thus, the creation of the program is a very positive step from an
institutional perspective to establish an attractive and vibrant engineering college.

The catalog description provided in the proposal communicates appropriate purposes for a B.S. ECE program.

The proposal states four program educational objectives, summarized here as: (1) maintaining professional and
ethical standards; (2) designing solutions to ambiguous, complex, and abstract real-world problems; (3) working
effectively in diverse settings and communicating solutions to key stakeholders; and (4) participating in
professional and community activities. These objectives support and are consistent with appropriate purposes
fora B.S. ECE program. The program will graduate students with foundational skills in math, science, and
electrical and computer engineering, deeper technical skills in chosen areas of electrical and/or computer
engineering, and professional characteristics including ethics, communications ability, and the ability to work
in teams.

The program’s student outcomes are the seven that were recently established by the Engineering Accreditation
Commission (EAC) of ABET. These outcomes are required for all ABET-accredited engineering programs
and, thus, are the right set of student outcomes for the proposed B.S. ECE program.

Structure and Requirements

The structure and requirements of the proposed B.S. ECE program are appropriate and consistent with those
found in many similar programs. A student will need to obtain at least 124 credits for the proposed B.S. ECE
degree, including 36 credits of mathematics and science, 46 credits of required core ECE courses, 18 credits of
ECE electives (giving a total of 64 credits in engineering topics), and the balance of hours for university-
required general education courses and electives. This distribution of requirements satisfies distribution
requirements included in Criterion 5, Curriculum, of ABET EAC criteria. Specifically, for a program with 124
total credits, at least 31 credits need to be from college-level mathematics and basic sciences and 47 credits
need to be in engineering topics. This is one-year of college-level mathematics and basic sciences and one and
one-half years of engineering topics, where a “year” is considered to be the lesser of 32 semester hours or one-
fourth of the total credits required for graduation.  (http://www.abet.org/accreditation/accreditation-

criteria/criteria-for-accrediting-engineering-programs-2018-2019/ is a reference for ABET EAC criteria.)

The following ABET EAC program-specific criteria apply to electrical and computer programs (these are the
union of requirements for electrical engineering and for computer engineering programs).

i) The structure of the curriculum must provide both breadth and depth across the range of engineering
topics implied by the title of the program.

ii) The curriculum must include probability and statistics, including applications appropriate to the
program name; mathematics through differential and integral calculus; sciences (defined as biological,
chemical, or physical science); and engineering topics (including computing science) necessary to
analyze and design complex electrical and electronic devices, software, and systems containing
hardware and software components.

iii) The curriculum for programs containing the modifier “electrical,” “electronic(s),” “communication(s),”
or “telecommunication(s)” in the title must include advanced mathematics, such as differential
equations, linear algebra, complex variables, and discrete mathematics.

iv) The curriculum for programs containing the modifier “computer” in the title must include discrete

mathematics.

The curriculum for programs containing the modifier “communication(s)” or “telecommunication(s)”
in the title must include topics in communication theory and systems.

(The program-specific criteria above are quoted from the Criteria for Accrediting Engineering Programs, 2018-
2019.) Based on course titles and descriptions, the planned curriculum requirements for the B.S. ECE program
more than satisfy the program-specific requirements listed above. In particular, the required courses: (i)
provide breadth and depth across electrical and computer engineering; (ii) include a probability and statistics
course (AMAT 370, Probability and Statistics for Engineering and the Sciences), appropriate courses in
mathematics and basic sciences, and engineering topics for design and analysis for complex electrical devices,
software, and hardware/software systems; (iii) incorporate sufficiently advanced mathematics for electrical
engineering topics; (iv) include discrete mathematics (in ICSI 210, Discrete Structures); and (v) include topics
in communications theory and systems (in particular, ICEN 350, Signals & Systems).

My,

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Plans are in place for student advising to ensure that students choose electives that meet program requirements
and career goals.

Asa suggestion, the program could be a bit more flexible to permit students to pursue particular interests. In
particular, the number of required depth courses in a single area could be reduced from 4 to at least 3. In
addition, the math elective could be changed to a math/basic science elective from an approved list, which
could, for example, allow a student to gain some background in biology or take a more advanced physics class.

Administration and Evaluation

The proposed program is housed within the relatively new Department of Electrical and Computer Engineering
in the College of Engineering and A pplied Sciences. Thus, there is an existing administrative structure to host
the proposed program.

Evaluation of the program will rely on the ABET EAC criteria for accreditation. This process considers eight
criteria: 1) students; 2) program educational objectives; 3) student outcomes; 4) continuous improvement; 5)
curriculum; 6) faculty; 7) facilities; and 8) institutional support. A major ABET review of the program occurs
every six years.

Comment on the special focus of this program, if any, as it relates to the discipline.

The approach of providing a solid foundation in both the “electrical” and “computer” aspects of electrical and
computer engineering is wise and timely. Today and even more so in the future, electrical and computer
engineers design, implement, and operate complex systems and components of complex systems that involve
both hardware and software. An engineer can be more effective in his or her profession with a solid foundation
across electrical and computer engineering. The proposed B.S. ECE program provides this foundation. In
addition, given the breadth of electrical and computer engineering, it is wise to identify concentration areas
rather than to try to support studies in all possible areas. The program is establishing three areas for electives
and in which students will achieve some depth: 1) Computers; 2) Electronics; and 3) Signal Processing,
Communications, and Control. These three areas are clearly suitable fora B.S. ECE program. They seem
particularly well chosen for a department, like this one, that is evolving from “computer engineering” to be a
more comprehensive, and more common, “electrical and computer engineering” department.

Comment on the plans and expectations for self: and i impr t.

The B.S. in ECE program will utilize an assessment and continuous improvement process that satisfies ABET
EAC Criterion 4, Continuous Improvement. ABET emphasizes systematic ongoing assessment for student
outcomes and the use of that assessment for continuous improvement. The proposal indicates that student
outcomes will be assessed through direct measurement of student performance on specific components of
specific courses and through indirect assessment by surveying graduating seniors and alumni. Data will be
reviewed by the ECE Accreditation and Steering Committee which will perform the assessment. The ECE
Undergraduate Studies Committee will review the assessment and consider possible changes to improve the
program. The ECE faculty will consider recommendations and adopt measures to improve the program. The
proposal contains a detailed plan for direct measurement of outcomes in courses (Appendix 3). This approach
to assessment, evaluation, and continuous improvement is consistent with the approach taken by many ABET-
accredited engineering programs. The plans presented in the proposal provide a good foundation for achieving
ABET accreditation for the proposed program.

Asacomment, measurement is heavily dependent on the senior design laboratory (ICEN 440-450). While this
is a good class to use for measurement, it is recommend to use an additional class, preferably somewhat earlier
in the program, for measurement of each of the student outcomes.

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4. Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.

Collaboration with related programs is especially important for an electrical and computer engineering program.
The proposed B.S. in ECE program appropriately taps into courses in the Mathematics, Physics, Chemistry,
and Computer Science departments.

5. What is the evidence of need and demand for the program locally, in the State, and in the field at large? What
is the extent of occupational demand for graduates? What is the evidence that demand will continue?

There is strong national and global demand for bachelor’s degree graduates in electrical and computer
engineering. Growth in information technology, mobile communications, networking, embedded systems and
the “Internet of Things,” robotics, data analytics and machine learning, and other areas depend on a robust,
well-educated workforce in electrical and computer engineering to design, implement, and operate these
services and technologies or the systems on which these services and technologies rely. While the job market
may be affected by short-term transients in the economy, there is long-term growth in the demand for ECE and
there is no reason to believe that this will change over the next several decades. This long-term growth in
employment opportunities for B.S. in electrical engineering, computer engineering, and electrical and computer
engineering graduates is reflected in national enrollment data. Most such programs in the U.S. are either
growing (where allowed to do so) or are at capacity (where enrollment is capped). Thus, the proposed program
should be able to meet its enrollment goals and the graduates of the program should be able to find well-paying,
interesting jobs in their field. Of particular note, the proposed program’s emphasis on creating a foundation in
both electrical engineering and computer engineering topics will position graduates to be attractive to a broad
set of employers, both upon graduation and throughout their careers.

The proposal also makes the case that the University at Albany would be the only public institution in the New
Y ork Capital Region offering a bachelors program in ECE. This would make the program attractive to students
in the region from a financial perspective.

II. Faculty

6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.

The B.S. in ECE program will be lead and taught by a strong group of mostly junior tenure-track faculty
members and non-tenure-track lecturers (professors of practice). The program’s faculty currently includes: 11
tenured or tenure track faculty members fully engaged with the program (Saulnier, Chen, Elgala, Kim, Soyata,
Chang, Zois, Wang, Saha, Dutta, Aksoy); two professors of practice (Cortesi, Muckell); and two tenured faculty
members with largely administrative duties in the college (Boyer, Moulic). All faculty have outstanding
credentials and are fully qualified to teach in a top-tier, rigorous B.S. in ECE program. One additional faculty
member is to be hired. This number of faculty members is adequate to meet the teaching needs of the program
given planned enrollments. The group of faculty also have the breadth of expertise needed to teach the core
ECE courses as well as to cover the electives in the three different areas. It is noted that a professional advising
staff in the College of Engineering and Applied Sciences will reduce the time needed of faculty for routine
student advising.

As the ECE Department adds faculty, it will need to choose areas to broaden its expertise to round out depth
areas.

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up

Il.

Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilities for the proposed program, taking into account their other institutional and programmatic
commitments. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
Discuss any critical gaps and plans for addressing them.

The current number of faculty, especially considering that there are plans to hire one additional faculty member,
is adequate to cover the proposed program and to cover the existing B.S. in Computer Engineering program
and recent M.S. and Ph.D. ECE programs. Teaching loads for tenured and tenure-track faculty are reasonable.
Tenure-track assistant professors teach just two classes per year, which provides them with time to do research,
advise graduate students, and help with department service activities. This teaching load is typical in research-
focused engineering departments. Further growth in the size of the faculty will help the department broaden its
course offerings and to reach the “critical mass” needed for national prominence and impact. With the M.S.
and Ph.D. programs in place and an existing active research program, the department should be able to continue
to hire well-qualified new faculty as the need and opportunity arises. And, as noted in the proposal, future
hiring needs to strengthen courses in the “electrical engineering” part of the program to provide better balance
with the “computer engineering” part of the program, which is currently more completely represented.

The tenured and tenure-track faculty members are very active in research and scholarship. They are also
actively submitting research proposals. Recent funding successes indicate that the department, as a whole, is
on track to establish a sustainable research program. Of course, the current federal funding situation has
uncertainties that may affect almost all research programs, including this one.

Evaluate credentials and involvement of adjunct faculty and support personnel.

The program does not currently use any adjunct faculty. If it does decide to do so, there should be a number of
well-qualified candidates working in local industry.

The number of support personnel for department administration, and und duate advising is adequate and
their credentials and qualifications are strong. As enrollment grows, the College of Engineering and Applied
Sciences will need to hire additional undergraduate advisors.

The university’s information technology (IT) organization provides good support for software licenses and
flexible setup to support classes, which reduces the need for additional IT personnel for the program.

As enrollments grow, the department and the college should consider adding a staff member for laboratory
support. This can help the instructional labs operate more smoothly and efficiently and can relieve faculty of
logistical tasks such as ordering parts and equipment, maintaining a parts inventory, maintaining equipment,
and setting up for labs in shared space.

Students

Comment on the student population the program seeks to serve, and assess plans and projections for
student recruitment and enrollment.

The program projects that 36 B.S. ECE students (all full-time) will enter in the first year. This is projected to
grow to where 135 B.S. ECE students enter the program in the fifth year. This seems achievable given the
strong demand for electrical and computer engineering degrees and given the track record at the University of
Albany for the relatively new B.S. Computer Engineering program.

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10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?

The demand for electrical engineering (EE) and computer engineering (CE) undergraduate programs is
strong. The placement rate for students graduating with a B.S. degree in EE, CE, or ECE is high and starting
salaries are among the highest for any undergraduate degree. An EE, CE, and ECE workforce is essential for
many high-profile industries such as self-driving cars, “smart” homes, buildings and cities, “smart” grid,
Internet of Things, 5G cellular communications, machine learning, data analytics, and cybersecurity. These
factors are leading to substantial growth in EE, CE, and ECE programs throughout the U.S., at least at those
institutions where total engineering enrollment is allowed to grow. And, at least at many institutions, the
qualifications of entering students measured by high school grades and standardized test scores are being
maintained or are increasing even though programs are enrolling more students. The breadth and flexibility
of the proposed B.S. ECE program at the University at Albany should be particularly attractive to students
seeking a broad based undergraduate education. Thus, the proposed B.S. ECE program should meet its
enrollment goals while bringing in well-qualified students.

The program knows of the need for B.S. ECE graduates in the region. Support letters are coming from
employers.

The university appears to have a strong recruiting program and the new B.S. ECE program will benefit from
this. The university is seeking to insure that engineering is included in recruiting material.

A new engineering living-learning community will also help to attract good students to CEAS, in general,
including to the B.S. ECE program.

11. Comment on provisions for encouraging participation of persons from underrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?

For recruiting from underrepresented groups, the program plans to leverage networking and high school
outreach opportunities through existing and planned groups including the National Society for Black
Engineers (NSBE), the Association for Computing Machinery (ACM), Theta Tau Professional Engineering
Fratemity, the Institute of Electrical and Electronics Engineers (IEEE), and The Society of Women Engineers
(SWE).

The program will leverage existing university programs including the Educational Opportunity Program
(EOP), the Collegiate Science and Technology Entry Program CSTEP), and engineering “boot camp”
experiences to improve success and retention of students from underrepresented groups.

Enrollments in the B.S. in Computer Engineering are already strong for Latino and A frican-A merican
students. It is reasonable to believe that the percentages of Latino and A frican-A merican students in the
proposed B.S. ECE program will also significantly exceed national averages for such programs.

Gender diversity in the existing B.S. in Computer Engineering program are at the typical low levels of such
programs. There is an opportunity and desire to emphasize success. Planned approaches include using
alumni to recruit, emphasizing yield of applicants, using peer outreach for women recruits, and using contact
lists from SAT and subject tests for women interested in science and engineering. The high percentage of
women faculty in the ECE Departments should help with recruiting students.

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12.

1

IV.

14,

Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.

Monitoring for student progress and performance relies on both use of the EAB Student Success
Collaborative software and required visits to an advisor for registration. This process appears to be very
sound.

Students entering the University at Albany, but not yet admitted to the B.S. ECE program, will receive
mandatory advising from the university’s Advisement Services Center. Once admitted to the B.S. ECE
program, students are advised by academic advisors in the College of Engineering and A pplied Sciences.
Throughout their program, students also have access to the university’s on-demand A dvising PLUS service.

Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.

As stated above (items 5 and 10), the long-term job prospects for B.S. ECE graduates is very strong and should
remain strong, with the possible exception of transient periods due to economic downtums. The proposal
includes employment and salary data from the New Y ork Department of Labor that point to growth in job
opportunities for B.S. ECE graduates and prospects for good salaries. The program’s breadth across electrical
and computer engineering and the program’s emphasis on teamwork, communications, and professionalism
will position graduates of the program to have long-term success as professionals in industry or to enter an M.S.
or Ph.D. program in ECE ora related field for advanced study.

The newly formed student chapter of the Institute of Electrical and Electronics Engineers (IEEE) will provide
a student-run platform to connect students with industry speakers and professional development opportunities.
The university’s Career Services unit runs a university-wide job fair and ECE employers are beginning to attend
and will this is likely to grow.

Resources

Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities;
practica and internship sites or other experiential learning opportunities, such as co-ops or service learning; and
support services for the program, including use of resources outside the institution.

Resources

Based on the number of faculty and teaching loads, laboratory facilities, computing facilities, and other
resources, it is clear that the university is devoting an appropriate level of resources to allow the B.S. ECE
program to establish itself and to grow into a vibrant, successful program. This will, of course, need to grow
as the enrollments grow.

The university will need to allocate additional graduate assistant positions to CEAS as undergraduate
enrollments grow. Graduate teaching assistants (GTAs) are essential to support undergraduate engineering
education for laboratory instruction and as growth in enrollment leads to larger class sections.

Computing and Laboratory Facilities

In the summer of 2018, two existing rooms used for ECE laboratories will be combined and renovated to create
a larger laboratory for up to 48 students. This laboratory will be used for multiple laboratory classes including
ECE 101, ECE 200, ECE 231, ECE 301, ECE 440, and ECE 450. There will likely be challenges scheduling
this many laboratories in a common space, but given that class sizes are fairly small and that classes are taught
across different semesters, it should be workable. As the program grows in the future, additional laboratory

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space will be needed. The proposal states that it is expected that ECE will move into a renovated building on
the Downtown Campus. This move will provide new laboratory space for the program, as well as additional
office and instructional space.

The department has $51,000 allocated to laboratory equipment in 2017-2018 and will have $50,000 allocated
in 2018-2019. This will provide a good base of equipment for the laboratory. But, more investment will likely
be needed as the program expands and as students move into senior design projects in ECE 440 and ECE 450.

The program has access to necessary software. For example, MATLAB and associated toolboxes are available
through a university-wide license.

Library
The university’s library provides access to the IEEE Xplore Digital Library and the ACM Digital Library.
These two sources fully meet the instructional needs of an undergraduate program in ECE.

Internship Sites or Other Experiential Learning Opportunities

Given the demand for ECE students and the proximity of companies, there should be many opportunities for
industrial internship for B.S. ECE students. The university’s Career Services unit is active in working to create
intemship opportunities, both locally and elsewhere where they have contacts.

15. Whatis the institution's commitment to the program as demonstrated by the operating budget, faculty salaries,
the number of faculty lines relative to student numbers and workload, and discussions about administrative
support with faculty and administrators?

The University at Albany is clearly committed to creating a strong Electrical and Computer Engineering
Department. CEAS is one of two colleges targeted for growth at the university. The department has already
launched a B.S. Computer undergraduate program and M.S. and Ph.D. graduate programs in ECE. The
university has hired strong faculty and faculty size has increased quickly. Salaries and new faculty start-up
funds are competitive. The B.S. ECE program is a natural extension of the existing investment by the
university and it is clear they are committed to this extension.

V. Summary Comments and Additional Observations

16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.

Major Strengths

CEAS, the ECE Department, and the B.S. ECE program are all benefiting from strong support from the
University at Albany. This support is evident not only in budgets, faculty lines, and space, but also in the
enthusiasm and support from various administrative units at the university including for facilities, information
technology, enrollment management, career services, institutional research, advising, and other areas.

The department has recruited an excellent cadre of faculty to offer the program’s courses. They are active in
research, understand the need for collaboration and transdisciplinary and interdisciplinary research and
education, and are enthusiastic and energetic. They have been active and eager participants in creating the
new department and its programs including the proposed B.S. ECE program.

The broad foundation of the proposed B.S. ECE program will distinguish it from undergraduate programs in
electrical engineering or in computer engineering. This broad foundation will prepare students for complex
systems in their jobs or advanced studies and will allow them flexibility in elective choice and career options.

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1

1

n

Major Weaknesses
There are no major weaknesses noted.

As more of a challenge than a weakness, the university and the College of Engineering and A pplied Sciences
will need to ensure growth in resources — faculty lines, graduate assistants, undergraduate advising, laboratory
support, space, and equipment funds — as the program grows. Obviously, quality can suffer if demand and
resources get substantially out of alignment.

If applicable, particularly for graduate programs, comment on the ways that this program will make a unique
contribution to the field, and its likelihood of achieving State, regional and/or national prominence.

State and, especially, regional prominence is highly likely given the lack of a similar program at a public
university in the New Y ork Capital Region. The proposed program will be a high quality ECE program at a
cost that makes it more accessible than regional alternatives for many students. Part of its prominence will be
its support for workforce needs for the region.

The approach of offering an electrical and computer program, rather than an electrical engineering program,
helps to distinguish the proposed program from many other schools. With today’s more complex integrated
systems to be designed, deployed, and operated, the broad foundation of a B.S. ECE graduate should be
attractive to employers in the region, in the state, and nationally.

Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.

e The program should consider more flexibility in course requirements. In particular, the number of required
depth courses in a single area could be reduced from 4 to be “at least 3” and the math elective could be
changed to a math/basic science elective from an approved list of courses.

e Measurement for the assessment process depends mostly on the senior design laboratory (ICEN 440-450).
While this is a good class to use for measurement, it is recommend to use an additional class, preferably
somewhat earlier in the program, for measurement of student outcomes.

e Asthe ECE Department adds faculty, it will need to hire in areas to broaden its expertise to round out depth
areas.

e Asenrollments grow, the department and the college should consider adding a staff member for laboratory
support to improve lab operations as they operate at a larger scale and to reduce load on faculty.

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The State University
of New York

External Reviewer Conflict of Interest Statement

Tam providing an external review of the application submitted to the State University of New Y ork by:
The University at Albany

(Name of Institution or A pplicant)

The application is for (circle A or B below)

A) New Degree Authority

[B)_ Registration of a new academic program by an existing institution of higher education|]

B.S. in Electrical and Computer Engineering
(Title of Proposed Program)
I affirm that I:

1. am not a present for former employee, student, member of the governing board, owner or shareholder
of, or consultant to the institution that is seeking approval for the proposed program or the entity
seeking approval for new degree authority, and that I did not consult on, or help to develop, the
application; ‘

2. am nota spouse, parent, child, or sibling of any of the individuals listed above;

3. am not seeking or being sought for employment or other relationship with the
institution/entity submitting the application;

4. do not have now, nor have had in the past, a relationship with the institution/entity submitting
the application that might compromise my objectivity.

Name of External Reviewer (please print):
Scott F. Midkiff

ee Loos FP. [——

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Institutional Response to the External Evaluators

Evaluator #1: Scott F. Midkiff

Q1. As a suggestion, the program could be a bit more flexible to permit students to pursue particular

interests. In particular, the number of required depth courses in a single area could be reduced from 4
to at least 3. In addition, the math elective could be changed to a math/basic science elective from an
approved list, which could, for example, allow a student to gain some background in biology or take a
more advanced physics class.

We agree and have updated the program as recommended. The depth requirement has been
reduced to 3 courses from 4 courses. The Math Elective has been converted into a
Math/Science Elective which is defined as any junior- or senior-level math course (AMAT
3xxx/4xxx), Physics Ill or above (APHY 240 or higher), or any course in either Biology or
Atmospheric Sciences.

Q3. As a comment, measurement is heavily dependent on the senior design laboratory (ICEN 440-450).
While this is a good class to use for measurement, it is recommend to use an additional class, preferably
somewhat earlier in the program, for measurement of each of the student outcomes.

We agree. All outcomes will be assessed through performance in various components of the
senior design laboratory, since the course provides an opportunity for students to demonstrate
their attainment of each of the Student Outcomes near the completion of the program.
However, we agree that it is essential that the attainment be measured in multiple places in the
program, including earlier points in the program. Asa result, each student outcome will also be
assessed in at least one additional course that is taken within the first 5 semesters of a typical
program.

Q6. As the ECE Department adds faculty, it will need to choose areas to broaden its expertise to round
out depth areas.

We agree. The present make-up of the ECE faculty is weighted towards Computer Engineering
and, particularly with the addition of this proposed Electrical and Computer Engineering
program, it is essential to strengthen the department’s expertise in Electrical Engineering.
Faculty hiring during the next several years will be focused on broadening the expertise of the
department.

Q8. The number of support personnel for department administration, and undergraduate advising is
adequate and their credentials and qualifications are strong. As enrollment grows, the College of
Engineering and Applied Sciences will need to hire additional undergraduate advisors.

We agree. Plans are already in place to hire a third undergraduate staff advisor to meet
increased student enrollments resulting from the continued growth of Computer Engineering
and Computer Science as well as the additions of the proposed Environmental and Sustainable
Engineering and Electrical and Computer Engineering programs. Additional advisors will be
added as enrollment continues to grow and new programs are added.

As enrollments grow, the department and the college should consider adding a staff member for
laboratory support. This can help the instructional labs operate more smoothly and efficiently and can
relieve faculty of logistical tasks such as ordering parts and equipment, maintaining a parts inventory,
maintaining equipment, and setting up for labs in shared space.

We agree that a laboratory technician assistance will be needed as the student body grows and
the instructional laboratories become fully operational. It is likely that a full-time person may
not be needed for some time, if at all, and it may be necessary to combine instructional
laboratory support with sponsored research laboratory support. We will closely monitor the
needs for the instructional laboratories and figure out how to best provide technical support as
we move forward.

Q14. The university will need to allocate additional graduate assistant positions to CEAS as
undergraduate enrollments grow. Graduate teaching assistants (GTAs) are essential to support
undergraduate engineering education for laboratory instruction and as growth in enrollment leads to
larger class sections.

We agree. We are currently working to develop a Graduate Assistant policy for CEAS that
assigns positions based on undergraduate teaching needs. A CEAS faculty committee has
drafted a Teaching Assistant Policy document for the college and it is currently being discussed
and revised. The document provides formulaic guidelines for the assignment of teaching
assistants to courses based on course structure and enrollments. When finalized, this policy
document will help faculty to understand the teaching assistant support that they can expect for
their courses.

In the summer of 2018, two existing rooms used for ECE laboratories will be combined and renovated to
create a larger laboratory for up to 48 students. This laboratory will be used for multiple laboratory
classes including ECE 101, ECE 200, ECE 231, ECE 301, ECE 440, and ECE 450. There will likely be
challenges scheduling this many laboratories in a common space, but given that class sizes are fairly
small and that classes are taught across different semesters, it should be workable. As the program
grows in the future, additional laboratory space will be needed. The proposal states that it is expected
that ECE will move into a renovated building on the Downtown Campus. This move will provide new
laboratory space for the program, as well as additional office and instructional space.

We agree. The combined laboratory space will provide sufficient schedulable time in the short
term but, as additional laboratory sections are needed to support the growth in enrollment,
additional space will be needed. The renovation plans for the Schuyler building, our future
home, provides this additional space by including two dedicated laboratory spaces for ECE as
well as a separate space for the capstone design courses. Depending on how quickly the
enrollment grows, it may be necessary to find additional laboratory space before we move to
the renovated Schuyler building.

The department has $51,000 allocated to laboratory equipment in 2017-2018 and will have $50,000
allocated in 2018-2019. This will provide a good base of equipment for the laboratory. But, more
investment will likely be needed as the program expands and as students move into senior design
projects in ECE 440 and ECE 450.

We agree, somewhat. We are planning on making extensive use of “laboratory in a box” devices
for course laboratories. These inexpensive devices are used with a laptop computer and

effectively provide students with a set of electronic instruments including an oscilloscope, logic
analyzer, spectrum analyzer, function generator, and programmable power supply. An
educational advantage of these devices is that students have access to instruments wherever
they are and can use them for classwork as well as projects that they want to pursue on their
own. We plan on having students purchase a “laboratory in a box” device for ECE 101
Introduction to ECE and integrate it into laboratories for that course as well as ECE 231 Digital
Logic Design, ECE 200 Introduction to Circuits, ECE 300 Introduction to Electronics, and, possibly,
others. The reuse of the same device in multiple classes will save students money and enable
them to become proficient in its use.

Use of these devices greatly reduces the required investment in conventional laboratory
instruments since it is no longer necessary to purchase instrument sets for every student or
student team in a laboratory section. Instead, we can purchase several sets of instruments and
have students use them on a rotating basis, possibly with a few students or student teams using
the “real” equipment for a laboratory exercise while the remaining students use the “laboratory
in a box” devices.

The funds that have been allocated will enable us to configure the laboratories in a baseline
way. However, as we move forward, we will want to add more expensive specialized
equipment, especially for advanced courses. We anticipate requesting more internal funds for
specific needs but also applying for external equipment grants and cultivating relationships with
companies that, among other things, could lead to equipment donations.

Q16. As more of a challenge than a weakness, the university and the College of Engineering and Applied
Sciences will need to ensure growth in resources — faculty lines, graduate assistants, undergraduate
advising, laboratory support, space, and equipment funds — as the program grows. Obviously, quality
can suffer if demand and resources get substantially out of alignment.

Many of these issues have been addressed above. The resources needed to start and grow the
program have been provided thus far and the administration has made it clear that the
continued growth of the college is central to the long-term vision for the university. The high
initial enrollment in the first new program within the college, the B.S. in Computer Engineering
degree program, has resulted in plans to add two lecturer/professor of practice positions during
the next couple years, increase the equipment budget by $50,000, allocate more space to the
ECE Department, and to renovate space in the summer of 2018 to make a larger teaching
laboratory. Clearly, the allocation of resources to meet the growing department needs resulting
from the strong student interest in the program has been immediate. Additional tenure track
faculty will be added slowly in the coming years to increase the department size to 20-25
faculty. Plans are being developed to implement a graduate assistant allocation policy that is
driven by course teaching needs. Further expansion of the current ECE space is planned as an
interim measure to bridge to the completion of the Schuyler renovation. Overall, the university
commitment to providing the resources needed to establish and grow the programs has been
strong and is expected to continue.

Q18. Include any further observations important to the evaluation of this program proposal and provide
any recommendations for the proposed program.

The program should consider more flexibility in course requirements. In particular, the number of
required depth courses in a single area could be reduced from 4 to be “at least 3” and the math elective
could be changed to a math/basic science elective from an approved list of courses.

See the response to Q1.

Measurement for the assessment process depends mostly on the senior design laboratory (ICEN 440-
450). While this is a good class to use for measurement, it is recommend to use an additional class,
preferably somewhat earlier in the program, for measurement of student outcomes.

See the response to Q3.

As the ECE Department adds faculty, it will need to hire in areas to broaden its expertise to round out
depth areas.

See the response to Q6.

As enrollments grow, the department and the college should consider adding a staff member for
laboratory support to improve lab operations as they operate at a larger scale and to reduce load on
faculty.

See the response to Q8.

Evaluator #2: Clifford R. Pollock

Q1. In terms of the course requirements, the department has proposed a very rigorous degree with
strong foundations in math and science, and a good offering of core courses that will provide students
with fundamental knowledge. The curriculum clearly meets the ABET requirements, so accreditation of
the degree is anticipated. One comment: the depth requirement of taking 4 courses in one particular
topic, such as computer engineering, seems a little restrictive because breadth is very important to the
career of an electrical engineer. | would suggest modifying that requirement to “minimum of 3” courses
in a particular stem. There was also a lot of math in the curriculum, in particular a 6th course added in
the junior year. In the spirit of breadth, | would recommend changing that requirement to be a course in
math OR science, enabling students to take a biology or advanced physics course as their interests guide
them. Either path they choose would be consistent with the ECE degree.

We agree and have updated the program as recommended. The depth requirement has been
reduced to 3 courses from 4 courses. The Math Elective has been converted into a
Math/Science Elective which is defined as any junior- or senior-level math course (AMAT
3xxx/4xxx), Physics Ill or above (APHY 240 or higher), or any course in either Biology or
Atmospheric Sciences.

Q3. We had a general comment on the proposed review process. Many of the student outcomes will be
evaluated in the two senior capstone design courses. This goal is reasonable, as the capstone design is
where students must demonstrate their accumulated skills. However, if there is an academic shortfall

somewhere prior to the capstone design in the senior year, it will not become evident until this last
course, and then it might be too late to make adjustments. We recommend that a second layer of
assessment be added to the testing of student objectives so that early detection of a shortfall can be
detected and fixed before the problem spreads.

We agree. All outcomes will be assessed through performance in various components of the
senior design laboratory, since the course provides an opportunity for students to demonstrate
their attainment of each of the Student Outcomes near the completion of the program.
However, we agree that it is essential that the attainment be measured in multiple places in the
program, including earlier points in the program. Asa result, each student outcome will also be
assessed in at least one additional course that is taken within the first 5 semesters of a typical
program.

The University at Albany holds an external review of most departments every 7 years. We reviewed the
review process with office of resource planning, and found the review to be well aligned with the best
practices of our respective universities. It is good to see that the University has a process for review. Our
recommendation is that the external review not be delayed because of the separate ABET review that
occurs for the curriculum. The External review looks at broader issues that ABET does not, and provides
extremely useful input to the chair and dean for strategic planning.

We believe that the external evaluator was not aware that the ABET review, which occurs on a6
year cycle, will replace the conventional UAlbany review.

Q7. It appears that teaching support is adequate, although the allocation of Teaching Assistants seemed
to be somewhat ad hoc at this time. We recommend that a clear process of TA allocation be created
which is based on credit hours taught by the department, and not on indirect inputs such as department
research income. It is important that faculty have an understanding of the level of support they can
expect for any given course, without having to first go to the Chair.

We agree. We are currently working to develop a Graduate Assistant policy for CEAS that
assigns positions based on undergraduate teaching needs. A CEAS faculty committee has
drafted a Teaching Assistant Policy document for the college and it is currently being discussed
and revised. The document provides formulaic guidelines for the assignment of teaching
assistants to courses based on course structure and enrollments. When finalized, this policy
document will help faculty to understand the teaching assistant support that they can expect for
their courses.

Q14. We visited several laboratories, and all seemed adequate. The teaching laboratories were large
enough for the anticipated class size. One suggestion we made was to open up the walls along the
corridor with some windows that would allow visitors to look into the lab and see activity (good for
recruiting), while adding some visual dimensions to a lab that otherwise is simply four walls.

As capstone design projects begin to grow, there may become a need to create some longer term
storage that allows a team to build some structure or device over the course of a semester without
having to take it down at the end of each class. Right now the infrastructure is relatively simple (mostly
tables and benches) so some thought should go into the storage issues that enable reasonable access to
critical equipment, and allow projects to evolve over time.

We agree and are discussing how to integrate storage space into the laboratory configuration as
part of the upcoming renovation that will combine the two laboratory spaces. Inserting
windows between the hallway and the laboratory is a fantastic idea which we will pursue but its
implementation, ultimately, will depend on the availability of resources.

Q16. The weakness relates to its current size. It is hard to establish a program that covers a field as
broad as ECE in an incremental fashion. A good ECE program needs broad coverage of topics: computer
engineers, transistor and circuit experts, communications and network experts, signal processing, and
electromagnetics, just to mention a few items. Each of these specialties best thrives with mutual input
from the others. Until the department grows to full size, there may be some areas where full synergy is
compromised due to lacking an adequate set of complementary skills. So far the department has done a
very good job of filling out the framework for a strong department. Their proposed process for the next
year, which basically is to use retirements in Computer Engineering, where there currently is a lot of
strength, to create openings in Electrical Engineering, makes good sense.

We agree. Our hiring strategy in the near term will seek to expand the breadth of the
department’s faculty and, in particular, grow strength in core electrical engineering disciplines.

The only other weakness relates to their physical size and location. They are not easy to find, nor do
they have a visual sense of identity. Once they move to the downtown location, this “weakness” will be
eliminated. Overall, the program is doing very well, and from my perspective they are addressing all the
critical issues correctly.

We agree. We are working with Physical Facilities to add signs which will make the department
offices easier to find. As a bridge to the eventual move to the Schuyler Building on the
downtown campus, two phases of expansion of planned for the department’s current location
on the uptown campus. During the summer of 2018, three faculty offices and a department
business hub will be added. Two spaces that are currently being used as faculty offices will be
converted into laboratory space. The department printer/copier, mailboxes, microwave oven,
water fountain, and coffee pot will be relocated to the business hub, freeing space in the main
department office. During the summer of 2019, the department will expand into a large
adjacent space creating, among other things, a more conventional and recognizable main
department office. Full details about how the space will be used have not been determined but
it is likely that the changes will include expanding faculty laboratory space to accommodate the
growing program and adding a student lounge.