Senate Bill 1718-01
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by: Graduate Academic Council
University Planning and Policy Council
Date: September 2017
PROPOSAL TO ESTABLISH M.S. AND Ph.D. PROGRAMS IN
ELECTRICAL AND COMPUTER ENGINEERING
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached proposals to establish M.S. and
Ph.D. programs in Electrical and Computer Engineering as approved by the
Graduate Academic Council (9/26/2017) and University Planning and Policy
Council (10/27/2016).
2. That this bill and proposals be forwarded to the President for final campus
approval.
Senate Bill 1718-01
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by: Graduate Academic Council
University Planning and Policy Council
Date: September 2017
PROPOSAL TO ESTABLISH M.S. AND Ph.D. PROGRAMS IN
ELECTRICAL AND COMPUTER ENGINEERING
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached proposals to establish M.S. and
Ph.D. programs in Electrical and Computer Engineering as approved by the
Graduate Academic Council (9/26/2017) and University Planning and Policy
Council (10/27/2016).
2. That this bill and proposals be forwarded to the President for final campus
approval.
New Program Proposal:
Graduate Degree Program
Form 2B
Version 2016-10-13
This form should be used to seek SUNY’s approval and New Y ork State Education Department’ s (SED) registration
of a proposed new academic program leading to master’s or doctoral degree. Approval and registration are both
required before a proposed program can be promoted or advertised, or can enroll students. The campus Chief
Executive or Chief Academic Officer should send a signed cover letter and this completed form (unless a different
formapplies'), which should include appended items that may be required for Sections 1 through 6, 9 and 10 and
MPA-1 of this form to the SUNY Provost at programreview@suny.edu. The completed form and appended items
should be sent as a single, continuously paginated document.” If Sections 7 and 8 of this form apply, Extemal
Evaluation Reports and a single Institutional Response should also be sent, but in a separate dectronic document.
Guidance on academic program planning is available here.
Table of Contents
NOTE: Please update this Table of Contents automatically after the foomhas been completed. To do this, put
the cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field’ and
then “Update Page Numbers Only.” The last itemin the Table of Contents is the List of Appended and/or
Accompanying Items, but the actual appended items should continue the pagination.
Section 1. General Infonvation
Section 2. Program Information.
2.1. Program Format
2.2. Related Degree Program
2.3. Program Description, Purposes and Planning.
2.4. Admissions.
2.5. Academic and Other Support Services
2.6. Prior Leaming Assessment
2.7. Program Assessment and Improvement.
Section 3. Program Schedule and Cuniculum
Section 4. Faculty.
Section 5. Financial Resources and Instructional Facilities.
Section 6. Library Resources
Section 7. External Evaluation
Section 8. Institutional Response to Extemal Evaluator Reports.
Section 9. SUNY Undergraduate Transfer.
Section 10. Application for Distance Education
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
List of Appended Items.
‘Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing certificate; be a
combination of existing registered programs (i.e. fora multi-award or multi-institution program); be a breakout of a
registered track or option in an existing registered program; or lead to certification as a classroom teacher, school or
district leader, or pupil personnel services professional (e.g., school counselor).
?This ennil address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it
should be emailed in parts.
1
Section 1. General Information
Date of Proposal:
Institution's 6-digit SED Code: 210500
Institution's Name: [The University at Albany
Address:|1400 Washington Avenue, Albany, NY 12222.
Dept of Labor/Regent’s Region: |Capital Region
List each campus where the entire program will be offered (with each institutional or branch campus
6-digit SED Code):
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here[ _] if not applicable:
Program Title, [Electrical and Computer Engineering
Award(s) (e.g., MA., Ph.D.): Ph.D.
Number of Required Credits: | Minimum[75] If tracks or options, largestrinimum [ ]
Proposed HEGIS Code; [0901
Proposed 6-digit CIP 2010 Code: {14.0901
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)* to which the program leads:
d) Nane and title: Jonathan Bartow, Vice-Dean of Graduate Education
Campus
Contact Telephone: 518-437-5062 E-mail: jbartow@albany.edu
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for and the ii to support the proposed program.
E-signahuesare:
Name and title: James Stellar, Ph. D. Executive Vice-President and Provost
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):
8 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this
proposal.
4 If the partner institution is non-degree- granting, see SED’ s CEO Memo 94-04.
Attestation and Assurances
On behalf of the institution, | hereby attest to the following:
That all educational activities offered as part of this proposed curriculum are aligned with the
institutions’ goals and objectives and meet all statutory and regulatory requirements, including but not
limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific
requirements:
That credit for study in the proposed program will be granted consistent with the requirements in
§50.1(0).
That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success
of students and faculty in achieving the goals and objectives of the program, including the use of data
to inform program improvements.°®
That, consistent with §52.2(a), the institution possesses the financial resources necessary to
accomplish its mission and the purposes of each registered program, provides classrooms and other
necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs
dependent on their use, and provides libraries and library resources and maintains collections sufficient
to support the institution and each registered curriculum as provided in §52.2(a)(4), including for the
program proposed in this application.
That, consistent with 52.2(b), the information provided in this application demonstrates that the
institution is in compliance with the requirements of §52.2(b), relating to faculty.
That all curriculum and courses are offered and all credits are awarded, consistent with the
requirements of §52.2(c).
That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of
the Regulations of the Commissioner of Education.
That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall
educational policy and its implementation are the responsibility of the institution’s faculty and academic
officers, that the institution establishes, publishes and enforces explicit policies as required by
§52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including
learning objectives and methods of assessing student achievement, are made explicit by the instructor
at the beginning of each term; that the institution provides academic advice to students as required by
§52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6).
That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the
institution provides adequate academic support services and that all educational activities offered as
part of a registered curriculum meet the requirements established by state, the Rules of the Board of
Regents and Part 52 of the Commissioner's regulations.
CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST
Signature Date
Type or print the name and title of signatory Phone Number
James Stellar, Ph. D. Executive Vice-President and Provost 518-956-8030
5 The NY State Education Department reserves the right to request this data at any time and to use such data as part of its evaluation of
future program registration applications submitted by the institution.
3
[Section 2. Program Information
[2.1. Program Format
Check all SED-defined fonmats, mode and other program features that apply to the entire program.
a) Format(s): [X JDay [ JEvening [ ]Weekend [ ]Evening/Weekend [ JNot Full-Time
b) Modes: we ]Standard [ ]Independent Study [ JExtemal [ ]Accelerated [ Distance Education
NOTE: If the programis designed to enable students to complete 50% or more of the course
through distance education, check Distance Education, see Section 10, and append a Distance Education
Format Proj
c) Other: [ ] Bilingual [ ] Language OtherThan English[ ] Upper Division[ ] Cooperative[ ] 4.5 year[ ]5
year
[2.2. Related Degree Program
NOTE: This section is not applicable to a programleading to a graduate degree.
[2.3. Program Description, Purposes and Planning
a) Whatis the description of the programas it will appear in the institution’ s catalog?
Electrical and Computer Engineering (ECE) is the creative application of engineering principles and.
methods to the design and development of hardware and software systems. The Ph.D. ECE program.
encompasses the design, development, testing, and evaluation of hardware and software components, as
‘well as integrated systems and networks. Research in Electrical and Computer Engineering strives to
achieve innovative functionality and higher performance in computing systems and components. The
research portion of the Ph.D.. ECE program, is focused in four concentration areas: 1) Communications and
Networking, 2) Signal and Information Processing, 3) Computer Engineering and 4) Electronic Circuits and
Systems.
b) What are the program’ s educational and, if appropriate, career objectives, and the program's primary student
leaming outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher
Education in the Characteristics of Excellence in Higher Education (2006) as “clearly articulated written
statements, expressed in observable terms, of key learning outcomes: the knowledge, skills and competencies
that students are expected to exhibit upon completion of the program”
Our objectives and outcomes have been developed to adhere to the guidelines established by ABET
Engineering and Accreditation Commission, the accreditation agency for engineering programs. From.
http://www.abet.org/network- of-experts/for-current-abet-experts/refresher- training/module-4-quality-
improvement-of-student-leaming/, program educational objectives are defined as “broad statements that
describe what graduates are expected to attain within a few years after graduation” and student outcomes
“describe what students are expected to know and be able to do by the time of graduation”.
Program Educational Objectives
Seca Oe TE PAD program in ECE will be prepared to:
1. Succeed in academic or industrial positions in Electrical and Computer Engineering or related
disciplines;
2. Apply their depth of knowledge, analytical skills and problenrsolving ability to address real world
problems of societal significance; and
3. Continue to leam and develop their skills, becoming leaders who shape the future of this
dynamic field of engineering.
Student Learning Outcomes
After successfully completing the Ph.D. degree in Electrical and Computer Engineering, students will be
able to:
1. Demonstrate extensive knowledge in one area of Electrical and Computer Engineering;
2. Study an issue, identify and evaluate altemative actions, propose a course of action, implement a
solution, and defend conclusions; and.
3. Present technical information in a variety of formats, including written reports and oral
presentations.
c) Howdoes the program relate to the institution's and SUNY’s mission and strategic goals and priorities?
What is the program! s importance to the institution, and its relationship to existing and/or projected programs
and its expected impact on them? Ass applicable, how does the program reflect diversity and/or intemational
perspectives? For doctoral programs, what is this programs potential to achieve national and/or intemational
prominence and distinction?
The University has established the creation of new academic programs to meet the high-demand
employment needs of the regional, state and national economy as one of its primary goals. The Electrical
and Computer Engineering programs, combined with the existing and emerging programs in the College of
Engineering and Applied Sciences, will service this directive and continue to transform the University into
ahighly-ranked public research institution in the Capital Region. The creation of a world-class
engineering school is critical to this directive. The addition of Master's and Doctoral degrees in Electrical
and Computer Engineering (ECE) will support the growth of high-impact research and high-quality
engineering education. Currently, the Department of Electrical and Computer Engineering offers the B.S.
in Computer Engineering (B.S. CE approved summer 2016). Transitioning to the future, we plan to expand
our program offerings to include a B.S. in Electrical and Computer Engineering (B.S. ECE in
development), a M.S. in Electrical and Computer Engineering (M.S.ECE, parallel application), and the
Ph.D. in Electrical and Computer Engineering (Ph.D. ECE, this application). The Department will become
one of a set of engineering departments in the College of Engineering and Applied Sciences that conducts
world-class scholarship funded by extramural research grants and offers rigorous undergraduate and
graduate curicula. UAlbany’ s goals align well with those of the other SUNY campus centers, focused on
high-impact research and high quality undergraduate and graduate engineering education.
ue PhD. ECE program is necessary to enable long-term and significant synergistic collaborations with
isting departments at the University at Albany, both in education and research. It is also indispensable
aere drier eet] collaborations and research that will provide students with a unique skill set and
numerous career development opportunities. Fruitful collaborations with the Computer Science
Department will result in multiple cross-listed, innovative courses and high impact research awards that
address key societal problems (e.g. preventive medicine, emergency preparedness, social welfare,
education, among various others). Toward this endeavor, cross-college/school collaborations (e.g. School
of Public Health, School of Social Welfare, College of Emergency Preparedness, Homeland Security and
Cyber-security) will bring together experts from diverse fields leading to high-impact research
collaborations and unique educational experiences for students. The expertise brought in by the
University’s various research centers such as the Atmospheric Sciences Research Center, the Center for
Elimination of Minority Health Disparities, Center for Public Health Preparedness, Child Welfare, Drug
Abuse and initiatives such as the Mesonet will also complement and strengthen ECE research
collaborations.
The Ph. D. ECE program has the potential to invite healthy cross-campus collaborations within the SUNY
system. Working with our partners at our University Centers, state operated campuses and our neighbor
SUNY Polytechnic, will allow us to come together to advance research in critical areas such as VLSI,
Signal and Information Processing and Communications, Network Communications and Cyber Physical
5
@)
Systems. Our nodal location within Tech Valley and many Fortune 500 companies will facilitate the
development of new public-private collaborations strengthening ties with industrial partners through high-
impact, high-risk research while enabling students to gain valuable experience through intemships. This
arrangement will secure opportunities for faculty to enjoy deeper-in-depth collaborations and secure long-
term commitment to the University through high-risk, high-reward research programs.
An in-depth interdisciplinary research environment is a crucial ingredient to foster a successful Ph.D.
program in engineering. It is expected that collaborative faculty research will encompass VLSI,
Electronics, Electromagnetics, Probability Theory, Stochastic Processes, Game Theory, Statistics and other
topics in applied Physics and applied mathematics. Faculty and students from the Mathematics and Physics
departments who are interested in applying their theoretical foundation to these ECE-related applications
can collaborate with the ECE faculty and discover challenges and eventually make new theoretical
contributions.
The Ph.D. ECE programis a necessary step for establishing an esteemed graduate teaching/research
presence in engineering within the University. The Ph.D. ECE program will complete the institution’ s
academic offerings froma B.S. CE and B.S. ECE to an MLS. ECE, and ultimately to the Ph. D. ECE while
supporting faculty research. It will allow them to conduct and fulfill long-term research goals with
motivated and experienced doctoral students. These research initiatives will create a rich environment for
students and provide them unique research development opportunities to follow careers in both industry
and academia.
Doctoral programs attain distinction through the research achievements of their faculty. The University
has invested in building an engineering college, enabling the Electrical and Computer Engineering
department to hire 13 tenured/tenure track faculty, including a few senior faculty who have an excellent
track record of research accomplishment and have attained prominence in their field and a larger group of
excellent junior faculty who have recently come from programs at top research universities and have
outstanding early-career track records. This foundation for an outstanding faculty makes it highly likely
that the Ph.D. ECE program will grow in prominence and attain national and intemational distinction.
gwen Fy ee i Desperate esl Descalbeinpat by eternal peices if any (eg,
employers and institutions offering further education:
Faculty and staff have been meeting regularly since summer, 2016 to develop and define the cuniculum.
necessary for the Ph.D. ECE program, and to match outcomes of the program to its objectives. Building on
the interaction and foundations established by the interdisciplinary committee established for the B.S. CE
program development with consultants, industry Partners, and a review of our peer institution’s cumicula,
the essential intellectual and technical tools required for a 21st century Ph.D. electrical and computer
engineer were determined. Then, leveraging the experience of our faculty with inputs on cuniculum
organization and implementation from personal faculty contacts and discussions at a range of top-ranked
universities around the country, including:
University of Illinois, Urbana-Champaign: i
Rensselaer Polytechnic Institute: https://ecse.rpi.edu/
Virginia Tech: https://ece.vt.edu/
The Ohio State University: https://ece.osu.edu/
Purdue University: https://engineering. purclue.edu/ECE
the ECE department faculty modeled our program and curriculum structure around these examples. We then
tailored specific concentration and focus areas based on the unique interests and skills of our faculty and the
needs of industries in the surrounding community, such as Global Foundries, GE, Lockheed Martin and
IBM.
oo0000
e) Howdidinput, if any, from extemal partners (e.g., educational institutions and employers) or standards
influence the program s design? If the programis designed to meet specialized accreditation or other extemal
standards, such as the educational requirements in Commissioner's Regulations forthe profession, append a
side-by-side chart to show how the program! s components meet those extemal standards. If SED’s Office of
the Professions requires a specialized form for the profession to which the proposed program leads, appenda
completed form at the end of this document.
The faculty adapted key curriculum and engaged leaming model features identified by the team of
consultants (Dr. William Sanders, Interim Department Head from the Department of Electrical and
Computer Engineering at The University of Illinois, Urbana-Champaign, Dr. Allen Downey, Professor of
Computer Science from Olin College of Engineering and Professor David Soldan, from the Electrical &
Computer Engineering Department in the College of Engineering at Kansas State University) ,who had
been brought in to provide guidance and advice in formulating our B.S. CE, M.S. ECE, and Ph.D. ECE
programs.
f) Enteranticipated emollments for Y ears 1 through 5 in the table below. How were they determined,
and what assumptions were used? What contingencies exist if anticipated enrollments are not
achieved?
Anticipated Head Enrollment Esti d
Year Full-time Part-time Total FTE
1 10 1 11 10
2 12 1 13 12
3 18 2 20 19
4 24 3 27 25
5 30 3 3 31
These anticipated enrollments are based on a typical ratio of Ph.D. students per faculty member ina
research active ECE department such as ours, although set a little low initially to allow for our high
proportion of junior faculty and the need to promote the program. It is also consistent with typical
proportions for an ECE department in a public research university, scaling off
our anticipated undergraduate enrollments. In addition, to graduates of B. S. and M.S. programs in
Computer, Electrical, and Electrical and Computer Engineering, some graduates of Computer Science
and Physics programs are candidates for the Ph.D. in ECE. These numbers accurately reflect the
typical ratio of Ph.D. students per faculty member, along with the projected interest of those enrolled
in the aforementioned B.S. and MLS. programs.
The heaccounts represent the total number of students in the program for that year, using the
assumption that students entering with a bachelor's degree will remain in the program for 5 years. The
part-time numbers are conservative and will be exceeded once the public is aware of the existence of
our program. Graduates who entered the workforce directly after college and have recognized the
need for an advanced degree will see our program as a way to advance their careers. Part-time
students are counted as 1/3 FTE.
g) Outline all cunicular requirerrents for the proposed program, including prerequisite, core, specialization
(track, concentration), intemship, capstone, and any other relevant component requirements, but do not
list each General Education course.
The course work for each area of concentration consists of a set of required core courses and a set of
elective courses in the areas of electrical engineering, computer engineering, computer science,
mathematics, physics, and other related fields as appropriate which provide master’s degree students
with both a depth and breadth of technical topics across the 4. concentrations areas of the ECE
department: 1) Communications and Networking, 2) Signal and Information Processing, 3) Computer
Engineering, and 4) Electronic Circuits and Systems.
The table below shows the Ph.D. program requirements for a student starting with a Bachelor of Science
degree in Computer, Electrical, or Electrical and Computer Engineering.
Topic Credit
Requirement
Depth - Courses in a selected Concentration Area 15
Breadth - Courses outside the selected. 6
Concentration Area
Math/Physics 6
Technical Electives 6
Electives 6
Thesis 36 (minimum)
Total for Ph.D. ECE 75 (minimum)
The course categories are:
e Depth: 15 credit hours (5 courses) selected froma single concentration area. Courses are chosen
from the list of concentration areas and their associated core courses that is maintained by the
department. The list is shown in Appendix A.
e Breadth: 6 credit hours (2 courses) from the list of concentration areas but chosen from outside the
student’ s depth concentration area. The two courses must be chosen from different concentration
areas. If a course is listed in the student’s depth concentration area as well as another area, it can
only be used to satisfy the depth concentration course requirement.
e Math/Physics: 6 credit hours (2 courses) of courses in mathematics (A MAT) or physics (A PHY).
e Technical Electives: 6 credit hours (2 courses) of courses within the College of Engineering and
Applied Sciences (CEAS), mathematics (A MAT) or physics (A PHY). These credit hours can be
used to gain additional breadth outside of ECE or for additional ECE courses.
e Electives: 6 credit hours (2 courses) taken in any college. Prior approval by the student’ s advisor
and the Graduate Program Coordinator are required for these courses. These credit hours can be
used to gain additional breadth outside of engineering and the sciences or for additional technical
courses. It is expected that the courses will be relevant to or complement the student’ s area of
study.
e Thesis: 36 credit hours (minimum) of thesis.
Students must submit an advisor-approved Ph.D. plan of study to the ECE Graduate Program Coordinator
by the end of the first semester. The Graduate Program Coordinator must approve the plan of study. If a
student deviates from the initial plan of study, a revised plan should be submitted in a timely manner so that
the department has an approved up-to-date version. It is expected that one or more revised plans of study
may be submitted during a student’ s doctoral studies.
See Appendix A for the table of curriculum courses for the Ph.D. ECE program.
The course requirements for the Ph.D. degree shown above will be adjusted for those who enter the
program with a Master's degree. For students with a MSECE degree from UA Lbany, the courses taken as
part of the MS program will be directly applied to the course requirements forthe Ph.D. MS thesis credits
will not be counted. Note that additional credit hours may be required for students who change
concentration area between their Master's and doctoral programs.
For students entering with a Master's degree from another institution or from another (non-ECE) program at
UAlbany, the course credit requirements will be adjusted based on an evaluation of the coursework taken
during their Master's program. The Graduate Program Coordinator, in consultation with the student’ s
advisor, will determine which courses will be credited towards the Ph.D. degree and to which course
category they are assigned. The primary goal of the process of assigning credit for courses will be to
ensure that the student will attain the depth and breadth of the Ph.D. program as described above.
8
h) Program Impact on SUNY and New Y ork State
h)(1)
Needk What is the need for the proposed program in tens of the clientele it will serve and the educational
and/or economic needs of the area and New Y ork State? How was need detennined? Why are similar
programs, if any, not meeting the need?
Apart from the recently approved B.S. in Computer Engineering at UAlbany, undergraduate engineering
degrees in the Capital Region are available only at private institutions (Rensselaer Polytechnic Institute
and Union College), with annual tuition alone approximating $50,000. Graduate engineering degrees are
only available locally at Rensselaer Polytechnic Institute and Clarkson Graduate School. Again, these
are expensive private programs. Students who cannot afford private tuition choose to leave the area to
access a public education in engineering. Many of those students may never retum to our region, causing
a regional drain of talent and expertise. Given these fiscal realities, there is no question that this program
will attract a substantial number of students. Moreover, there is simply no way those two institutions can
meet the growing demand for engineers at all degree levels in the region. This program will provide
access to an affordable graduate electrical and computer engineering degree in the Capital Region. By
increasing the number of well-educated engineers with advanced degrees in the region, this program will
Management
positions in local industry. The research undertaken as part of this graduate program will lead to new
discoveries, raise the national and intemational profile of the University, bring in substantial extramural
resouttes, and foster the creation of new businesses through technical entrepreneurship. Most of this
growth can be expected to occur locally, bringing the notion of “Tech Valley” to greater fruition.
Among the other SUNY campuses, similar graduate programs are to be found at the University Centers.
Stony Brook offers separate gracuate degrees in computer engineering and electrical engineering within a
single ECE Department; Buffalo offers a graduate degree in computer science and engineering ina CSE
Department, and a graduate degree in electrical engineering in an EE Department. Among the University
Centers, only Binghamton offers graduate degrees in ECE within a single ECE Department, as we intend to
do. Nevertheless, based on the number of degrees granted (table below) as compared to the demand
(Appendix B), it is clear that SUNY is not producing engineering talent at a rate sufficient to sustain the
growing high-technology economy in the State and Region and move it forward.
Number of degrees conferred 2015-2016*
Programs | UAlbany | i | UBuffalo | Stony Brook Notes
Computer Engineering
BS 59 37 32
MS i} 23
Ph.D i) 3
Electrical and Electronics Engineering
BS 58 85 607 “offered as a distance ed program
Buffalo offers a CSE graduate
MS 171 ae program
Ph.D 9 72
Electrical & Computer Engineering
BS
MS 72
Ph.D 7
*IPEDS DATA: https://nces.ed.gov/collegenavi gator!
9
Although other SUNY campuses provide similar graduate degrees, there is no other public university
available in or near the Capital Region offering graduate degrees in ECE. The Stony Brook program offers
separate EE and CE degrees, while ours is a combined approach; Buffalo’ s two degrees are distinct and
housed in different departments, while we gain breadth and efficiency with a common degree in a single
department; Binghamton’s approach is most like ours, but is organized around slightly different focus areas.
Our program will attract local students, Seeang theres oa ato eee
Region and thereby supporting and stimulating growth in the local technology industry. The graduate
students we produce will fill many research and engineering management positions requiring advanced.
degrees. Local, quality, public engineering graduate programs are essential to creating a virtuous cycle to
address the regional brain drain. Increased numbers of well-educated engineers holding advanced degrees
in the local workforce will attract (and spawn) more technology firms to (in) the Region and that, in tum,
will create more opportunity and more incentive for talented local students to study and remain in the
Region.
This program will also provide an affordable option for a growing local technology sector: a program of
affordable quality to provide their engineers with studies leading to advanced and
capabilities. The only local possibilities at present are Rensselaer Polytechnic Institute (RPI) and Clarkson
Graduate School, but the companies find RPI to be cost-prohibitive (the Dean knows this from his own
prior experience as Head of the Department of Electrical, Computer, and Systems Engineering at RPI; the
companies stayed away and told us why.) and Clarkson has only a satellite campus locally and many
courses are only offered through distance leaming. A high quality, affordable, program in the Region will
be extremely attractive to local companies. In fact, we have already received multiple inquiries from local
technology firms, both large and small. With this program, we will greatly improve the ability of the Capital
Region to retain existing technology companies and/or units thereof.
The term Electrical and Computer Engineering covers a range of technical expertise from software to
hardware design, communications and control theory, sensors and signal analysis, electromagnetics,
antennas, power systems, electronics, devices, materials, and more. It is arguably the most broadly based of
scientific disciplines. With that backdrop, only the largest programs in the country attempt to coverit all
with equal depth. Beyond the necessary grounding in the fundamentals, programs generally identify key
focus areas, usually related to their faculty strengths and the needs of their constituencies, and concentrate
their resources accordingly. This is especially true of graduate programs, where substantial depth is
required. For example, the UAlbany Computer Engineering B.S. program addresses content across the
continuum of digital hardware, architecture, and software design, leveraging a strong association with the
Computer Science offerings here at the College. We will build the ECE enon | eee four
concentration areas: 1) Communications and Networking, 2) Signal and Information Processing, 3)
Computer Engineering, and 4) Electronic Circuits and Systems. These concentrations have been selected to
bo reciente state, and nation, and are well supported by the research and teaching
strengths of our faculty. Over time, as the size of the program and faculty grow, we will likely expand into
new, additional concentration areas.
The availability of graduate programs in the department will realize a number of benefits and address a
number of concems:
e ©The department's visibility and reputation will be enhanced, and its academic ranking will be
improved. This will, in tum, attract a stronger group of students from across the Region and beyond,
and make all of our graduates (at all degree levels) more attractive in the marketplace.
e Only with active, research-based graduate programs will we be able to attract and retain the best
faculty.
e Graduate students are the lifeblood of any university’ s research portfolio. Without a strong graduate
program to attract strong graduate students, faculty efforts to secure extramural research funding
from the National Science Foundation, DARPA, and other Federal agencies, and the benefits that
accrue from those funds, will be seriously impaired - or worse.
e The research to be undertaken by the faculty and students in this program will address problems of
societal significance in consumer products, health and medicine, energy and environment, national
10
h)Q)
h)(3)
security and defense, and more. Demand for highly qualified engineers in these areas continues to
grow.
Graduates from this program will be prepared to take positions with many different job titles. Additionally,
the job titles in the industry tend to vary over time, along with the demand for skills. This breadth is
reflected in the list of titles, all of which represent positions that could be filled by graduates of this
program, shown in the NYS DOL Employment Projection tables shown in Appendix B. It is also important
to note that the data presented in these tables are for BS level engineering positions (the only data
availble); engineers with Masters degrees will command greater starting salaries, and will generally see a
re rewarding career path owing to the greater range of research and engineering management
opportunities available to them. By any measure, those tables show a very strong, sustained job market for
electrical and computer engineers across the State and Region. Nationally, the growth (BS level) is not
quite as strong (BLS: 3% computer, slight electrical), pa sepy : replacing the large numbers of engineers
now entering retirement will create substantial, sustained
The UAlbany Ph.D. ECE cumiculum has been designed to prepare our graduates for a dynamic, fluid,
multidisciplinary career environment. This degree program will put graduates ona pathway to postdoctoral
fellowships, industrial research positions, and, in some cases, academic positions. They will
exceptionally well ectucated, fully capable of competing for jobs at the most prestigious re and
universities. ‘The PhD ECE will imbue its holder with the backerounc) yund, skills and mindset to create
significant new knowledge in his or her field. They will be prepared to be front line researchers
the field of electrical and computer engineering and producing advances that can potentially have
significant impact on New Y ork State and the country.
Lastly, the United States graduates relatively few students, proportionally, in the STEM disciplines as
compared to our global economic competitors. Those economies with a greater proportion of engineers in
the workforce do better economically; our developing competitors recognize this and are working hard to
catch up. Dean Boyer studied this phenomenon as a Jefferson Science Fellow at the US Department of
State, where he served as Senior Science Advisor to Dr. Thomas Shannon, then Assistant Secretary of State
for Westem Hemisphere Affairs. A scatter plot of national per-capita engineers and scientists versus GDP
per capita reveals a very high correlation. This is also true at a regional scale, as can be seen by
considering, for example, the Califomia Bay Area, greater Boston, and the NC Research Triangle; this
program will help to position Tech Valley among that group. Once an economy moves beyond
manufacturing, the only sustainable driver of economic growth is innovation. Engineers are the
professional imovators who build the national (and regional) wealth; graduate-degreed engineers are the
leaders among those innovators.
Data tables from the NY S DOL with employment data and salary projections are provided in the attached.
Appendix B.
Engloyment For programs designed to prepare graduates for immediate employment, use the table below
to list potential employers of graduates that have requested establishment of the program and state their
specific number of positions needed. If letters from employers support the program, they may be appended
at the end of this fom
Employer In initial year In fifth year
Kitware 15 30
[IEEE GlobalSpec, Inc. 4 9
|GLOBALFOUNDRIES See letter of support
Similar Programs: Use the table below to list similar programs at other institutions, public and
independent, in the service area, region and state, as appropriate. Expand the table as needed. NOTE:
Detailed program level information for SUNY institutions is available in the Academic Program
Enterprise System (APES) or Academic Program Dashboards. Institutional research and information
security officers at your campus should be able to help provide access to these password- protected sites.
For non-SUNY programs, programtitles and degree information - but no enrollment data - is available
11
from_SED’ s I nvent ory of Registered Programs .
Institution Program Title Degree Enrollment
SUNY Binghamton [Electrical & Computer Engineering |Ph.D. 71
ISUNY Buffalo [Electrical Engineering Ph.D. 97
SUNY Stonybrook [Electrical Engineering Ph.D. 64
SUNY Stonybrook \Computer Engineering Ph.D. 14
[Rensselaer Poly. Inst. [Electrical Engineering Ph.D. [93
[Rensselaer Poly. Inst. |Computer & Systems Engineering —_|Ph.D. 16
(Clarkson Universit
(Capital Region a [Electrical Engineering Ph.D. (Unknown
h)(4)_ Collaboration: Did this program's design benefit from consultation with other SUNY campuses? If
so, what was that consultation and its result?
An evaluation, review, and consideration of doctoral programs at other University Centers was used in
crafting the Ph.D. ECE program.
h)(5) Conoems or Objections: If concems and/or objections were raised by other SUNY campuses, how
were they resolved?
There were no objections or recommendations submitted during the required comment period for this
degree.
(24, Admissi
a) Whatareall admission requirements for students in this program? Please note those that differ from the
institution’ s minimum admissions requirements and explain why they differ.
Program Admission Requirements
1) Inaddition to the general University requirements, applicants are expected to have a B.S. or MLS.
degree in Computer Engineering, Electrical Engineering, or Electrical and Computer Engineering but
applicants from other areas will be considered on a case by case basis. The ECE Graduate Admissions
Committee will verify that. each student entering the program has completed an appropriate set. of post-
secondary educational and professional experiences, using as a guide the student outcomes defined in of
Criterion 3 of the general ABET Engineering Accreditation Commission criteria for baccalaureate level
engineering programs, and Criterion 6 for curriculum requirements:
(hhttp://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-
2017-2018/) .
2) Prospective students should specifiy their career goals and research interests in the Statement of
Purpose.
3) All intemational applicants are required to submit the results of the TOEFL or IELTS, and meet the
university’ s minimum requirement. TOEFL or IELTS scores are not required for students who submit
official transcripts showing the successful completion (B or better average) of at least two full-time
semesters of academic courses (not including English language preparatory programs) at a college or
university in countries where English is the dominant language. Waiver of the score submission
requirement is subject to review by the Office of Graduate Admissions. To be considered fora
12
a)
b)
c)
Teaching Assistantship, intemational graduate students must have a TOEFL score of 600 or above on
the paper version; 250 or above on the computer version; or 100 or above on the IBT Intemet based test
and also be certified by the department chairperson as competent to conduct classroom discussion
before they can be authorized to teach classes or laboratories where the language of instruction is
English.
What is the process for evaluating exceptions to those requirements?
Requests for exceptions to the general University at Albany admission policies listed above in item 3)
should be directed in writing to the Graduate Admissions Committee. Requests for exceptions to the Ph.D.
ECE specific requirement in item 1) above, should be directed in writing to the Department Chair of
Electrical and Computer Engineering. Each request will be assessed by the review committee of each office
and a response with information on compliance requirements will be sent to the student.
How will the institution encourage enrollment in this program by persons from groups historically
underrepresented in the institution, discipline or occupation?
Connections will be established with several engineering organizations. These include The Society of
Women Engineers, The National Society of Black Engineers, The NY S Society of Professional Engineers,
The University at Albany College of Computing Women in Technology program, The National
Association of Multicultural Engineering Program Advocates, and the Two Y ear Engineering Science
Association. By participating in faculty training in the areas of diversity and multicultural students, and
participating in targeted events through the aforementioned networks, such as high school engineering
competitions, a recruitment pipeline will be created specifically for women and students of color typically
underrepresented in computing professions.
‘What is the expected student body in teams of geographic origins (i.e, same county, same Regents Region,
New Y ork State, and out-of-state); academic origins; proportions of women and minority group members;
and students for whom English is a second language?
In preparing the budget projections, we used the standards from the other University centers for in-state
and out of state enrollments.
¢ —Undergraduate/Graduate Student Ratio: 2:1
e Based on the average in/out of state ratio at Binghamton, Stony Brook and Buffalo, we
anticipate 70.2% of the graduate students will be out of state.
The Arrerican Society for Engineering Education (ASEE) in 2016 found that engineering doctoral
programs nationwide typically graduate 23.3% women and 10.1% underrepresented minorities,
ly. (Note: in engineering, Asians are not considered to be underrepresented). Electrical
(16.4%), Computer (17.5%) and Electrical/Computer (15.4%) Engineering doctoral programs graduate
percentages of women that are all slightly below the overall percentage for engineering.
(https: //www.asee.org/documents/papers-and-publications/publications/college-profil es ‘16Profile-Front-
Section.pdf). Many of the students in engineering graduate programs (more than half) come from.
abroad, and include a higher proportion of women than undergraduate programs dominated by domestic
students. Because we have attracted a far higher than normal fraction of women to our faculty (roughly
half), and because the UAlbany student population includes approximately 40%
minorities, we are optimistic that we can do better than the national nomms in attracting highly qualified
Arerican women and underrepresented minority students to the program. Women and minority students
will be courted through admissions events, connections with professional organizations and campus
activities including support to attend Grace Hopper events locally and nationally.
Based on the above reasoning, we anticipate the following:
¢ approximately 15% of our Ph.D. student body will be comprised of underrepresented minorities
13
¢ approximately 28% of our Ph.D student body will be women
¢ approximately 65% of the Ph.D. student body will be those for whom English is a second.
language.
[2.5. Academic and Other Support Services
a) Summarize the academic advising and support services available to help students succeed in the program.
To ensure student success, a Graduate Program Coordinator will be appointed and will oversee the graduate
program and students. The role of this Graduate Program Coordinator is to 1) supervise and coordinate the
administration and govemance of gracuate studies within the graduate program for which he or she is
responsible. 2) Serve as the liaison to the departmental faculty-at large and all administrative offices at the
University at Albany. 3) Provide written criteria to each student, upon entry, of what constitutes acceptable
progress through the program and the grounds for the student’ s termination fromit. 4) Receive, arrange for
the review of, and monitor the progress of student applications and petitions. 5) Orient and counsel graduate
students with respect to program and degree requirements until a permanent adviser is selected and assist in
that selection as necessary. 6) Identify areas of deficiency for students entering and make course
recommendations to ensure a successful transition to the graduate program. 7) Work with the Graduate
Dean and the Office of Graduate Education to comply with all University requirements for the doctoral
degree.
b) Describe types, amounts and sources of student financial support anticipated. Indicate the proportion of the
student body receiving each type of support, including those receiving no support.
Financial support is available in the form of:
e Graduate Teaching Assistantships — Graduate Assistantships are funded via state support with
department TA’ factored into the central financial plan and allocated accordingly.
e Research Assistantships (funded primarily from faculty grants but could be from department
indirects and IFR)
e Extemal Fellowships - Our exceptional graduate students will be highly encouraged to pursue and
apply for extemal fellowships including but not limited to SMART, NSF, DoD, NDSEG, etc.
We anticipate the following with regards to the proportion of the Ph.D. students receiving support and the
sources:
5% self-funded (or funded by their employers)
75% on research grants
15% TAs
5% fellowships
2.6. Prior Learning A
If this program will grant credit based on Prior Leaming Assessment, describe the methods of evaluating the leaming
and the maximum number of credits allowed, or check here[ X] if not applicable.
[2.7. Program A and Impr
Describe how this programs achievement of its objectives will be assessed, in accordance with SUNY policy,
including the date of the program s initial assessment and the length (in years) of the assessment cycle. Explain plans
for assessing achievement of students leaming outcomes during the program and success after completion of the
program. Append at the end of this form, a plan or curriculum map showing the courses in which the program! s
educational and, if appropriate, career objectives - from Item 2.3(b) of this form - will be taught and assessed.
NOTE: The University Faculty Senate’ s Guide for the Evaluation of Undergraduate Programs is a helpful
14
reference.
The ECE department will follow the assessment and review process that is in place for all programs at the
University at Albany which has many features in common with the ABET accreditation process. See
http://www.albany.edu/assessment/prog_review.himl. For the University at Albany process, each academic
provide an opportunity for reflection on the missions of the programs within the department and the College
of Engineering and Applied Sciences, and for examination of the departmental role in the University at
Albany community. This process will include input and the involvement of program faculty, professional
staff, and students, as appropriate at each phase. The first review of this program will take place during the
2022 - 2023 academic year, the scheduled full review for all program in the College of Engineering and
Applied Sciences.
The above describes the periodic, extemally-vetted review of the program. Additionally, regular intemal
reviews of student outcome attainment will be performed as part of a continuous improvement process. The
direct measurement of student outcome attainment will be based on student performance in courses and
their thesis work.
Following an ABET-like approach, only the attainment of the Student Leaming Outcomes will be assessed.
This approach is largely due to the difficulty in obtaining direct measurement for the attainment of
Educational Objectives oe ee The table below shows
the assessment measures that will be used.
Student Learning Outcome A Measures
1. Demonstrate extensive knowledge in one area | Student grades in their depth courses.
of Electrical and Computer Engineering
2. Study an issue, identify and evaluate Evaluation of student performance in their thesis
altemative actions, propose a course of action, | research.
implement a solution, and defend conclusions
3. Present technical information in a variety of Evaluation of the written presentation components
formats, including written reports and oral of students’ theses.
presentations
Evaluation of the oral presentation of students’
theses.
Faculty who are supervising doctoral students or who are serving on doctoral committees will complete a
form assessing performance for Student Leaming Outcomes 2 and 3 for each student as part of the student’ s
Thesis Defense. These fons, as well as a selection of theses and reports will be reviewed by the ECE
Assessment Committee on a biennial basis in evaluating the overall attainment of Student Leaming
Outcomes. The committee will report the results to the Graduate Studies Committee who will then provide
a report to the faculty as a whole along with recommended actions.
[Section 3. Program and Curriculum
Complete the SUNY Graduate Program Schedule to show how a typical student may progress through the
program. This is the registered curriculum, so please be precise. Enter required courses where applicable, and
enter generic course types for electives or options. Either complete the blank Schedule that appears in this section,
or complete an Excel equivalent that computes all sums for you, found here. Rows for terms that are not required
can be deleted.
NOTES: The Graduate Schedule must include all curriculumrequirements and demonstrate that expectations from
15
in
Regulation 52.2 http://www: highered.nysed. gov/ocue/Irp/rules.htm are met.
ae Cases for the Program Schedules:
For a program with multiple tracks, or with multiple schedule options (such as full-time and part-time options),
use one Program Schedule for each track or schedule option. Note that licensure qualifying and non-licensure
qualifying
options cannot be tracks; they must be separate programs.
¢ When this formis used for a multi-award and/or multi-institution program that is not based entirely on
existing programs, use the schedule to show howa sample student can complete the proposed program.
NOTE: Form 3A, Changes to an Existing Program, should be used for new multi-award and/or multi-
institution programs that are based entirely on existing programs. SUNY policy governs the awarding of
two degrees at the sare level.
a) Ifthe programwill be offered through a nontraditional schedule (i.e., not on a semester calendar), what is the
schedule and how does it impact financial aid eligibility? NOTE: Consult with your campus financial aid
administrator for information about nontraditional schedules and financial aid eligibility.
NA - The program will be offered via a traditional schedule.
b) Foreachexisting course that is part of the proposed gracuate program append a catalog description at the end of
this
c) Foreachnew course in the graduate program, append a syllabus at the end of this document. NOTE: Syllabi for
all courses should be available upon request. Each syllabus should show that all work for credit is graduate 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) Ifthe program requires extemal instruction, such as clinical or field experience, agency placement, an intemship,
fieldwork, or cooperative education, append a completed Extemal Instruction format the end of this document
SUNY Graduate Program Schedule (OPTION: You can insertan Excel version of this schedule AFTER this line, and
delete the rest of this page.)
Program/Track Title and Award:
a) Indicate academic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’ s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Cc) Use the table to showhow a typical student may progress through the program; copy/expand the table as needed.
d) Conplete the last row to show program totals and comprehensive, culminating elements. C omplete all columns that apply
to a course. New: X if newcourse Prerequisite(s): list prerequisite(s) for the listed courses
Sample schedules for each concentration area are shown in Appendix A.
[Section 4. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment
status, educational and employment background, professional affiliations and activities, important awards and.
recognition, publications (noting refereed journal articles), and brief descriptions of research and other externally
fumded projects. New York State's requirements for faculty qualifications are in in Regulation 52.2
http:/Awww.highered nysed.gov/ocue/Irp/rules.him
16
c) Whatis the institution's definition of “full-time” faculty?
A full time faculty member is one who holds an appointment with a 100% time commitment.
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who
will be expected to teach any course in the graduate program. Expand the table as needed. Use a separate Faculty
Table for each institution if the programis a multi-institution program.
The Faculty table for the Ph.D. ECE program is provided in Appendix C.
[Section 5. Financial Resources and Instructional Facilities
a) Whatis the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain
new and/or reallocated resources over the first five years for operations, including faculty and other
personnel, the library, equipment, laboratories, and supplies. Also include resources for capital projects
and other expenses.
New instructional facilities are not needed for the program, since virtually all of the graduate courses will be
in pre-existing standard lecture-hall classrooms. There will be minimal need for additional teaching
lab facilities distinct from those in the existing undergraduate courses. To support the recent introduction of
the B.S. Computer Engineering, the library has already expanded its journal collection, including adding a
subscription to IEEE Xplore Digital Library, and computing services has obtained licenses to MATLAB.
Licenses for Cadence Designs tools, which are needed to support electronic design at both the graduate and
undergraduate level, will be added soon.
Graduate student research is funded through grants and faculty start-up funding, including equipment
purchases. All faculty are provided laboratory space for their work in addition to significant start-up funding
that can be used to support graduate students, purchase laboratory equipment or software, travel, etc. New
laboratories and equipment, therefore, will be added as new faculty are hired and will support the research
area(s) and students of these faculty.
We currently have the faculty expertise needed to offer the proposed courses and to supervise students’ thesis
and project work. As undergraduate and graduate enrollments increase, the revenue generated will allow the
addition of new faculty. Initial hires will likely be teaching faculty who will assume a greater portion of the
undergraduate teaching responsibilities, particularly for lower-division courses, and allow regular, research-
active faculty to focus more heavily on upper-division undergraduate and graduate teaching and research.
Capital projects, as needed, will be covered in the Campus Financial Plan. Within 4 years, it is expected that
the College of Engineering and Applied Sciences will move into its own building on the UAlbany Downtown
Campus. A $60M renovation project is currently underway to prepare the building for CEAS. This new
building will bring new laboratory, office and instructional space to the department.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources that will
be engaged specifically as a result of the proposed program (e.g., a new faculty position or additional
library resources). If they represent a continuing cost, new resources for a given year should be included
in the subsequent year(s), with adjustments for inflation or negotiated compensation. Include
explanatory notes as needed.
17
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER th
the table bel
PROGRAM in dollars)
CATEGORIES d b !
Before Start Year 2018 Year 2019 Year 2020 Year 2021 Year 2022
(a) Personnel (including faculty | $ $ $ $ $ $
and all others 1,525,307 1,657,813 1,690,969 1,724,789 1,759,285 1,794,470
(b) Library
(c) Equipment/Furniture $ $ $ $ $ $
(d) Laboratories S $ $ $ $ $
$ $ $ $ $ $
(e) Supplies 13,500 13,500 13,500 13,500 13,500 13,500
(f) Capital
(g) Student Stipends and $ $ $ $ $
i $ 98,298 200,528 306,808 417,258 532,005
(h) Other (specify): Search
Expenses and Department set
up $ $ $ $ $ $
$ $ $ $ $ $
Sum of Rows Above 1,538,807 1,769,611 1,904,997 2,045,097 2,190,043 2,339,975
[Section 6. Library Resources
a) Summarize the analysis of library collection resources and needs for this program by the collection
librarian and program faculty. Include an assessment of existing library resources and accessibility
to those resourves for students enrolled in the program in all formats, including the institution’ s
implementation of SUNY Connect, the SUNY -wide electronic library program.
The University Libraries collects, houses, and provides access to all types of published materials in support of
the research and teaching of the schools, colleges, and academic departments of the University. This evaluation
considers those portions of the libraries’ collections and services that would support a graduate degree in
Electrical and Computer Engineering. Many of these resources were recently supplemented in support of the
new B.S. degree in Computer Engineering.
Library Collections
The University Libraries are among the top 115 research libraries in the country. The University Library,
The Science Library, and the Dewey Graduate Library contain more than two million volumes and over 2.9
Million microforms. The Libraries provide access to more 75,000 online joumals and over 117,000 online
books.
Whenever possible, current subscriptions are available online. Additionally, the Libraries serve as a selective
depository for U.S. Govemment publications and house collections of software and media. The Science Library,
which opened in September 1999, occupies 61,124 square feet on four floors. The Science Library serves the
entire University at Albany community, but contains collections supporting the departments of Atmospheric and
Environrrental Sciences, Biological Sciences, Chemistry, Computer Science, Mathematics and Statistics,
Physics, Psychology, Electrical and Computer Engineering, and the College of Nanoscale Science and
18
Engineering. Approximately 600,000 volumes in the science and technology subject areas (Q-TP of the Library
of Congress classification scheme) are housed in this library. Online resources (journals, databases, e-books,
digital libraries) are available on and off campus, all hours of the day.
Books
Currently, it is estimated that there are over 20,000 books in those portions of the Library of Congress (LC)
classification scheme which relate to computing and computer science; specifically, in LC classes QA 76
(computer science), Q 327 (pattem recognition), Q 335-336 (artificial intelligence), QA 267-268 (machine
theory), TA 1630-1650 (image processing), TK 5105 (computer networks), and TK 7880-7895 (conmputer
electronics and hardware). To to strength of the book collection in computer science, a study was
conducted in 2008. The University Libraries book holdings were compared to the listing in the “Computing”
chapter of RCL: Resources for College Libraries (volume 5: Science and Technology) on pages 335 to 349
(Chicago: American Library Association, 2007). The study showed that the University Libraries have 180 of
231(77.9%) of the books listed, which indicates a strong collection.
The books in the current collection will support both the computer science and electrical and computer
engineering courses in the curriculum.
Reference Collection.
The Science Library reference collection houses many reference resources for computing, computer science,
computer engineering, and electrical and computer engineering. These include guides to the literature,
dictionaries, encyclopedias, biographical sources, handbooks, and style guides.
Journals and Magazines
The University Libraries’ subscriptions to the ACM (Association for Computing Machinery) Digital Library,
IEEE Xplore Digital Library, Elsevier (ScienceDirect), Springer, and Wiley. Furthermore, the University
Libraries provide access to many more computing magazines through its subscriptions to full text aggregator
databases like Applied Sciences and Technology Source, Computer Source, Academic Search Complete, and
Academic OneFile.
No additional magazine resources are required.
Conference Proceedings
Conferences are an important means for communicating the latest developments in electrical and computer
engineering. Major associations sponsor numerous conferences each year. Those associations include the
IEEE, the Association For Computing Machinery (ACM), the British Computer Society, and the IET
(Institution of Engineering and Technology). Several databases, which are described below, index
Conference proceedings. The University Libraries subscribe to the ACM Digital Library and IEEE Xplore.
These collections include the conferences proceedings of the ACM, the IEEE, and related organizations. The
University Libraries also subscribe to the Springer Computer Science E-book Collection. Many of the
dozens of new e-books added to this collection each month are conference proceedings from around the
world. The British Computer Society conference proceedings (and workshops) are open access and are
available in a resource called Electronic Workshops in Computing (eWiC). Conference
published by the IET and other publishers can be selected for purchase by the librarian. No new resources
are required.
Databases and Digital Collections
The University Libraries currently subscribes to many databases and digital collections that are inaportant to
electrical and computer Engineering. The databases include, IEEE/IET Electronic Library (IEL), ACM
Digital Library, Scopus, INSPEC, SPIE Digital Library, and Springer Computer Science eBook Collection.
Those databases are listed and described below. Comprehensive Databases Published by the Institution of
Engineering and Technology (IET), INSPEC provides comprehensive indexing of the world’s scientific
19
literature for engineering, physics and computer science. It covers journal articles, conference proceedings,
reports, dissertations, and books. The (ACM) Guide to Computing Literature is a comprehensive database
that contains citations from the major English language publishers in computing. Coverage, which dates as
far back as 1947, includes books, journal articles, conference proceedings, doctoral dissertations, master's
theses, and technical reports.
Digital C ollections/F ull Text Databases
The IEEE Xplore Digital Library is a full-text database that provides access to IEEE joumals, transactions,
and magazines, including early access documents; IEEE conference proceedings; IET joumals, IET
conference proceedings, IEEE published standards, IEEE Standards Dictionary Online, etc. It is important to
note that IEL contains almost one-third of the world's current literature in electrical engineering,
communications, and computer science. The ACM (Association for Computing Machinery) Digital Library
is a full text database that provides access to all of the association’ s journals, magazines, special interest
group newsletters, and conference proceedings. The IEEE Computer Society Digital Library is a full text
database that contains the scholarly joumals, magazines, and conference proceedings and workshops
published by the IEEE Computer Society. Applied Science and Technology Source provides access to the
full text from more than 1,400 joumals and magazines, including scholarly joumals, trade magazines,
professional society journals, and conference proceedings. Three of the broad subjects covered are
engineering, computing, and information technology. Providing access to nearly 300 full text academic
joumals, magazines, and trade publications, Computer Source covers subjects like information systems and
robotics. An additional 150 periodicals are also indexed and abstracted.
Related Databases
Web of Science indexes the core joumals for all science and technology subjects, including computer
engineering. Besides keyword and author searching, one of its key features is the ability to track an author’ s
citation and determine who has cited that work. MathSciNet is a comprehensive database for pure and
applied mathematics, and indexes important resources in engineering mathematics.
At this time, no new databases are recommended. However, as engineering grows and research expands at
the University, it may become necessary to subscribe to Compendex, a comprehensive database that covers
Patents
U.S. patents and patent applications are freely available from the United States Patent and Trademark Office
(USPTO) Website as well as several other patent Websites. Patents from other countries and intemational
organizations are also freely available on the Web. No resources are recommended.
Standards
Engineers depend on industrial standards for their work. Currently, the University Libraries rely on the New
York State Library for standards, which has a large collection along with related publications. This includes
standards from the American National Standards Institute (ANSI), the National Institute of Standards and
Technology (NIST), and the Intemational Organization for Standardization (ISO). The websites of these
organizations and others provide free standards searching capabilities. IEEE Xplore Digital Library
provides access to IEEE standards. No resources are recommended. As the program grows, the University
Libraries may need to revisit the acquisition of standards for electrical and computer engineering, if the need
exists. A purchase on demand model may work best.
Technical Reports
Published by academic departments, companies, and govemment agencies, technical reports describe
successful and unsuccessful research. They are intended for rapid dissemination before being presented at
conferences or published in scholarly joumals. Most organizations make their technical reports available on
their Websites. However, the “technical report system’ is changing. Many technical reports are bei
migrated to institutional repositories or subject repositories like the Computing Research Repository CoRR)
20
(http://arxiv.org/con/home). Therefore, search engines are needed to track down older as well as current
reports. Google and Google Scholar are often very helpful. In addition, TRAIL: The Technical Report
Archive & Image Library http://technicalreports.org/), National Technical Information Service (NITS)
(http://ntis.gov/), NCSTRL: Networked Computer Science Technical Reports Library
(http://csetechrep.ucsd.edu/Dienst/htdocs/Welcome.html), and the Google custom search engine
(http://www.opendoar.org/search.php) at OpenDOAR (Directory of Open Access Repositories) are useful.
No resources are recommended.
Interlibrary Loan and Delivery Services
The University Libraries’ Interlibrary Loan (ILL) Department borrows books and microforms, and obtains
digital copies of journal articles and other materials not owned by the Libraries from sources locally,
statewide, nationally, and intemationally. ILL services are available at no cost to the user for faculty, staff,
and students currently enrolled at the University at Albany. Users can manage their requests through the use
of ILLiad, the University Libraries’ automated interlibrary loan system, which is available through a web
interface at https: //illiad.albany.eduy.
The University Libraries also provide delivery services for books and articles housed in any of the three
libraries. Books can be delivered to one of the libraries or for faculty, to departmental addresses. Articles are
scanned and delivered electronically via email. The Libraries also provide free delivery services to the home
addresses of online leamers and people with disabilities. Delivery services are managed through ILLiad as
well.
Access to Research Collections
Library memberships provide access to many other libraries in the Capital District region, in New Y ork
State, and throughout the United States and Canada. In the Capital District, the Capital District Library
Council (CDLC) sponsors the Direct Access Program (DAP). Upon presentation of a CDLC DAP card,
students and faculty may borrow from or use 47 academic, public, law, medical, and technology libraries,
including the Rensselaer Polytechnic Institute Libraries, which has excellent science and technology
collections. Students and faculty may also use the collections of the New Y ork State Library. Statewide,
students and faculty may use and borrow materials from most of the SUNY -affiliated institutions.
Summary
The University Libraries have been commiitted to build and maintain collections in support of electrical and
computer engineering. Many resources purchased for computer science, other science/technology subjects,
and computer engineering will also support the electrical and computer engineering program.
b) Describe the institution’ s response to identified collection needs and its plan for library development.
No new resourves are needed.
[ Section 7. External Eval
SUNY and SED require extemal evaluation of all proposed graduate degree programs. List below all SUNY-
approved evaluators who conducted evaluations (adding rows as needed), and append at the end of this
document each original, signed External Evaluation Report. NOTE: To select external evaluators, a campus
sends 3-5 proposed evaluators’ names, titles and CVs to the assigned SUNY Program Reviewer, expresses its
preferences and requests approval.
| Evaluator #1 | Evaluator #2
21
Name: Scott F. Midkiff Name: Joanne Bechta Dugan
Title. Vice-President for Information Title. Professor of Electrical and Computer
Technology and Chief Information Officer, Engineering and the Director of the Computer
Professor of Electrical and Computer Engineering Programs
Engineering
Institution: University of Virginia
Institution: Virginia Polytechnic Institute and
State University (Virginia Tech).
[___ Section 8. Institutional R to External Eval Reports
Append at the end of this document a single Institutional Response to all External Evaluation Reports.
[Section 9. SUNY Undergraduate Transfer
NOTE: SUNY Undergraduate Transfer policy does not apply to graduate programs.
[Section 10. Application for Distance Educati
a) Does the program's design enable students to complete 50% or more of the course requirements through
distance education? [ X]No [ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program's design enable students to complete 100% of the course requirements through distance
education? [X ]No [ ]Yes
[ Section MPA-1. Need for Master Plan Amend and/or Degree Authorization
a) Based on guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[ X] No [ ] Yes, acompleted Master Plan Amendment Formis appended at the end of this proposal.
b) Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[ X] No[ ] Yes, once the programis approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
SUNY Guidance on Degree Authorization. Degree authorization is required when a proposed program.
will lead to a new degree (e.g., B.F.A., MP.H) at an existing level of study (i.e., associate, baccalaureate,
first-professional, master’s, and doctoral) in an existing disciplinary area at an institution. Disciplinary
areas are defined by the New York State Taxonomy of Academic Programs. Degree authorization requires
approval by the SUNY Provost, the SUNY Board of Trustees and the Board of Regents.
22
[__ List of Appended Items
Appended Items: Materials required in selected items in Sections 1 through 10 and MPA-1 of this
form should be appended after this page, with continued pagination. In the first colunm of the chart
below, please number the appended items, and append them in number order.
Number
Appended Items
Reference Items
NA
For multi-institution prograns, a letter of approval from partner
institution(s)
Section 1, Item (e)
NA
For programs leading to professional licensure, a side-by-side chart
showing how the program’ s components meet the requirements of
specialized accreditation, Commissioner’ s Regulations for the
Profession, or other applicable extemal standards
Section 2.3, Item (e)
NA
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form a
completed version of that form
Section 2.3, Item (e)
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
For all prograns, a plan or curriculum map showing the courses in
which the program s educational and (if appropriate) career objectives
will be taught and assessed.
Section 2, Item 7
For all programs, a catalog description for each existing course that is
part of the proposed graduate major program.
Section 3, Item (b)
For all programs with new courses, syllahi for all new courses in a
proposed graduate program
Section 3, Item (c)
For programs requiring external instruction, a completed External
Instruction Formand eocuninishcn required on that fom
Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
For all programs, original, signed Extemal Evaluation Reports from
SUNY -approved evaluators
Section 7
For all programs, a single Institutional Response to Extemal
Evaluators’ Reports
Section 8
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format
Proposal
Section 10
For programs requiring an MPA, a Master Plan Amendment form.
Section MPA-1
Table of Curriculum Courses for the Ph.D.. ECE Program
NYS DOL Enployment Projection Data
Faculty Table
23.
Appendix I: Letters of support from employers [Section 2, Item 2.3 (h)(2)]
1. Kitware
2. IEEE GlobalSpec
3. Global Foundries
24
28 Corporate Drive
7 Clifton Park, NY 12065 USA
( Kitware Phone/Fax: (518) 371-3971
Leaders in Visualization Technology www.kitware.com
Dr. Anthony Hoogs
Senior Director of Computer Vision.
Kitware, Inc.
28 Corporate Drive
Clifton Park, NY 12065
(518) 881-4910
anthony hoogs@kitware.com,
www_kitware. ‘html
December 14, 2016
Ann Marie Murray, Ph.D.
Associate Provost for Program Development and Service Professor
University at Albany, State University of New York
University Hall 308
1400 Washington Avenue
Albany, New York 12222
Re: Support of the University at Albany Computer Engineering Graduate Program
Dear Dr. Murray:
T'm writing in support of the Computer Engineering Doctoral Program at the University
of Albany, As the Senior Director of Computer Vision at Kitware, | recognize the strong
need for MS and PhD graduates trained in both the software and the hardware end of
computer technology. The planned graduate curriculum offers students the qualifications
and skills to serve the research employment needs in companies such as Kitware.
Kitware is a leader in the creation and support of open-source software and state of the art
research in computer vision, visualization and medical imaging. By fostering extended,
collaborative communities, Kitware is able to perform cost-effective visualization,
computer vision, data analytics and medical imaging research in collaboration with a
variety of academic and government institutions and private corporations worldwide. Our
employees are trained computer professionals, with a majority holding graduate degrees
and one third with PhD. Many are internationally recognized in their fields.
The employment forecast for computer and software engineering researchers is very
positive. Computer engineers can serve industries like Kitware in many ways and are
desirable employees. [tis expected that within the next year we will hire more than
fifteen employees, most with graduate degrees in CS, ECE or EE, and we expect in five
years that there will be at least thirty openings here at Kitware, some of which can be
filled by applicants who possess the skills and training commensurate with those
developed through the computer engineering program at the University.
25,
28 Corporate Drive
7 Clifton Park, NY 12065 USA
( Kitware Phone/Fax: (518) 371-3971
Leaders in Visualization Technology www.kitware.com
Kitware collaborates with dozens of universities, mostly in the USA but also world-wide.
We recently began our first collaboration with the University on the DARPA Media
Forensies program, which has been progressing well. We look forward to expanding our
relationship as the University adds high-quality faculty, and the graduate students they
will attract, in research areas relevant to Kitware such as computer vision, machine
learning, robotics, data analytics. scientific visualization and medical image analysis..
We will consider intemships or co-ops for upper level students to work with our talented
staffas our needs dictate. This will provide us the opportunity to stay connected to the
University and benefit from the pool ef trained students who may be available for a
career with Kitware.
We wish you great success in expanding the graduate program at the new College of
Engineering and Applied Science at the University. The presence of local public higher
education degrees in computer engineering and computer science is important for many
reasons. It will serve our industries and our communities in meeting the demands of the
workforce while retaining skilled professionals in our region. We look forward to the
implementation of the computer engineering graduate program.
Sincerely,
Dr. Anthony Hoogs
Senior Director of Computer Vision
Kitware, Inc.
26
IEEE GlobalSpec
Patrick D. Mahoney
President & Chief Executive Officer
12 January 2017
Ann Marie Murray, Ph.D.
Associate Provost for Program Development and Service Professor
University at Albany, State University of New York
University Hall 308
1400 Washington Avenue
Albany, New York 12222
Re: University at Albany Computer Engii ‘ing Graduate Program
Dear Dr. Murray:
On behalf of IEEE GlobalSpec, | write to you today in full support of the proposed Masters and Doctoral
programs in Electrical and Computer Engineering (ECE) at University at Albany's College of Engineering
and Applied Science.
GlobalSpec was created in 1996 by three GE engineers who sought to convert the tedious process of
component search from manual to online entry, thus significantly accelerating the research and design
process for device and system engineering. From those early days, GlobalSpec grew into a component
search warehouse and a business-to-business (“B28”) digital publisher. Today, IEEE GlobalSpec employs
150+ people, primarily in the Albany area, with plans for significant growth in the coming years. In fact,
one of our employees is a current full-time Computer Engineering major at University at Albany, who we
promoted from a summer internship partly in recognition of his technical training.
Given the broad nature of the markets and customers we serve, companies like ours place a significant
value on engineers with exposure to a broad technical curriculum as outlined for your ECE program.
Our future employment plans pivot on our ability to attract top engineering talent, one of the reasons |
am delighted with University at Albany's plans for advanced degree training in ECE. Beyond that, we
have a continuing need for summer interns to help us with both research and the operational aspects of
our business.
Page 1 of 2
30 Tech Valley Drive, Ste. 102 | East Greenbush, New York 12061 | USA
Tel: +1518 880-0200 | Toll Free: +1 866 773 2448
27
IEEE GlobalSpec
Patrick D. Mahoney
President & Chief Executive Officer
Our technical recruiting needs are as diverse as our customer base. Over the next five years, we
envision adding 12-15 engineers to our payroll with potentially 60% of them coming from ECE
disciplines. We currently recruit engineers from engineering schools across the nation, and we would
be delighted to hire locally because such ability serves to instill confidence in the regional economy as
well as the reputation of IEEE GlobalSpec.
It is my hope that this letter of helps to provide i in the direction the University
at Albany is taking by expanding the graduate degree program in University at Albany's College of
Engineering and Applied Science at the University. Best of luck in the creation and launch of these
exciting advance degree programs.
Very truly yours,
Or G
Patrick D. Mahoney
Page 2 of 2
30 Tech Valley Drive, Ste. 102 | East Greenbush, New York 12061 | USA
Tel: +1518 880-0200 | Toll Free: +1 866 773 2448
28
@ scosacro I ZIE
Anne Marie Murray, PhD
Associate Provost for Program Development and Service Professor
University at Albany, State University of New York
University Hall 308
1400 Washington Avenue
Albany, NY 12222
16 February 2017
Re: University at Albany Electrical & Computer Engineering Programs
Dear Dr. Murray,
Please accept this letter in support of University at Albany’s proposed graduate degree
programs in electrical and computer engineering to be housed at its College of Engineering and
Applied Sciences (CEAS).
As a manufacturer of the world’s most advanced semiconductor technologies,
GLOBALFOUNDRIES depends on the availability of a skilled local workforce to ensure our
continued success and the sustainability of the region. Our advanced node production facility in
Malta, NY, known as Fab 8, rept a $15 billion it and employs th ds of
workers to support its operations, approximately one-third of which hold engineering degrees.
To thrive in a highly competitive global marketplace, we depend on the local education
ecosystem to prepare students for careers in advanced manufacturing and support our future
talent pipeline. We are confident that University at Albany’s proposed graduate programs in
electrical and computer engineering will do just that.
GLOBALFOUNDRIES sees University at Albany as an important partner in delivering
much-needed education and training to its employees and the ecosystem at large. We support
the University at Albany’s efforts to expand its electrical and computer engineering programs to
meet the needs of advanced manufacturers, such as GLOBALFOUNDRIES, and look forward to
our continued partnership.
Sincere!
ye Cie
Mike Russo
Director & Corporate Lead
U.S. Government Relations & Regulatory Affairs
400 Stonebreak Road Extension, Malta, NY 12020 - Ph: (518) 305-9023 - Fx: (518) 305-9173 - mike.russo@glabalfoundries.cam
29
Appendix- II: [A plan or curriculum map] Section 2, Item 7
30
SUNY Graduate Sample Program Schedule
Campus Name | University at Albany |
Program/Track Title and Award | PhD ECE/C ications and ing C ‘ion Area |
Semester Quarter Trimester ‘Other
Calendar Type [ x l I
ring
l typical student: Check all columns that apply to a course or enter credits where applicable. New: X. if anew course. C list for'
[Ferm [Ferm2:
Course Number & Title [__creits New 00) c i emi Credits New 00
lECEOn I 3 x IMATSD4 Advanced Liner Alg 3
[CS1516 Computer = I 3 [CSE G16 Computer Communication Networks TT (tacnical ecive) 3
[ECE S71 Advaned Digital Commmamications (dep 3 x [ECE G72 Detection and Estimation Theory (leap 3 ¥ lEcEam
Term credit total:| 90 Term credit total: a0
fFerm3: [Ferm &
& Title Credits New c is er & Credits New 00)
IECESO VLSI act) 3 X [ECE S65 Sn Acti 3 X
[ECE 600 Doctoral Thess 6 x [ECE 676 Mole and Wireless Networking (elective) 3 x
[ECE 99 Doctoral Thess 3 X
Term credit total:| 9.0 Term credit total:| 90
[Ferm 5 [Ferm 6:
& Title Credits New &) c Title Credits New 00)
[ECE O75 Information Theory (depthy 3 x [ECE 7H Enor Contl Coding (technical elective) 3 x
[ECE G00 Doctoral Thess 6 X [ECE 90 Doctoral Thess 6 X
Term credit total:| 9.0 Term credit total:| 9.0
[erm 7: [erm
Course Number & Title Credits New &) c is Title Credits New 00)
TAY G51 Bayesian Data Analysis ane Sqhal PROGEIng IECESIT Microwave Enginearing (dectve)
exstvpiyics) 3 3 x
[ECE 800 Doctoral Thess 6 x [ECE G0 Doctoral Thess 9 3
Term credit total:| 9.0 Term credit total:| 120
[Program Total 750
tify i it applicable:
31
SUNY Graduate Sample Program Schedule
Campus Name University at Albany
Program/Track Title and Award PhD ECE/Signal and i ing Ci ion Area
‘Semester Guarier Trimester Other
Calendar Type x I
14, Spring 1, Fall2)
U typical student: Check all columns that apply to a course or enter credits where applicable. New: X. if'anew course. C list for'
[Ferm [Ferm2:
Course Number & Title Credits New () C ist & Title Credits New &%)
[ECE G61 Mahenatical Mand of Sg 3 x E 3 X ECE 661
IECES71 tal Communications (lxeadth) 3 x 3 X ECE 580
[ECE 580 Linear System Thaory (dehy 3 x 5 They of 3
Term credit total; 30 Term credit total! 90
[Ferm 3: [Ferm
& Title Credits New 0) C ist x & Title Credits New (®)
[ECE 3 x [ECE 699 Doctoral Thesis 2 x
[CS¥671 Compt Vision (depth 3
(AT S24 Advanced 3
Term credit total; oo) Term credit total! To
[Ferm 5 [Ferm 6:
& Tile Credits New (0) C ist & Title Credits New @®)
[GST516 Comte ca 3 [CSTGIG CH Computer C: 3
[ECE 800 Doctoral Tas 6 x [ECE 690 Doctoral Thesis 6 x
Term credit total; 90 Term credit total 50
[erm 7: [erm a:
Course Number & Title Credits New (0) C Credits New &)
[ECE 520 inocuction to VLSI (elective) 3 x [ECE S21 VLSI Digtal ASIC 3 x
[ECE 600 Doctoral Thess 6 x [ECE 90 Doctoral Thesis 6 x
Term credit total; 3 Term credit total! 30
[Program Total 750
iy i it applicable:
32
Campus Name
SUNY Graduate Sample Program Schedule
University at Albany
Program/Track Title and Award PhD ECE/Electronic Circuits and Systems C ion Area
Semester Quarter Trimester Other
Calendar Type x I
1, Spring i, Fll2)
r typical student Chock all columns that apply to a course or enter credits where applicable. New: X.if'anew course. ( list for
fren [Ferm
Course Number & Title Credits New 00) C i & Title Credits New (8)
[ECE 500 Advanced Electronic Cire (dep 3 x [ECE S21 VLSI Dighal ASIC Design dent) 3 x ECE S20
[ace 520 inocuction to VLSI (depth) 3 x Ean a x
[MAT S16 Paria Dilfer z E i a x
Term credit total:| 9.0 Term credit total:| 9.0
perm’ [Term
Course Number & Title Credits New i er & Title Credits New 0)
[ECE 620 Mixed Signal IC Design (depth) 3 x ECE 521 lesan r 3
pay a7 ptt) 3 JECE 690 Doctoral Thesis 6 x
[ECE 00 Doctoral Thesis 3 x
Term credit total:| 9.0 Term credit total:| 9.0
fren fren 6
Course Number & Title Credits New 00) C is & Title Credits New
[BCE 510 Parl Programming for GPUs (technical dete) 3 x lEcESt 3 X
ECE 3 x [ECE 699 Doctoral Thesis 6 x
[ECE 90 Doctoral Thesis 3 x
Term credit total:| 9.0 Term credit total:| 9.0
fren [renin &
& Title Credits New 0) C Course Number & Credits New 0)
Pav Manat 3 [ECE 650 Doctoral Thesis 2 x
[ECE 99 Doctoral Thesis 6 x
Term credit total:| 9.0 Term credit total:| 120
Frowam Toa: 750
fy the requ ifapplicable
33
SUNY Graduate Sample Program Schedule
Campus Name University at Albany
Program/Track Title and Award PhD ECE/Computer Engineering C ion Area
‘Semester Guarter Trimester Other
Calendar Type x l I
ring
U typical student: Check all columns that apply to a course or enter credits where applicable. New: X. if'anew course. C list for'
[Ferm [Ferm2:
Course Number & Title Credits New (0) C & Credits New &)
[ECE S50 Robovics (ep 3 x [CS 635 Artificial Inligence (depth) 3 c535
[CSI 535 Artificial 3 [CS1536 Machine L 3
IMATT 524 Advanced Linsar Algebra (math physics) 3 ee ee ee Aegon ee Rest Tine Panos x
Term credit total; 90 Term credit total 50
[Ferm 3: [Ferm &
Course Number & Title Credits New (0) C ist Title Credits New ®)
ECESOL Digital 7 3 x Es 3 x
[CS1671 Computer Vision (depth) 3 [ECE 699 Doctoral Thesis 6 x
[ECE 800 Doctoral Ths 3 x
Term credit total; 30 Term credit total 90
[Ferm 5 [Ferm 6:
Course Number & Title Credits New (0) C ist & Title Credits New &)
MAT 565 3 E 3 x
[ECE 800 Doctoral Thess 6 x [ECE 890 Doctoral Thesis 6 x
Term credit total; 90 Term credit total 50
[erm 7: [Ferm
& Title Credits New (0) C Course Number & Title Credits New 0)
[GS516 Computer ab 3 [CST616 Computer (Geative) 3 caBIG
[ECE 800 Doctoral Tes 6 x ECE 899 Doctoral This) 9 x
Term credit total; 30 Term credit total! m0
[Program Tatar 750
tify i it applicable:
34
Appendix III: Catalog description for each existing course
Csi 516 Computer Communications Networks I (3)
Introduction to computer communication networks. Equal emphasis on all layers of the ISO reference model and the
TCP/IP protocol suite. Topics include physical networks, sliding window protocols, remote procedure call, routing,
naming and addressing, security, authentication, performance, and applications. Prerequisites: Csi 333 (formerly Csi
202), Csi 310, and Mat 367.
Csi 535 Artificial Intelligence I (3)
A first course in artificial intelligence (AI) introducing basic concepts and techniques. Topics include problem
representation, production systems, heuristic search, predicate logic, and structured representation of knowledge.
Techniques of sample search and sample problem solving systems are represented. Exercises in a selected AI
programming language. Prerequisites: Csi 310, departmental examination in discrete mathematics.
Csi 536 Machine Learning (3)
Machine leaming is an important and rapid growing branch of artificial intelligence. The aim of machine leaming is
to design algorithm that can extract information from environment automatically and improve its ability to perform
the intended task. Currently, machine leaming has been applied in various fields including engineering,
bioinformatics, data mining and neurosciences, to name a few. This course provides a broad introduction to machine
leaming. Specifically, topics that will be covered in the class may include: numerical optimization methods that are
essential for machine leaming algorithms dimension reduction methods: principal component analysis & ISOMAP
classification methods: linear discriminant analysis, k-nearest neighbor classifier, and logistic regression regression
methods: least squares regression, ridge regression, and 11 regularized least squares regression (LASSO) clustering
methods: k-means clustering and EM algorithm neural networks support vector machines for classification and
regression. Prerequisites: basic knowledge of Linear Algebra (AMAT 220 or equivalent), Multivariate calculus
(AMAT 214 or equivalent), Discrete probability (AMAT 367 or equivalent), Numerical methods (CSI 401 or
equivalent).
Csi 616 Computer Communication Networks II (3)
Survey of current trends in computer communication networks. Topics include transaction oriented protocols, bulk
data transfer protocols, high speed networks, routing, protocol performance and efficiency, security, and
authentication. Prerequisite: Csi 516.
Csi 635 Artificial Intelligence II (3)
A continuation of the materials introduced in Csi 535. Prerequisite: Csi 535.
35
Csi 671 (Inf 671) Computer Vision (3)
Billions of images are hosted publicly on the web - how can you find one that "looks like" some image you are
interested in? How can a robot identify objects in complex environments, or navigate uncharted territory? How cana
video camera in the operating room help a surgeon plan a procedure more safely, or assist a radiologist in more
efficiently detecting a tumor? Computer vision is at the heart of many such questions: the goal is to develop methods
that enable a machine to "understand" or analyze images and videos, so that information can be derived from raw
pixel values to support various applications. In this course, through lectures, paper presentations, and projects, we will
explore fundamental topics including image formation, feature detection, segmentation, recognition and leaming, and
motion and tracking. We will treat computer vision as a process of inference from noisy and uncertain data and.
emphasize probabilistic, statistical, and data-driven approaches. Prerequisites: This course requires familiarity with
calculus, basic probability theory and linear algebra, and some programming experience. Previous experience with
image processing and machine leaming will be useful but is not assumed. MATLAB, the language of choice for the
programming assignments will be covered as part of the introduction to the course.
Mat 575 Optimization Theory (3)
Introduction to optimization. Constrained optimization and Lagrange multipliers. Convex sets, convex functions and
conjugate functions. Fenchel duality, convex optimization, Lagrange duality, non-linear programming. Karush-
Tucker conditions and calculus of variations. Prerequisites: Mat 214 and 220.
Phy 587 Solid State Physics 1 (3)
A broad survey of the phenomena of solid state physics. Symmetries of crystals and diffraction from periodic
structures; vibrational states and electronic band structures in crystalline metals, semiconductors, and insulators;
thenmal, transport and optical properties of solids. Prerequisites: Phy 517 and Phy 547.
Phy 588 Solid State Physics II (3)
A broad survey of the phenomena of solid state physics (continuation of Solid State Physics I). Superconductivity;
magnetic and dielectric properties of materials; spectroscopy with photons and electrons; point and line defects;
surfaces and interfaces; alloys; noncrystalline solids. Prerequisite: Phy 587.
36
Appendix IV: Syllabi for all new courses
37
University at Albany / Electrical and Computer Engineering
Advanced Electronic Circuits
ECE 500 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Design with Operational Amplifiers and Analog Integrated Circuits, 4th Edition by Sergio Franco
COURSE DESCRIPTION / OVERVIEW:
338
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 Electronic
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: After completing the course, students will be able to:
e 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:
39
1. Homework - 15% (lowest grade dropped)
2. Exams - 75% (25% each)
3. Attendance - 10%
A /Lat /Use of C sin 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 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
40
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: Ch5, Ch6, & Ch7
21-22 Ch 8: Stability (continued) Ch 8: 8.4, 8.5
23°28 Ch 9: Nonlinear Circuits Gh SERA,
9.6, 9.7
41
26-28
Ch 10: Oscillators
Exam 3: Ch 8, Ch 9, & Ch 10
42
University at Albany / Electrical and Computer Engineering
Antenna Engineering
ECE 510
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbook (representative):
Antenna Theory: Analysis and Design, 4" Edition, Constantine Balanis, Wiley
COURSE DESCRIPTION / OVERVIEW
In this course the fundamental principles of antenna theory will be presented. Application of these fundamental
principles to the analysis, design and measurement of antennas will be studies. Practical antenna design examples
(dipoles, loops, patches, arrays and other antennas) will be examined to introduce the communication system aspects
of antenna engineering.
PREREQUISITES
APHY 150 - Physics II: Electromagnetism and APHY 155 - Physics Lab II, or Graduate Student standing in Engineering
43
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
¢ 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
be shown elementary antennas and their radiation properties
be exposed to impedance matching techniques, and mutual coupling
understand antenna arrays and array design methods.
be introduced to commonly used wideband antennas such as spirals and log-periodics
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%)
44
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.”
d /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
45
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 Topic Readings Notes
1-2 Maxwell’s Equations and Boundary Conditions
3 Complex Poynting Vector, Real and Reactive Power
4 Potentials and Radiation Integral
5 Radiation from Antennas
6-7 Radiation Resistance, Radiation Intensity, Directivity and Gain,
Effective Aperture, Far-zone and Fresnel Regions
8-9 Dipole Antennas
46
10-11
Linear Wire Antennas
12-13 Loop Antennas
14-16 Linear and Planar Arrays
17-18 Phased Arrays
19-20 Array Design Techniques
21-24 Microstrip Antennas
25-28 Aperture Antennas
University at Albany / Electrical and Computer Engineering
Microwave Engineering
ECE 511
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbook (representative):
Microwave Engineering, 4‘ Edition, David Pozar, Wiley
COURSE DESCRIPTION / OVERVIEW
In this course the high frequency behavior of circuit and network elements will be introduced, and passive
microwave devices (power dividers, couplers, resonators etc.) will be studied.
PREREQUISITES
APHY 150 - Physics II: Electromagnetism and APHY 155 - Physics Lab II, or Graduate Student standing in Engineering
48
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
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%
49
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.”
A /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.
50
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 Topic Readings Notes
1-2 Maxwell’s Equations and Boundary Conditions
3 Complex Poynting Vector, Real and Reactive Power, Potentials
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
52
University at Albany / Electrical and Computer Engineering
Introduction to VLSI
ECE 520
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
TBD
COURSE DESCRIPTION / OVERVIEW
An introduction to Very Large Scale Integrated (VLSI) circuit design. The device, circuit, and system aspects of
VLSI design are covered in an integrated fashion. Emphasis is placed on NMOS, PMOS and CMOS technology.
Using transistors, simple gates such as XOR, AND, OR, AOI, OAI, and flip flops, are constructed and simulated using
Cadence tools. Verilog-A is used to provide input vectors and test the correctness of the output.
PREREQUISITES
CEN 280 Introduction to Circuits
53
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Leam howto use multiple Cadence tools to draw/analyze ICs;
leam how to use a technology library in Cadence, such as 0.5 jim, or 0.13 ym. etc.
understand how to make logical gates inside an IC by using NMOS and PMOS transistors;
leam the Cadence schematic drawing tool to draw the circuit representation of an IC;
leam Hspice-based circuit analysis tool to simulate and plan their IC;
leam Verilog-A to design input vectors that are applied to the inputs of the IC;
leam the layout design tool to draw the layout of their IC;
leam layout-vs-schematic, design-rule verification tools to check the validity of their design;
leam the difference between combinatorial vs. synchronous IC design
leam how to test their entire design for validity; cycle-accurate simulation for synchronous
circuits and latency/clock frequency analysis for both types of circuits.
coco eocwe oe ee
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
54
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
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
55
improving their grades once the course has been completed and final grades assigned.”
! /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 [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 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).
56
University at Albany / Electrical and Computer Engineering
Digital ASIC Design
ECE 521
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
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
ECE 420/520 Introduction to VLSI
57
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Leam how to use multiple Cadence tools to design sophisticated digital synchronous ICs
consisting of 100s of gates and flip-flops;
e Leam the Verilog HDL to describe their circuits,
e eam howto use a standard cell library and automated Cadence synthesis tools,
e eam how to design repeaters, buffers, and clock trees to handle interconnect and clock tree
issues.
e leam the layout tool to use LVS, DRC, and QRC on circuits that are synthesized automatically;
e leam 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 Leam howto use “design mule constraints” to direct the compiler towards desired design
Puiorities, ie., power, area, path delay.
e Leam howto “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
58
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
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
59
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_!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 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
60
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 i Notes
Introduction, course structure, Cadence directory structure
CMOS design using standard cells
1
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 a vectors
11 Adder structures
12 Multiplier structures
13 Divider structures
14-15 CORDIC
16-17 ALU, FPU design
18-20 MIPS 2000 CPU Design
Po rina Project
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project
61
University at Albany / Electrical and Computer Engineering
Integrated Circuit Devices
ECE 522
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
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.
62
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Havea background on semiconductor physics, P-N junctions, P and N type materials and the
concept of “doping.”
e They will leam the characterization of two terminal and three terminal semiconductor devices.
e They will leam different SPICE models for these devices and will 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:
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
63
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.”
d /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.
64
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.
Notes
1 Free electrons, electron mobility
2 Band structure
3 Non-equilibrium in semiconductors
65
4 P-N J unctions
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 BJ Ts
15-16 BJ T-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
ECE 531
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
“Advanced Digital Design With the Verilog HDL”, Michael D. Ciletti, Xilinx Design Series,
ISBN 0-13-089161-4
COURSE DESCRIPTION / OVERVIEW
In this graduate level course, the students will be required to use a Hardware Description Language (HDL) to build a
real-time data acquisition and processing system that utilizes an advanced FPGA, such as Xilinx XUOV5 or Zynq 7000.
In order to achieve this goal, the students will be first taught the inner-workings of embedded signals, such as
RS232, LCD, DVI, VGA, and I’C. They will be required to write code in Verilog HDL to acquire a video signal, perform
Digital Image Processing in real time and output the processed signal to a monitor.
PREREQUISITES
67
CEN 380 Introduction to Digital Circuits
COREQUISITES
None.
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Leam 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 leam 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 °C, work and how to generate them using the Verilog HDL.
e They will leam 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 leam 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 leam 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.
68
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 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.”
69
d /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 |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 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:
70
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 Notes
4. 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
|__| Generating / Controlling 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 11C Bus
14 VGA Camera Input and BRAM Memory
|__| DP 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
po Final Project
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project
71
University at Albany / Electrical and Computer Engineering
Parallel Programming for GPUs
ECE 540
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
COURSE DESCRIPTION / OVERVIEW
This course introduce students to the concept of parallel programming. What is parallel programming? Why do we
need parallel programming? On which devices do the parallel programs run? What are the challenges in parallel
programming? How to design and code good parallel programs? These are a few questions the students should be
able to answer after taking the class.
The course will introduce multi-threads, starting from p-threads. Integrated with MP and MPI, the students will
learn the fundamentals of multi-threading. The course will also introduce CUDA and a few other popular parallel
programming platform, letting students understand the cutting edge development in parallel programming.
72
The second half of the course will focus on a few case studies to help students understand what good parallel
programs are, and how to design good parallel programs.
PREREQUISITES
CEN 410 Computer Architecture; CEN 400 Operating Systems, CEN/CSI 213 Data Structures or permission of the
instructor
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Understand the basic concepts of parallel programming;
Know good design of a parallel program;
Able to use several tools to code parallel program on different platforms;
Know good parallel algorithms;
Know how to analyze a parallel program;
eoeoee
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 coding labs and final project. The students are required to work on individual coding
labs alone, but are encouraged to work on final project in groups. The labs will be graded and constitute
60% of the final grade.
Exams: There will be no exam for this course
Projects / Labs / Assignment: Projects / labs / assignments will be assigned and will be conducted both out of class
and during lab period. They will be graded on a 5-point scale and will be totaled together to account for 45% of the
final grade.
73
Final Project: A final project will be required. The requirements for this assignment will be fully described in a
Blackboard later in the course.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Labs/projects/assignments (8) 60%
Final Project 35%
Class Participation: 5%
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
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.”
d /Lat /Use of C sin class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs by
entering late or leaving early without instructor approval. Attendance will be taken at several class meetings. Each
unexcused absence (one approved by either instructor prior to class) will result in a 1-point deduction from your
74
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).
75
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
1 Introduction, course structure
2 What is parallel programming, and why?
3 Platforms for parallel programming and difference
4 p-threads
5 p-threads (continue)
6 p-threads (continue) and MP / MPI
7 MP / MPI
8
P-threads and MP
9 Design principles and patterns
10 Design principles and patterns
11 Parallel programming algorithms
12 Parallel programming algorithms
a
14 CUDA and GPU
15 CUDA and GPU (continue)
16 Cell programming and playstation
17 Cell Programming and playstation (continue)
eesti
18 Case study 1
19 Case study 1 (continue)
20 Case study 2
21 Case study 2 (continue)
22 Case study 3
23 Case study 3 (continue)
24 Case study 4
25 Case study 4 (continue)
26 Final project presentation
27 Final project presentation
76
University at Albany / Electrical and Computer Engineering
Robotics
ECE 550
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor Weifu Wang
Instructor Title Assistant Professor
Office Location TBD
Office hours TBD
E-mail Address Wwang8@albany.edu
TA’s / Peer Educators TBD
Textbooks (required): Introduction to Robotics: Mechanics and Control
John J. Craig (Author)
ISBN-13: 978-0201543612 3% Edition
COURSE DESCRIPTION / OVERVIEW
This course introduces students to the fundamentals in robotics. The course starts with the introduction of
configuration space, and will show the importance of the configuration space to robotics. The course then
covers a wide range of fundamental topics in robotics, including transformation matrix, and kinematics. The
course then covers several important algorithms in motion planning. The course then ends with a brief
introduction to robot manipulation.
77
Apart from simulation environments, the course will use robot arms and small drones as programming
platforms for students to practice programming, and test different algorithms. After taking the course, the
students should be familiar with the fundamental concepts of robotics, and should be able to use established.
algorithms to solve simple robotic problems.
The course will combine written exams and labs (projects) to evaluate students. Current of the final projects
includes navigating drones through small field of obstacles, and use robot arm to pick up objects.
PREREQUISITES
A MAT 220 Linear algebra and permission of the instructor
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Understand the fundamental tools and terms often used in Robotics;
Able to understand the Robotics framework, and the Sense-Plan-Act loop;
Familiar with Configuration space coordinates, dimensions, and transformations;
Understand, and able to compute forward kinematics;
Understand inverse kinematics, why is it important, and able to compute simple inverse
kinematics;
e Understand what is motion planning, able to implement simple motion planning algorithms to
solve naive motion planning problems, from simple point robot, to Reed-sheep car;
e Understand the basics of robot arm, and understand fundamental concepts about robot
manipulation, able to analyze simple manipulation 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 and participation is essential and required.
ASSESSMENT AND POLICIES:
The course will have a mix of written assignments, and coding labs. The students are required to work on
written assignments alone, but are encouraged to work on labs in groups. The assignments and labs will be
graded and constitute 45% of the final grade. The class will contain one mid-term exam, no final exam but a
final project.
Exams: One midterm will be given, a review session will follow the exam. The exam will account for 15% of the final
78
grade.
Projects / Labs / Assignment: Projects / labs / assignments will be assigned and will be conducted both out of class
and during lab period. They will be graded on a 5-point scale and will be totaled together to account for 45% of the
final grade.
Final Project: A final project will be required. The requirements for this assignment will be fully described ina
Blackboard later in the course.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Exams (1) 20%
Labs/projects/assignments (8) 45%
Final Project 30%
Class Participation: 5%
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
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
79
and final grades assigned.”
! /Lat /Use of C in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs by
entering late or leaving early without instructor approval. Attendance will be taken at several class meetings. 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).
80
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 Notes
1 First class, introductions
2 Sense-Act-Plan
3i Current Robot development
Configuration space
Cspace obstacle, cell decomposition, curse of dimensionality
Transform between frames
Transform as the result of motion, combine transformations
Program Roomba, see the result of transformation
9 Forward kinematics
10 Applications of forward kinematics
11 Inverse kinematics
12 Inverse kinematics (continue)
B Complete methods, cell decomposition
14 Visibility graph, voronoi diagram, geometrical algorithms
15 Sampling based algorithms
16 Sampling based algorithm (continue), practice
17 Non-holomonic planning
18 Walking, planning with design
19 Planning for quadcopters
20 Practice with quadcopters
[LT ertipttation
21 Caging
22 Immobilization
23 Pick and place
ee
25 Final Project competition
26 Final Project competition
27 Final Project Presentations Last Class / Wrap-up Final Projects Due
University at Albany / Electrical and Computer Engineering
Digital Image Processing
ECE 561 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required): Introduction to Video and Image Processing
Moeslund, Thomas B. (Author)
ISBN-13: 978-1-4471-2503-7 (2012)
COURSE DESCRIPTION / OVERVIEW
This course introduces students 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
82
AMAT 220 Linear Algebra, CEN 200 C Programming for Engineers or permission of the Department Chair
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++.
83
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
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
84
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.”
d /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 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
85
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 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
a1 Neighborhood Processing Chapter 5
12
2B
86
14 Morphology Chapter 6
16 Blob Analysis Chapter 7
17 Proj./Assignment 3 Due
18 Segmentation in Video Data Chapter 8
20 Tracking Chapter 9
21 Proj./Assignment 4 Due
22 Geometric Transformations Chapter 10
Visual Effects Chapter 11
27 Applications / Summary Chapter 12
University at Albany / Electrical and Computer Engineering
Advanced Digital Communications
ECE 571 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Digital Communications, 5th Edition 5th Edition by John Proakis, Masoud Salehi
COURSE DESCRIPTION / OVERVIEW:
This course is a graduate level introduction to the basic principles of digital communication systems. The course
focuses on the building blocks of a digital communication system that takes a stream of bits and converts it to a
88
waveform to be transmitted over a channel. The course gives the mathematical foundations of the commonly used
algorithms involved in designing digital communication systems. The course would be beneficial particularly to
students who are interested in doing research in fields related to communications, networks, and signal processing.
The materials of this course forms the basis of further studies in Wireless Communications, Coding Theory and
Wireless Networks.
PREREQUISITES:
CEN 350 Signals and Systems, A MAT 370 Probability and Statistics for Engineering and the Sciences or permission of
the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e Analyze analog communication systems
e Analyze basic digital communication systems
e Describe the connection and understand differences between analog and digital representation and
transmission of information
e Understand and describe the concept of "noise" in analog and digital communication systems
e Understand and be able to make trade-offs (in terms of bandwidth, power, and complexity requirements)
between basic analog and digital communication systems
e Design basic analog or digital communication systems to solve a given communications problem
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.
89
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:
4. Homework - 25%
5. Midterm - 25%
6. Final Exam - 40%
7. Attendance and class participation - 10%
d /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://Awww.albany.edu/health_center/medicalexcuse.shiml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Infonmation 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,
leaming 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
hittp:/www.albany.edu/disability/faculty-staff. shtml.
Academic Honesty and Overall Regulations
90
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
:/www.all A bulletin ations. html).
COURSE OUTLINE AND READINGS:
Class Topic Readings Notes
91
20
Sampling and Quantization
22
28
University at Albany / Electrical and Computer Engineering
Radio Wave Propagation and Remote Sensing
ECE 572
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
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
s 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
APHY 150 - Physics II: Electromagnetism and APHY 155 - Physics Lab II, or Graduate Student Standing in Engineering
94
COREQUISITES
None
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 leam 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
95.
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.”
d /Lat /Use of C sin 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.
96
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 Topic Readings Notes
Maxwell’s Equations and Boundary Conditions
Plane Waves and Antenna Properties
Friis Transmission Formula
5 Attenuation due to Atmospheric Gases
Attenuation due to Rain
Reflection from a Planar Interface
8 Refraction in a Stratified Medium and over a Spherical Earth
Ducting and Ray Tracing
10-11 Empirical Path Loss Models
12-13 Signal fading
14-15 Planar Earth Groundwaves
16-17 Spherical Earth Groundwaves
97
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
ECE 580 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
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:
99
This course introduces students to Linear Control Theory by teaching them basic concepts on this field. Relevant topics
are:
Analysis of linear control systems
Continuous and sampled-data systems
Various stability criteria
e Frequency response
e Root locus compensation techniques
PREREQUISITES:
CEN 350 Signals and Systems
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.
100
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.”
d /Lat /Use of C sin 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 to apply the policies
discussed in this document to all computing and electronic communications in the course.
101
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.
Class Topic Readings Notes
102
Perspective, Examples of typical control
problems
Laplace transformation models
Feedback system characteristics (sensitivity
reduction, transient response control, noise
attenuation, steady-state error improvement,
definitions, examples)
Homework 1 Due
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.
BR
9 Asymptotic behavior for large and small gain, Homework 4 Due
Behavior on real axis
10 Root locus behavior at break-away points
11 Sketching examples Homework 5 Due
12 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
104
Procedures for handling imaginary-axis poles
Homework 9 Due
Definition and interpretation, Relation to
damping ratio of dominant closed-loop poles
Derivation, Relation to damping ratio of
dominant closed-loop poles, Nichols’ chart
Homework 10 Due
22 Root-locus approach
23 Frequency response approaches using Bode Homework 11 Due
plot and Nichols’ chart
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
28
BR
University at Albany / Electrical and Computer Engineering
Mixed-Signal IC Design
ECE 620
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
TBD
COURSE DESCRIPTION / OVERVIEW
The implementation of digital and analog circuits together on a single integrated circuit. The design of analog
integrated circuits such as operational amplifiers, operational transconductance amplifiers, and bandgap voltage
references. Analog and digital IC design concepts are combined to develop a user-programmable Video Graphics
Array (VGA) controller IC that stores user-selected digital values in its internal registers. A final project requires the
design of a VGA controller that reads its screen contents from an external SRAM.
PREREQUISITES
106
ECE 421/521 Digital ASIC Design.
COREQUISITES
None.
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Leam how to use multiple Cadence tools to design sophisticated mixed-signal analog/digital ICs
consisting of 1000s or more transistors;
e eam how to design analog IC design structures, such as OPAMPs, OTAs, bandgap voltage
references, analog transmission gates, cascode, differential amplifiers.
e eam how to incorporate Analog design structures and digital design structures that were taught
in Digital ASIC Design.
e eam how to read/write an SRAM memory; CAS, RAS signal timing, linear vs. 2D addressing.
e eam the mixed signal design paradigm within the framework of a VGA controller. This
controller will produce a VGA signal froma screen memory.
e Leam the concept of a “register” in a programmable IC, such as the one being designed.
e Leam shift register structures to store “user preferences” as found in a standard programmable
IC. Use multiple registers to store the screen resolution, polarity, bit depth.
e Leam how to “tape out” this 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
107
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
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
108
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.”
d /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_!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 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
109
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 i Notes
4. Introduction, course structure, Cadence directory structure
2 Programmable IC design; internal “registers”
3 SRAM timing; designing an SRAM controller
4 VGA a and voltage levels
5 Differential amplifier
6 Cascode amplifier
7 Operational amplifier (OPAMP)
8 Operational Trans-conductance amplifier (OTA)
9 Bandgap voltage reference
10-11 Design examples, application to VGA controller
Lo VGA controller design
11 Screen memory, 1D linear and 2D addressing
12 VGA analog signal creation
13 Analog multiplexing, multi-output
14 Storing user preferences
15-20 Continue =
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project
110
University at Albany / Electrical and Computer Engineering
Radio Frequency IC Design
ECE 621
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
RF Circuit Design Techniques for MF-UHF Applications,
ISBN
COURSE DESCRIPTION / OVERVIEW
The design, simulation, and implemention of RF/microwave integrated circuit components and devices for
applications within the medium frequency (MF) to ultrahigh frequency (UHF) range. System and design concepts
are taught through the example of the Radio Frequency Identification (RFID) system. A final project requires the
design of an RFID integrated circuit to operate at 433 MHz. Designs are built using the MOSIS 0.5 um process
111.
PREREQUISITES
ECE 420/520 Introduction to VLSI
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Leam how to use multiple Cadence tools to design sophisticated RF ICs consisting of about 100
transistors;
e They leam about the RFID standard.
e They leam different modulation techniques and communication protocols
e Leam 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:
112:
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
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
113
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.”
! /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 [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
114
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 Hl Notes
RF Spectrum: from LF to UHF
RFID Standard
1
2
3 RFID IC Building Blocks
4 Modulation Techniques: ASK, OOK, PSK, FSK
5-6 Introduction to Cadence - RF Design
7-8 Designing Inductors
9-10 Designing Capacitors
11-12 Designing the Digital Processor
13-14 Designing the Harvester
15-16 Designing the Modulator
17-20 Testing
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project
115
University at Albany / Electrical and Computer Engineering
Projects in Electronic Circuits and Systems
ECE 629 Section xxxx
Credits: 3
Term/Y ear
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s/ Peer Educators TBD
Textbooks:
None. Students will utilize recent publications in the Electronic Circuits and Systems area in addition to material from
previous courses.
COURSE DESCRIPTION / OVERVIEW:
Supervised projects in Electronic Circuits and Systems. Students investigate the state-of-the-art in Electronic Circuits
and Systems through the study of current publications, class discussions, student presentations, and a major project.
116
PREREQUISITES:
Students must have completed at least 3 courses within the Electronic Circuits and Systems Concentration Area.
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES:
Upon successful completion of this course, students will be able to:
Discuss issues related to one or more current topics in Electronic Circuits and
. Apply their knowledge of science, mathematics and engineering disciplines to solve problems in Electronic
Circuits and Systems.
3. Read, interpret, and utilize information in the published literature in Electronic Circuits and Systems.
4. Present technical information in a variety of formats, including written reports and oral presentations.
Ne
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, class presentation schedules,
and due dates. However, this is not an online course and class attendance and participation is essential and required.
ASSESSMENT AND POLICIES:
Assessment will be based on the quality of in-class presentations, written reports, and class attendance and participation.
Students are expected to attend all presentations and actively participate in discussions and peer review tasks.
Exams: None.
Projects / Assignments:
1. Literature Search: Investigate a current topic in Electronic Circuits and Systems using the published literature,
including peer-reviewed joumal papers. Summarize findings in a written report and class presentation.
2. Project: Use analysis, simulation, and/or implementation to apply Electronic Circuits and Systems techniques to a
problem of interest. This project could be an extension of the literature search or address a different topic.
117
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Literature Search Written Report: 15%
Literature Search Presentation: 10%
Project Progress Presentation: 10%
Project Written Report: 35%
Project Final Presentation: 20%
Class A ttendance/Participation: 10%
OO FWNE
Attend L [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 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.shiml.
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,
leaming 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
infonmation 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
hittp://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
118
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:
Discussion Topic Assignment
119
Week 6
Work on project
120
* TBD class meetings will vary depending on the specific needs of the class at that time. Lectures on topics related to student
projects, tutorials on the use of simulation and analysis tools, general help sessions, class discussions, etc. are all possible.
121
University at Albany / Electrical and Computer Engineering
Advanced Computer Architecture
ECE 630
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required): Computer Architecture, A Quantitative Approach, 5th Edition,
Hennessy, J. and Patterson, D. (Authors)
ISBN-13: 978-0123838728 Morgan Kaufmann, San Francisco, CA. (2012).
COURSE DESCRIPTION / OVERVIEW
A quantitative approach to computer architecture and parallelism, which addresses both software and hardware
aspects of parallelism in modern computing systems. Specific emphasis will be placed on benchmarking tools and
methods, instruction-level, thread level, data-level, task/request-level parallelism; CPU pipeline resource
efficiencies, multi-core performance, development of parallel application code in assembler and high-level
languages and extensions for systems such as multi-core (OpenMP), native SIMD accelerators (Intel SSE), hybrid
accelerator systems using GPUs ( Cuda, OpenCL), Message Passing Interface (MPI), and MapReduce/Hadoop for
“big data” applications.
122
PREREQUISITES
CEN 333 Computer Organization and Assembly Programming or permission of the instructor
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Demonstrate an understanding of fundamental principles of parallel system hardware and software
architectures.
e Create practical applications of parallel system software and performance optimization.
e Identify, explain and map specific application needs for parallelism to the best-suited parallel system
hardware and computing model or models.
e Write, debug, test and run parallel assembly and high level, parallel Assignments, Quizzes, Exams,
Projects enabled languages, exploiting multiple parallel programming models using computer system
design software development tools and a hybrid - GPU server cluster.
e Design parallel hardware and software systems and parallel applications.
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 signals and systems
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 / Labs / Assignment: Projects / labs / assignments will be assigned and will be conducted both out of class
and during lab period. They will be graded on a 5-point scale and will be totaled together to account for 40% of the
final grade.
123
Final Project: A final project will be required. The requirements for this assignment will be fully described in a
Blackboard later in the course.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Exams (2) 30% (15 points each)
Labs/projects/assignments (8) 40% (5 points each)
Final Project 25% (15 for written portion / 10 points for oral portion)
Class Participation: 5%
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
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.”
d /Lat /Use of C sin class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs 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.
124
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.
Class Topic Readings Notes
Chapter 1
125
1 Memory Hierarchy Design and Performance Optimizations Chapter 2
2 Advanced Optimizations for Cache Performance Assignment 1 Due
3 Memory Technologies and System Optimizations
4 Virtual Memory and Virtual Machines Assignment 2 Due
Chapter 3
5 Instruction level parallelism and pipelining concepts
6 Compiler Techniques for exposing and leveraging ILP Assignment 3 Due
7 Branch Prediction, Data Hazards, Speculation and Multi-Issue
Microachitectures
8
Chapter 4
9 Vector Co-processor Architectures Assignment 4 Due
10 Single- iti-data (SIMD) ions for Data Parallel
Applications
11 Graphics Processing Units (GPUs)
12 Detecting an Exploiting Loop-level Parallelism Assignment 5 Due
13 Hybrid CPU-GPU Architectures and Applications
14 X86-Linux/Windows Clusters
15
Centralized, Shared-Memory Architectures Chapter 5 Assignment 6 Due
Performance of Symmetric Shared Memory Multiprocessors
126
18 Optimizations and Trade-offs / Assembling digital components
19 [Distributed, Shared Memory Systems. Assignment 7 Due
20 Programming Models and Workloads for Massively Parallel Server Chapter 6
Systems.
21 Physical Hardware Infrastructure for Massively Parallel Servers
22 Improving System Application Performance Using Parallelism Assignment 8 Due
23
24
25 Final Project Presentations
26 Final Project Presentations
27 Final Project Presentations Last Class / Wrap-up Final Projects Due
127
University at Albany / Electrical and Computer Engineering
Introduction to Neural Networks
ECE 650
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Text book:
Simon Haykin, Neural Networks: a comprehensive foundation, Third Edition, ISBN-10: 0131471392, ISBN-13: 978-
0131471399, Prentice-Hall, 2008.
Reference materials:
Christopher M. Bishop, Pattern Recognition and Machine Learning, Springer, 2007.
128
Tom M. Mitchell, Machine Learning, McGraw-Hill, ISBN: 0-07-042807-7, 1997.
Christopher M. Bishop, Neural Network for Pattern Recognition, ISBN: 0198538642, Oxford University Press, 1996.
Research papers
COURSE DESCRIPTION / OVERVIEW:
This is an entry level course for students to understand the principles of neural networks, how does a neural network
work, and gain hands-on experiences in designing/implementing neural networks to solve real-world problems
through a self-proposed class project.
PREREQUISITES:
¢ Permission of the instructor
e Familiarity with linear algebra, multivariate calculus, and probability theory
e Knowledge of a programming language (MATLAB® recommended)
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES:
On completion of this course, a student should be able to:
e Understand the learning and generalization issue in neural computation.
e Understand the basic ideas behind most common learning algorithms.
e Implement common learning algorithms using an existing package.
e Apply neural networks to problems in the format of a self proposed class project.
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:
129
The accomplishment of course objectives will be assessed by applying the concepts and tools of neural networks in a
combination of individual assignments, a midterm exam, and a final class project.
Exams: One midterm exams will be given. A portion of the class period preceding the exam will be utilized for a review
session. 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.
Assignments: Homework assignments will be assigned and will be completed out of class.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
40% Assignments (handed in the end of every week, 80% must be completed)
20% Midterm Exam
30% Class Project
10% Class Attendance and 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.”
d /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
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
130
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 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 What are neural networks and machine
learning
2 Linear regression
3 Binary linear classification
4 The perceptron learning algorithm
5 Learning in a single neuron
6 Backpropagation
Neural language models and optimization|
7 Neural language models
8 Optimization methods
9 Recurrent neural networks
10 Training recurrent neural networks
11 Convolutional neural networks
12 Recent advances in convolutional neural
networks
14
15
16
17 Learning probabilistic models
18 Mixture models
19
Hopfield nets and Boltzmann machines
22
Learning Boltzmann machines
——
Bayesian neural networks
24
Bayesian optimization
Q-learning
Policy gradient
a
33
26 Radial Basis Function Networks
27 Support Vector Machines
28
134
University at Albany / Electrical and Computer Engineering
Projects in Computer Engineering
ECE 659 Section xxxx
Credits: 3
Term/Y ear
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s/ Peer Educators TBD
Textbooks:
None. Students will utilize recent publications in the Computer Engineering area in addition to material from previous
courses.
COURSE DESCRIPTION / OVERVIEW:
Supervised projects in Computer Engineering. Students investigate the state-of-the-art in Computer Engineering
through the study of current publications, class discussions, student presentations, and a major project.
135
PREREQUISITES:
Students must have completed at least 3 courses within the Computer Engineering Concentration Area.
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES:
Upon successful completion of this course, students will be able to:
Discuss issues related to one or more current topics in Computer Engineering
Apply their knowledge of science, mathematics and engineering disciplines to solve problems in Computer
N og
Read, interpret, and utilize infomation in the published literature in Computer Engineering.
8. Present technical information in a variety of formats, including written reports and oral presentations.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, class presentation schedules,
and due dates. However, this is not an online course and class attendance and participation is essential and required.
ASSESSMENT AND POLICIES:
Assessment will be based on the quality of in-class presentations, written reports, and class attendance and participation.
Students are expected to attend all presentations and actively participate in discussions and peer review tasks.
Exams: None.
Projects / Assignments:
1. Literature Search: Investigate a current topic in Computer Engineering using the published literature, including
peer-reviewed journal papers. Summarize findings in a written report and class presentation.
2. Project: Use analysis, simulation, and/or implementation to apply Computer Engineering techniques to a problem.
of interest. This project could be an extension of the literature search or address a different topic.
136
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
7. Literature Search Written Report: 15%
8. Literature Search Presentation: 10%
9. Project Progress Presentation: 10%
10. Project Written Report: 35%
11 Project Final Presentation: 20%
12. Class Attendance/Participation: 10%
Attend L [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 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.shiml.
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,
leaming 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
hittp://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
137
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:
Discussion Topic Assignment
138
Week 6
Work on project
139
* TBD class meetings will vary depending on the specific needs of the class at that time. Lectures on topics related to student
projects, tutorials on the use of simulation and analysis tools, general help sessions, class discussions, etc. are all possible.
140
University at Albany / Electrical and Computer Engineering
Mathematical Methods of Signal Processing
ECE 661 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Linear Algebra and Its Applications (required)
Gilbert Strang
4th Edition, Thomson
ISBN: 978-0-030-10567-8
Matrix Analysis and Applied Linear Algebra (optional)
141
Carl D. Meyer
SIAM: Society for Industrial and Applied Mathematics, 2001
ISBN: 978-0-898-71454-8
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Linear Algebra by teaching them basic concepts on this field. Relevant topics are:
Solving linear equations
Vector spaces and subspaces
Matrices and determinants
Linear independence and bases
Eigenvalues and eigenvectors
Similarity of matrices
Special matrices
Orthogonality of vectors
Orthogonalization and orthonormalization
Bilinear and Quadratic forms
Hermitian and unitary matrices
Diagonalization
Applications of Linear Algebra
PREREQUISITES:
A MAT 214 Calculus III, CEN 200 C Programming for Engineers or permission of the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e@ Gain a good understanding of the concepts and methods of linear algebra
e@ Develop the ability to solve problems using linear algebra.
e Connect linear algebra to other fields both within and without mathematics.
COURSE WEBSITE AND BLACKBOARD:
142
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 Algebra in a
combination of individual assignments and exams.
Exams: Two midterm exams plus a final exam will be given. A portion of the class period preceding each exam will be
utilized for a review session. 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.
Projects / Assignments: Homework assignments will be assigned and will be completed out of class.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
5% Assignments (handed in the end of every week, 80% must be completed)
25% Midterm Exam 1
25% Midterm Exam 2
40% 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.”
d: /Lat /Use of C in class
143
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 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:
144
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
Homework 1 Due
Homework 2 Due
Homework 3 Due
© ry NI a ua & w N Bb
Homework 4 Due
10
RB
is
a
Homework 5 Due
12
13
14
Homework 6 Due
15
16
Homework 7 Due
17
18
Homework 8 Due
18
17
Homework 9 Due
18
19
Sizes and Numbers of Subspaces, Number of
bases of subspaces, Similarity and its invariants
20
Homework 10 Due
bver finite fields, Bilinear and Quadratic Forms,
applications to error-correcting codes
(Hamming metric, basic coding theory)
Homework 11 Due
25
27
Homework 12 Due
Iterative methods, conjugate gradient,
preconditioning, sparse,
systems
Homework 13 Due
Orthogonal projections and least-squares
fitting, applications to data analysis
28
Homework 14 Due
University at Albany / Electrical and Computer Engineering
Advanced Digital Signal Processing
ECE 662 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
M. Vetterli, J. Kovacevic, and V. K. Goyal, “Foundations of Signal Processing”, Cambridge University Press, 2014.
Monson H. Hayes, Statistical Digital Signal Processing and Modeling, Wiley, 1996
Digital Signal Processing (4th Edition) by John G. Proakis, Dimitris K Manolakis, 2006.
COURSE DESCRIPTION / OVERVIEW:
148
This course builds on the undergraduate level digital signal processing course by focusing on multirate systems, digital
filter design and adaptive filtering. The course will cover introductory background material on discrete time
representation of signals, z-transform and frequency domain analysis of digital signals.
PREREQUISITES:
CEN 370 Digital Signal Processing, , A MAT 370 Probability and Statistics for Engineering and the Sciences or permission
of the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e Understand and describe multirate systems.
e Design digital filters and mathematically describe their operation.
e Perform adaptive filtering.
e@ Understand and employ array processing principles.
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. A
term project will be assigned on digital filter design.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
149
Homework - 20%
Midterm - 25%
Term Project - 15%
Final Exam - 30%
Attendance and class participation - 10%
OF WNP
d /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.shiml.
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,
leaming 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
hittp:/www.albany.edu/disability/faculty-staff shin.
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
150
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
151.
11
12
13
14
16
17
18
19
20
21
22
23
24
152:
2s
27
Beamforming, MUSIC,ESPRIT, Applications to
localization (LOS and NLOS)
153
University at Albany / Electrical and Computer Engineering
Statistical Pattern Recognition
ECE 664 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Pattern Classification (required)
R. O. Duda, P. E. Hart, and D. G. Stork
Wiley-Interscience, John Wiley and Sons, Inc.
2nd Edition, New York, 2001
ISBN: 978-0-471-70350-1
154
Computer Manual in MATLAB to accompany Pattern Classification (required)
David G. Stork and Elad Yom-Tov
Wiley-Interscience, 2004
ISBN: 978-0-471-42977-7
Neural Networks for Pattern Recognition (optional)
C. M. Bishop
Oxford University Press, Oxford, 1995
ISBN: 978-0-198-53864-6
Pattern Recognition and Machine Learning (optional)
C. M. Bishop
Springer, 2006
ISBN: 978-0-387-31073-2
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Statistical Pattern Recognition by teaching them basic concepts on this field.
Relevant topics are:
Bayesian decision theory
Maximum-Likelihood and Bayesian Parameter Estimation
Nonparametric Techniques
Linear Discriminant Functions
Multilayer Neural Networks
Stochastic Methods
Nonmetric Methods
Algorithm-Independent Machine Learning
Unsupervised Learning and Clustering
455.
e Big data classification
PREREQUISITES:
ECE 661 Mathematical Models for Signal Processing, ECE 671 Probability and Random Processes, CEN 200 C
programming for Engineers or permission of the Department Chair
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e Formulate and solve Bayesian decision problems
e@ Perform Maximum-Likelihood and Bayesian estimation
e@ Use nonparametric techniques to estimate density functions
e Use neural networks to formulate and solve various problems
e Use stochastic and nonmetric methods for search and decision-making
e Use unsupervised learning and clustering methods to solve various problems
e Use classification methods to solve big data 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 and
participation is essential and required.
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by applying the concepts and tools of Statistical Pattern
Recognition in a combination of individual assignments, a project 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.
156
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
20% Homeworks
20% Project
25 % Midterm Exam
30% 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.”
d /Lat /Use of C sin 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
457.
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.
Class Topic Readings Notes
1 Basic concepts in pattern recognition, A
paradigm for pattern recognition, Pattern
recognition systems
2 The design cycle, Learning and adaptation
158
Introduction, Minimum error-rate
classification (Minimax criterion, Neyman-
Pearson criterion), Classifiers, Discriminant
functions, decision surfaces, The Normal
density
Homework 1 Due
Discriminant functions for the Normal density,
Error probabilities and bounds, Continuous
and discrete features, Missing and noisy
features
Homework 2 Due
5 Maximum-likelihood estimation, Bayesian
estimation, Bayesian parameter estimation,
Sufficient statistics
6 Problems of dimensionality, Component
analysis and discriminants, Expectation-
maximization, Hidden Markov models
Homework 3 Due
7 Density estimation, Parzen windows, Nearest
neighbor estimation
8 Nearest neighbor rule, metrics and nearest-
neighbor classification, Fuzzy classification
Linear discriminant functions and decision
surfaces, Generalized linear discriminant
functions, The two-category linearly separable
case, Minimizing the Perceptron criterion
function
Homework 4 Due
10
procedures, Nor
behavior, Minimum squared-error procedures
BR
59
The Ho-Kashyap procedures, Linear
programming algorithms, Support vector
ines, Multi y ization:
Homework 5 Due
12 Feedforward operation and classification,
Backpropagation algorithm, error surfaces
13 Backpropagation as feature mapping, Homework 6 Due
Backpropagation, Bayes theory and
probability, practical techniques and
additional networks
15 Subset selection, optimality criteria, structure
learning
16 Minimum-redundancy-maximum-relevance Homework 7 Due
(mRMR) feature selection, Correlation feature
selection, Regularized trees
Stochastic search, Boltzman learning
Boltzman networks and graphical models,
evolutionary methods, genetic programming
Homework 8 Due
Decision trees, CART, Other tree methods
Recognition with strings, Grammatical
methods, Rule-based methods
Homework 9
21 Mixture densities and identifiability, Maximum
likelihood estimates, application to Normal
mixtures
22 Unsupervised Bayesian learning, Data Homework 10
description and clustering, Criterion functions
for clustering, Iterative optimization
23 Hierarchical clustering, Online clustering,
C analysis, Low-dimensional
rep ‘ions and multi-di i scaling
24 Lack of inherent superiority of any classifier, Homework 11 Due
bias and variance, resampling for estimating
statistics
25 Resampling for classifier design, estimating
and comparing classifiers, combining classifiers
26 Large-scale big data streams, Big-data Homework 12 Due
ion, Scale-up on a singl hine,
Scale-up by parallelism
27 Text ification, Multimedi ion,
Time-series data classification
28 Discrete-sequence classification, collective Project Due
classification of network data, uncertain data
classification
University at Albany / Electrical and Computer Engineering
Projects in Signal and Information Processing
ECE 669 Section xxxx
Credits: 3
Term/Y ear
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
None. Students will utilize recent publications in the Signal and Information Processing area in addition to material from
previous courses.
COURSE DESCRIPTION / OVERVIEW:
Supervised projects in Signal and Information Processing. Students investigate the state-of-the-art in Signal and
Information Processing through the study of current publications, class discussions, student presentations, and a major
project.
162
PREREQUISITES:
Students must have completed at least 3 courses within the Signal and Information Processing Concentration Area.
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES:
Upon successful completion of this course, students will be able to:
9. Discuss issues related to one or more current topics in Signal and Information Processing
10. Apply their knowledge of science, mathematics and engineering disciplines to solve problems in Signal and
Information Processing.
11. Read, interpret, and utilize information in the published literature in Signal and Information Processing.
12. Present technical information in a variety of formats, including written reports and oral presentations.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, class presentation schedules,
and due dates. However, this is not an online course and class attendance and participation is essential and required.
ASSESSMENT AND POLICIES:
Assessment will be based on the quality of in-class presentations, written reports, and class attendance and participation.
Students are expected to attend all presentations and actively participate in discussions and peer review tasks.
Exams: None.
Projects / Assignments:
1. Literature Search: Investigate a current topic in Signal and Information Processing using the published literature,
including peer-reviewed joumal papers. Summarize findings in a written report and class presentation.
2. Project: Use analysis, simulation, and/or implementation to apply Signal and Information Processing techniques to
aproblem of interest. This project could be an extension of the literature search or address a different topic.
163
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
13. Literature Search Written Report: 15%
14. Literature Search Presentation: 10%
15. Project Progress Presentation: 10%
16. Project Written Report: 35%
17. Project Final Presentation: 20%
18. Class Attendance/Participation: 10%
Attend L [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 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.shiml.
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,
leaming 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
hittp://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
164
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://Awww.albany.edu/undergraduate_bulletin/regulations.himl).
COURSE OUTLINE AND READINGS:
Discussion Topic Assignment
165
Week 6
Work on project
166
* TBD class meetings will vary depending on the specific needs of the class at that time. Lectures on topics related to student
projects, tutorials on the use of simulation and analysis tools, general help sessions, class discussions, etc. are all possible.
167
University at Albany / Electrical and Computer Engineering
Probability and Random Processes
ECE 671 Section XXXX
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required): Introduction to Probability by Dimitri P. Bertsekas and John N. Tsitsiklis, Athena Scientific
(2008)
COURSE DESCRIPTION / OVERVIEW
The goal of this course is to describe random phenomena both qualitatively and mathematically, and to be able to
manipulate those descriptions to solve engineering problems. The course covers fundamentals of probability and
random processes: basic combinatorics, basic concepts of probability, i.e., probability spaces, events, set operations,
and probability axioms, sigma fields, conditional probability, bayes’ rule, law of total probability and independence,
random variables, properties of expectation, moment generating functions, Gaussian random vectors, bounds,
168
definition and properties of a stochastic process, limit theorems, introduction to Markov chains, continuous-time
random processes, and selected topics and applications as time permits.
PREREQUISITES
A MAT 370 Probability and Statistics for Engineering and the Sciences or permission of the instructor
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e Gain an understanding of random phenomena both qualitatively and mathematically
e Understand how to manipulate those descriptions 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 and
participation is essential and required.
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by applying the concepts and tools for probability and
random probabilities 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 / Assi; Projects / assig. its 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
169
Homework: 15%
Midterm: 35%
Final: 50%
Exam 3: 25%
The final grade will be set on a curve, with the median grade as a B.
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
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.”
d /Lat /Use of C sin 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.
170
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 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.
171;
Class Topic Readings Notes
1 Intro to Course Chapter 0
Intro to signals and Systems
2
3 Combinatorial Analysis Chapter 1.6
4
5 Axioms of Probability Chapter 1.1-1.2 Assignment 1 Due
6
7 Conditional Probability Chapter 1.3-1.5
8
9 Discrete Random Variables Chapter 2
10 Assignment 2 Due
11 Properties of Expectation Chapter 2
12
BE
|
14 Continuous Random Variables Chapter 3
15
16 Further Topics on Random Variables Chapter 4 Assignment 3 Due
17
aT
18 Limit Theorems Chapter 5
19
20 Bernoulli and Poisson Processes Chapter 6
21 Assignment 4 Due
22
Discrete-Time Markov Chains
Chapter 7.1-7.4
23
24
Review
25 Continuous-Time Markov Chains Chapter 7.5
26
27 tro to Bayesian Statistical Inference / Summary Chapter 8
Bb
73
174
University at Albany / Electrical and Computer Engineering
Detection and Estimation Theory
ECE 672 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Lessons in Estimation Theory for Signal Processing, Communications and Control (required)
J. M. Mendel
Prentice-Hall, New Jersey, 1995.
ISBN: 978-0-131-20981-7
Detection, Estimation and Modulation Theory, Part |: Detection, Estimation, and Filtering Theory (required)
175
Harry L. Van Trees, Christine L. Bell and Zhi Tian
Wiley, 2nd Edition, 2013
ISBN: 978-0-470-54296-5,
Some material will be taken from
e Harry L. Van Trees and Christine L. Bell, “Bayesian Bounds for Parameter Estimation and Nonlinear
Filtering/Tracking,” Wiley-IEEE Press, 2007 (978-0-470-12095-8).
e S.J. Julier and K. J. Uhlmann, “Unscented Filtering and Nonlinear Estimation,” IEEE Proc., vol. 92, pp. 401-422,
March 2004.
e £.A. Wan and R. van der Merwe, “The Unscented Kalman Filter,” in Kalman Filtering and Neural Networks, S.
Haykin (Ed.), pp. 221-280, John Wiley, 2001
e S.J. Julier and K. J. Uhlmann, “A General Method for Approximating Nonlinear Transformations of Probability
Distributions,” Tech. Report RRG, Dept. of Engineering Science, Univ. of Oxford, Nov. 1996.
e Zhe Chen, “Bayesian Filtering: From Kalman Filters to Particle Filters, and Beyond,” 2003.
and from handouts provided during the course.
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Detection and Estimation Theory by teaching them basic concepts on this field.
This is a core course for students working in areas such as signal processing, communications, control, machine
learning and artificial intelligence. Instead of focusing on a particular application, the course teaches the common
methodology needed for all these applications. Appropriate examples from various fields will be provided to
demonstrate how they can be solved using the learned methodologies. Relevant topics are:
e@ Bayesian/Non-Bayesian Detection Theory
e Bayesian parameter estimation: maximum a posteriori (MAP), Bayes’ least squares (BLS), linear least-squares
(LLS) estimation
e Non-Bayesian parameter estimation: minimum-variance unbiased (MVU), maximum-likelihood (ML), best
linear unbiased (BLUE) estimation
Covariance Inequality bounds
Sufficient Statistics
Expectation-maximization (EM) algorithm
Kalman prediction, filtering and smoothing
Approximate nonlinear filtering: extended Kalman filtering, Unscented Kalman filtering, Particle filtering
Parameter estimation in linear dynamical systems
General Bayesian Tracking
Higher-Order statistics
PREREQUISITES:
176
ECE 661 Mathematical Models for Signal Processing, ECE 671 Probability and Random Processes or permission of the
instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
Formulate and solve Bayesian/non-Bayesian decision problems.
Formulate and solve Bayesian/non-Bayesian parameter estimation problems.
Compute various type of bounds.
Perform linear and nonlinear exact and approximate filtering.
Perform general Bayesian tracking.
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 Detection and
Estimation Theory in a combination of individual assignments, a project 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
177
A final grade will be determined as a weighted average of these scores using the following weights:
30% Homeworks and Project
30% Midterm Exam
35% 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.”
d /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 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
178
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
i Introduction, Coverage, and Philosophy
2
3
4 Homework 1 Due
5
179
Homework 2 Due
7
8 Homework 3 Due
9
10 Homework 4 Due
11
12 Elements of Discrete-Time Gauss-Markov Homework 5 Due
Random Processes
13
14
15
16 State Estimation for the Not-So-Basic State- Homework 6 Due
Variable Model
17 Linearization and Discretization of Nonlinear
Systems
18 Iterated Least Squares and Extended Kalman Homework 7 Due
Filtering
19
20
21 Steady-State Kalman Filter and its Homework 8 Due
Relationship to a Digital Wiener Filter
22 Singular Value Decomposition and
Computation of LSE's
23 Properties of Least-Squares Estimators Homework 9 Due
24 Best Linear Unbiased Estimation
25 Homework 10 Due
26
27 Likeli State and Homework 11 Due
Estimation
28 Higher-order statistics Project Due
181
University at Albany / Electrical and Computer Engineering
Information Theory
ECE 673 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
Elements of Information Theory
T. M. Cover and J. A. Thomas
2nd Edition, Wiley
ISBN: 978-0-471-24195-9
Some material will be taken from
182
e “Applied Digital Information Theory |," J. L. Massey, Lectures Notes
htt
e “Applied Digital Information Theory II," J. L. Massey, Lectures Notes
http://www. isiweb.ee.ethz.ch/archive/massey_scr/adit2.pdf
and handouts provided during the course.
www. isiweb.ee.ethz.ch/archive/massey_scr/adit1.pdf
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Information Theory by teaching them basic concepts on this field. Relevant topics
are:
e Discrete probability, entropy, mutual information, inequalities
e@ Typical sequences and sets
e@ Data compression, Huffman codes, Tunstall codes, universal source coding
e@ Discrete memoryless channels, capacity, cost, coding
e Differential entropy, Gaussian channels, spectral efficiency, modulation
e Rate distortion theory
e Basic multiuser theory
PREREQUISITES:
AMAT 220 Linear Algebra, A MAT 370 Probability and Statistics for Engineering and the Sciences or permission of the
instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e Gain an understanding of Information Theory important concepts such as Entropy, Mutual Information and
various inequalities
e@ Understand data compression techniques and codes
e@ Understand the notion of capacity and
e Gain a basic understanding on multi-user information theory
COURSE WEBSITE AND BLACKBOARD:
183
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 Information 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.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
10% Assignments (handed in the end of every week, 80% must be completed)
30% Midterm Exam
55% 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.”
d: /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
184
(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 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:
185
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
2
3 Assignment 1 Due
4
5 Assignment 2 Due
6
7 Assignment 3 Due
8
9 Assignment 4 Due
10
11 Assignment 5 Due
12
14 Assignment 6 Due
15
16 Assignment 7 Due
186
17
20
21
22
23
Assignment 8 Due
24
25
Assignment 9 Due
26
27
Assignment 10 Due
28
Multi-Access Channels, Broadcast Channels
Assignment 11 Due
187
University at Albany / Electrical and Computer Engineering
Error Control Coding
ECE 674 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Error Control Coding (2nd Edition) 2nd Edition by Shu Lin, Daniel J. Costello
COURSE DESCRIPTION / OVERVIEW:
Error control techniques for digital data are widely used in applications in our everyday life. They are used in digital
transmission systems to eliminate transmission errors and in magnetic, optical, and semiconductor storage devices as
hard disks, DVDs, or flash memory to cancel read and write errors. Topics covered in class include algebraic codes
(cyclic codes, BCH codes, Reed-Solomon codes), convolutional codes, and modern graph based codes (Turbo-Codes
and LDPC codes). Most codes will be discussed in the context of channel coding.
188
PREREQUISITES:
CEN 370 Digital Signal Processing, A MAT 370 Probability and Statistics for Engineering and the Sciences or permission
of the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: After completing this course the students should be able to:
e Understand Block Codes and Maximum Likelihood Decoding.
e Understand Decoding Tables, Hamming Weight and Distance and Error Correction versus Detection.
e Understand Generator Matrix, Parity-Check Matrix and Error-Correcting Capability of a Linear Code.
e Design an error detecting and correcting system for semiconductor memory system to meet given system
specification.
e Understand Binary Cyclic Codes, encoding with (n-k)-Stage Shift Register and Syndrome Calculations and Error
Detection.
e Design an error detecting and correcting system for magnetic storage device to meet given system
specification.
e Understand Error Trapping Decoding for Cyclic Codes.
e Understand BCH Codes and the encoding and decoding techniques.
OURSE 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.
189
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
1. Homework - 25%
2. Midterm - 25%
3. Final Exam - 40%
4. Attendance and class participation - 10%
d /Lat /Use of C sin 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 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
190
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
10
11
12
13
14
16
17
18
19
20
21
22
23
24
192
25
26
27
Optimum Decoding of Convolutional Codes
Turbo Coding
Low-Density Parity-Check Codes
193
University at Albany / Electrical and Computer Engineering
Mobile And Wireless Networking
ECE 675 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks (required):
1. Mobile Communications; Authors: Jochen H. Schiller; Published by: Addison-Wesley; ISBN-13: 978-
0321123817; ISBN-10: 0321123816
2. (additional, not required) Computer Networking: A top-down approach featuring the Internet; Authors: James
F. Kurose and Keith W. Ross; Published by: Addison-Wesley; ISBN-13 978-0136079675; ISBN-10 0136079679
COURSE DESCRIPTION / OVERVIEW
Building on students’ basic knowledge of wired computer networks, this course will explore mobile wireless networks.
Working individually students will learn about current protocols and technologies in mobile networks. Through hands-
on exercises students will gain experience in wireless networks operation and configuration. Successful completion
of the course will require detailed prior understanding of network-based communications, Internet protocol
operations, strong systems programming skills and familiarity with UNIX.
194
PREREQUISITES
| CEN 400 Operating Systems and | CEN 416 Computer Communication Networks
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
Recent projections on Internet traffic demand predict that the Internet traffic generated in 2018 alone will be larger
than that of the period from 1984 to 2013 combined. A majority of this traffic will originate from mobile devices. A
plethora of technologies provide wireless connectivity for mobile devices. This course will provide an in-depth
understanding of modern mobile technologies.
The specific characteristics of mobile networks make traditional wired networks protocol infeasible for wireless
networks. This course will start by introducing wireless network specifics that require custom protocol design. It will
then cover different approaches toward mobile wireless networking as well as applications that make use of mobile
networks.
At the completion of the course the student will:
e@ Be able to demonstrate a thorough understanding of the mobile networking protocol stack, technologies and
applications.
e Be able to utilize mobile network monitoring and analysis tools for wireless network performance and
evaluation
e Be able to complete network programming tasks that include performance evaluation in real-world wireless
network deployments
e Be able to compose and develop a research article and give an oral presentation on a topic related to mobile
network technologies.
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 engineering design
in a combination of team and individual assignments/projects and tests.
Exams: Two exams will be given — a midterm and final. A portion of the class period preceding each exam will be
utilized for a review session.
195
Project/Assignment: Projects/assignments will be assigned and will be conducted out of class. They will be graded on
a 100-point scale and will be totaled together to account for 50% of the final grade.
Final Project: A final project will not be required.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Exams (2) 45% (20 points midterm and 25 points final)
Labs/ assignments (5) 50% (10 points each)
Class Participation: 5% (5v points)
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
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.”
purpose of improving their grades once the course has been completed and final grades assigned.”
! /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.
196
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 intelletual 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.
197
Class
Topic
Notes
Class overview; Introduction to mobile networking
1 Schiller, Chapter 1
2 Schiller, Chapter 1
Wireless transmission
3 Schiller, Chapter 2
4 Schiller, Chapter 2 Assignment 1 Due
5 Schiller, Chapter 2
Wireless Medium Access Control
6 Schiller, Chapter 3
2 Schiller, Chapter 3
8 Kurose and Ross, Chapter 6.3; Schiller, Chapter 7
9 Schiller, Chapter 7
Telecommunication systems
10 Schiller, Chapter 4 Assignment 2 Due
fi. Schiller, Chapter 4
12 Satellite Systems: Schiller, Chapter 5
13 Review
Broadcast systems: Schiller, Chapter 6
Mobile Network Layer
Schiller, Chapter 8
Schiller, Chapter 8
Assignment 3 Due
198
18 Schiller, Chapter 8
Mobile Transport Layer
19 Schiller, Chapter 9
20 Schiller, Chapter 9
1. Schiller, Chapter 9
Support for Mobility
22 Schiller, Chapter 10 Assignment 4 Due
23 Schiller, Chapter 10
24 Students research paper presentation
25 Students research paper presentation
26 Final Review Assignment 5 Due
” Ee
199
University at Albany / Electrical and Computer Engineering
Wireless Communications
ECE 676 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Wireless Communications (required)
Andrea Goldsmith
Cambridge University Press
ISBN: 9780521837163
Wireless Communications (optional)
200
Andreas Molisch
WILEY
ISBN: 978-0-470-74186-3
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to design, analysis and fundamental limits of wireless communication systems. Topics
that will be covered in this course include: wireless channel models, fading and diversity, mmWave propagation,
multiple-antenna and MIMO systems; space-time codes and decoding algorithms; multiple-access techniques and
multiuser detection; broadcast codes and precoding; cellular and ad-hoc network topologies; OFDM and
ultrawideband systems; and architectural issues.
PREREQUISITES:
ECE 571 Advanced Digital Communications and permission of the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will:
e@ Gain a good understanding of the wireless channel and its effects on communication
e Develop the ability to solve problems in the wireless communication domain
e@ Gain in-depth knowledge of modern wireless systems, including MIMO and Millimeter wave communication
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 Algebra in a
combination of individual assignments and exams.
201
Exams: One midterm exams plus a final exam will be given. A portion of the class period preceding each exam will be
utilized for a review session. 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.
Assignments: Homework assignments will be assigned and will be completed out of class.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
25% Assignments (handed in the end of every week, 80% must be completed)
25% Midterm Exam
40% Final Exam
10% Class Attendance and 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.”
! /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.
202
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.
Class Topic Readings Notes
203
Wideband Fading Models
Capacity of Wireless Channels
204
24
25 Waveforms for 5G
26
28 Final Review
University at Albany / Electrical and Computer Engineering
Projects in Communications and Networking
ECE 679 Section xxxx
Credits: 3
Term/Y ear
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s/ Peer Educators TBD
Textbooks:
None. Students will utilize recent publications in the Communications and Networking area in addition to material from
previous courses.
COURSE DESCRIPTION / OVERVIEW:
Supervised projects in Communications and Networking. Students investigate the state-of-the-art in Communications
and Networking through the study of current publications, class discussions, student presentations, and a major project.
206
PREREQUISITES:
Students must have completed at least 3 courses within the Communications and Networking Concentration Area.
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES:
Upon successful completion of this course, students will be able to:
13. Discuss issues related to one or more current topics in Communications and Networking
14. Apply their knowledge of science, mathematics and engineering disciplines to solve problems in
Communications and Networking.
15. Read, interpret, and utilize information in the published literature in Communications and Networking.
16. Present technical information in a variety of formats, including written reports and oral presentations.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, class presentation schedules,
and due dates. However, this is not an online course and class attendance and participation is essential and required.
ASSESSMENT AND POLICIES:
Assessment will be based on the quality of in-class presentations, written reports, and class attendance and participation.
Students are expected to attend all presentations and actively participate in discussions and peer review tasks.
Exams: None.
Projects / Assignments:
1. Literature Search: Investigate a current topic in Communications and Networking using the published literature,
including peer-reviewed joumal papers. Summarize findings in a written report and class presentation.
207
2. Project: Use analysis, simulation, and/or implementation to apply Communications and Networking techniques to
a problem of interest. This project could be an extension of the literature search or address a different topic.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
19. Literature Search Written Report: 15%
20. Literature Search Presentation: 10%
21. Project Progress Presentation: 10%
22. Project Written Report: 35%
23. Project Final Presentation: 20%
24. Class A ttendance/Participation: 10%
Attend L [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 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.shiml.
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,
leaming 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
hittp://www.albany.edu/disability/faculty-staff shtml.
Academic Honesty and Overall Regulations
208
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:
Week Discussion Topic Assignment
209
210
Week 13 | TBD Work on project
* TBD class meetings will vary depending on the specific needs of the class at that time. Lectures on topics related to student
projects, tutorials on the use of simulation and analysis tools, general help sessions, class discussions, etc. are all possible.
211
University at Albany / Electrical and Computer Engineering
Linear Control Theory
ECE 680 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Linear Systems Theory (required)
J. P. Hespanha
Princeton UP
ISBN: 978-0-691-14021-6
Finite Dimensional Linear Systems (optional)
212
R. W. Brockett
SIAM Classics in Applied Mathematics, 2015
ISBN: 978-1-611-97387-7
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Control Systems by teaching them basic concepts on this field. Relevant topics are:
e Basic principles (modeling, analysis, stability, structural properties, optimization, design to meet
specifications)
e Feedback control systems emphasizing state space techniques
@ Optimum feedback control
e@ = Minimum principle
PREREQUISITES:
ECE 480/580 Linear Control Theory or permission of the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will have gained knowledge on the
following topics:
System modeling and analysis (system design, linearization, state-space models)
System structural properties (stability, Lyapunov methods, controllability, observability, canonical forms and
minimal realizations, modeling uncertainties, system sensitivity, robustness measures)
Feedback system design (basic properties of feedback, stabilization and eigenvalue placement by state and
output feedback, disturbance rejection observers for estimating states, and observer feedback systems)
Optimum feedback control (dynamic programming and the Hamilton-Jacobi-Bellman equation, synthesis of
optimum state regulator systems, numerical methods)
Minimum principle (calculus of variations and necessary conditions for optimal trajectories, minimum
principle for bounded controls, time-optimal control of linear systems, numerical methods)
COURSE WEBSITE AND BLACKBOARD:
213
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 Control Systems 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.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
30% Homework
30% Midterm Exam
35% 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.”
d: /Lat /Use of C in class
214
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 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).
215
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 Course overview, Fields
2 Vector spaces, subspaces, linear
operators, range space, null space
3 Linear operators as matrices, coordinate Homework 1 Due
transformations, similarity
transformations, eigenvalues and
eigenvectors, diagonalization
4 Jordan form, Cayley-Hamilton Theorem,
matrix exponential, solutions to linear
systems differential equations
5 Computing the matrix exponentials Homework 2 Due
6 Peano-Baker Series, solutions form an n-
dimensional vector space, fundamental
matrices, the state transition matrix and
its properties, solutions for forced systems
(with a slight digression to the Leibniz rule
for differentiating integrals), time varying
coordinate transformations and
equivalence transformations
7 inner products, norms, symmetric matrices, Homework 3 Due
symmetric and antisymmetric parts of a
matrix, quadratic forms, quadratic forms
under change of coordinates, induced
norms, sub-multiplicative property of the
induced matrix norm, positive definite
matrices
BIBO stability, stability in the sense of
Lyapunov, Asymptotic Stability (A.S.),
Global Asymptotic Stability (G.A.S.), for LTI
systems the origin is the only possible A.S.
equilibrium, and A.S. implies G.A.S
boundedness and stability, boundedness
of solutions, boundedness for solutions in
Jordan form. Lyapunov functions and
Lyapunov’s direct method.
Homework 4 Due
10 Lyapunov’s 2nd method applied to LTI
systems, the Lyapunov equation
11 Stability subspaces, Lyapunov’s first Homework 5 Due
method, BIBO stability, examples
definition, controllability grammian,
controllability for LTV systems,
controllability for LTI systems, invariance
w.r.t. similarity transformations
13
Kalman controllability canonical form,
Hautus-Rosenbrock and eigenvector tests
for controllability
Homework 6 Due
distinguishable initial conditions,
unobservable subspace, the observability
N
17
Grammian, observability Grammian rank
test, recovering initial state from output,
duality
15
Various applications of duality to LTI
systems, transfer functions and
realizations, uniqueness, minimal
realizations, Markov parameters,
equivalent realizations have the same
Markov parameters
Homework 7 Due
16
17
18
Minimality, controllability and
observability
controllable canonical form (CCF), pole
placement for CCF case
Homework 8 Due
Transformation to CCF, pole placement for
general controllable systems, stabilization
of systems that are not controllable
19 Introduction to Observers, Luenberger Homework 9 Due
observers, observable canonical form,
observer feedback
20 Reduced order observers, tracking and
disturbance rejection
21 Overview of optimal control (HJB vs. Homework 10 Due
PMP), discrete dynamic programming:
cost, value function, principle of
optimality, finite and infinite horizon
problems, value iteration algorithm,
computational complexity and the curse
of dimensionality
Formulation of the optimal control
problem for continuous time systems,
derivation of the HJB Equations
23
Finding the optimal control by
minimizing the Hamiltonian,
sufficiency of HJB Equation, a simple
scalar, linear system with quadratic
cost
Homework 11 Due
24
25
Finite horizon LQR, the Riccati Differential
Equation, HJB vs. the minimum priciple
A first introduction to the minimum
principle, including a derivation that relies
on the HJB equation, LQR via the
minimum principle
Homework 12 Due
26
27
The Hamiltonian matrix, Infinite horizon
LAR, the Algebraic Riccati Equation
value function, and the optimal control;
Review of optimization and Lagrange
multipliers
Homework 13 Due
28
Derivation of the minimum principle using
Lagrange multiplier theory
University at Albany / Electrical and Computer Engineering
Nonlinear and Adaptive Control
ECE 681 Section xxxx
Credits: 3
Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week
Location: TBD
Instructor TBD
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators TBD
Textbooks:
Adaptive Control (required)
K. Astrom and B. Wittenmark
2nd ed., Addison-Wesley, 1994
ISBN: 978-0-201-55866-1
Robust Adaptive Control (required)
220
P. A. loannou and J. Sun
Prentice-Hall, 1996
The book is out of print but is downloadable from the author's website
(http://www-bcf.usc.edu/~ioannou/RobustAdaptiveBook95pdf/Robust_Adaptive Control.pdf)
Adaptive Control Tutorial (optional)
P. A. loannou and B. Fidan
SIAM 2006
Link: http://www.siam.org/books/dc11/
Nonlinear Systems (optional)
H. K. Khalil
Prentice-Hall, 2002, 3rd edition
ISBN: 978-0-130-67389-3
Nonlinear and Adaptive Control Design (optional)
M. Krstic, |. Kanellakopoulos, P. V. Kokotovic
Wiley, New York, 1995
ISBN: 978-0-471-12732-1
COURSE DESCRIPTION / OVERVIEW:
This course introduces students to Nonlinear and Adaptive Control by teaching them basic concepts on this field.
Relevant topics are:
e Design of nonlinear control systems based on stability considerations
e Lyapunov and hyperstability approaches to analysis and design of model reference adaptive systems
e Identifiers, observers, and controllers for unknown plants.
221
PREREQUISITES:
ECE 680 Linear Control Theory, ECDE 661 Mathematical Models for Signal Processing, A MAT 370 Probability and
Statistics for Engineering and the Sciences or permission or the instructor
COREQUISITES:
None
LEARNING OBJECTIVES / OUTCOMES: At the completion of the course students will have gained knowledge on the
following topics:
e Lyapunov Stability and Boundedness
e Identification and Parameter Estimation
e Bayesian and Non-Bayesian Adaptive Control
e Gradient and Least Squares Schemes
e Direct and Indirect Adaptive Control
e Self Tuning Regulators, Model Reference and Pole Placement Algorithms
e Convergence, Stability and Robustness Properties
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 Nonlinear and
Adaptive Control 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.
222
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
30% Homeworks
30% Midterm Exam
35% 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.”
d /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
223
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.
Class Topic Readings Notes
1 What is nonlinear and adaptive control?
What is this course about?
224
4 Input/Output Stability Homework 1 Due
5 Lyapunov Stability
6 Positive Real Functions and Stability Homework 2 Due
7 Stability of LTI Feedback Systems
8 Introduction and Examples Homework 3 Due
9 Adaptive Laws with Normalization
10 Adaptive Laws with Projection
11 Bilinear Parametric Model and Hybrid Adaptive Homework 4 Due
Laws
12 Parameter Identifiers, Adaptive Observers
13 Adaptive Observers with Auxiliary Input and Homework 5 Due
Nonminimal Plant Models
14
15 Simple Direct MRAC Schemes
16 MRC for SISO Plants
N
25
17 Direct MRAC with Unnormalized Adaptive Homework 6 Due
Laws
18 Direct MRAC with Normalized Adaptive Laws
19 Indirect MRAC, Relaxation of Assumptions in Homework 7 Due
MRAC
20 Simple APPC Scheme, PPC: Known Plant
Parameters
21 Homework 8 Due
22
23 Stabilizability Issues and Modified APPC Homework 9 Due
24
25 Homework 10 Due
26
27
28 Practical Issues and Implementation, Homework 11 Due
Commercial Products and Applications
Appendix V: Position descriptions or announcements for faculty to-be-hired
University at Albany - SUNY
Electrical and Computer Engineering
The College of Engineering and Applied Sciences at the University at Albany — SUNY is seeking applicants for faculty
positions (open rank) beginning Fall 2017 for its Electrical and Computer Engineering Department. Areas of
particular interest include, but are not limited to, hardware and circuit design, control systems, communications,
electromagnetics, RF systems, or energy sources and systems.
Applicants must have a PhD in Computer Engineering, Electrical Engineering, or a closely related discipline. For a
complete job description and application procedures, visit:
https://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=80892
Questions regarding the position may be addressed to eefacultysearch@albany.edu. The College of Engineering and
Applied Sciences is in an exciting period of rapid expansion. The College presently includes Computer Science,
Electrical and Computer Engineering, and Information Science, with Environmental and Sustainable Engineering to
be established this year. For additional information on the College and its departments, please visit:
http://www.albany.edu/ceas/
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Appendix VI: Evaluator Reports
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External Evaluation Report
ews raat 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 a accuracy and obj hs
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
External 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 York 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)
as
Evaluator Signature: Let iL -
Proposed Program Title: Electrical and Computer Engineering
Degree: Ph.D.
Date of evaluation: May 4, 2017
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 development of a Ph.D. program in electrical and computer engineering (ECE) is a natural next step in the
University at Albany’s goals of establishing “new academic programs to meet the high-demand employment
needs of the regional, state and national economy” and to “transform the University into a highly-ranked public
research institution.” Alinost every U.S. engineering school includes a program in electrical and computer
engineering (or just electrical engineering). Thus, the creation of the Ph.D. ECE program is a very positive step
from an institutional perspective. Also, the catalog description provided in the proposal communicates an
appropriate purpose for a Ph.D. prograin in ECE at any research university.
The proposal states fi five program educational objectives, summarized here as: 1) breadth; 2) depth; 3)
5 4) lism, including ions; and 5) lifelong learning. These objectives support
and are consistent with an appropriate purpose for a Ph.D. program in ECE. Breadth across the discipline and
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depth within the discipline ensure the rigor of the program and technical value of the degree. Development of
teamwork skills, profé and i skills, and lifelong learning increase the value of the
Ph.D, ECE graduate to an employer and enhance the graduate’s professional career.
The proposal also states five student outcomes that are expected of students upon graduation, summarized here
as: 1) an in-depth and comprehensive understanding of ECE; 2) the ability to learn technical details on their
own; 3) the ability to apply knowledge learned to solve technical problems; 4) the ability to study an issue,
identify and evaluate alternative actions, and propose an optimal course of action; and 5) the ability to prepare
technical point papers, brief seniors, and defend conclusions. These are appropriate student outcomes for a
Ph.D. ECE program. The first four outcomes support the rigor of the program and the technical value of the
graduate, The fifth outcome promotes the professional success of the graduate.
Structure and Requirements
The structure and requirements of the proposed Ph.D. ECE program are appropriate and consistent with those
found in existing Ph.D. ECE programs. Across the M.S. and Ph.D. programs, a student is required to take 15
credits within one of the concentration areas, 6 credits of ECE courses from other areas, 6 credits of math and/or
physics courses, 6 credits of other ECE or computer science courses, 6 credits of other approved classes, and at
least 36 credits for the Ph.D. dissertation. The requirements ensure depth and breadth in ECE. The requirements
also allow a student to broaden his or her background in a variety of other areas, The number of dissertation
credit hours appropriately izes the i of research for the Ph.D. degree.
Approval of a plan of study ensures guidance to the student on how to fulfill degree requirements.
Administration
A Department of Electrical and Computer Engineering, which will evolve from the existing Department of
Computer Engineering in the College of Engineering and Applied Sciences, will host the Ph.D. ECE program.
Thus, there is an existing administrative structure to host the proposed program.
Evaluation
‘The program will evaluate the Ph.D. ECE program through a faculty committee and an external advisory board
with members from academia and industry. (Also, see item 3 below.)
In addition, the program will follow the University at Albany’s comprehensive graduate program review
process. Every seven years, the program will prepare a self-stndy report. In addition, external visitors will
review the program and prepare a report. The program will then submit this report and their response to the
Dean of the College of Engineering and Applied Sciences, the Provost, and others.
Comment on the special focus of this program, if any, as it relates to the discipline.
Given the breadth of the discipline 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 four concentration
areas for research and courses: 1) Communications & Networking; 2) Signal & Information Processing; 3)
Computer Engineering; and 4) Integrated Circuits & Systems. These four concentration areas are clearly
suitable for a program in electrical and computer engineering. They seem particularly well chosen for a
department that is evolving from “ “computer engineering” to be a more comprehensive, and more common,
“electrical and computer engi The four ion areas are relevant to both research
and professional employment. Electrical and computer engineering programs often include these
concentrations. Three core classes are identified for each of the four concentration areas.
Cybersecurity is a particularly important topic in a number of academic disciplines, including electrical and
computer engineering. ECE Ph.D, students will have access to cybersecurity-related courses through other
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programs. However, there should also be some deep technical cybersecurity content specifically for ECE
students (or, perhaps, ECE and coniputer science students). As a recommendation, the program should consider
how to include more cybersecurity content into current courses and/or to offer a course in cybersecurity that is
technical and particularly relevant for ECE students,
Comment on the plans and. ‘ions for self- and ii improv
The program will establish a faculty committee to evaluate the Ph.D. ECE program. The committee will assess
annual outcomes and develop plans for improvement. The department has defined a set of metrics to be used
in assessinent that consider research productivity and quality, teaching. quality, and employment and research
opportunities for students,
The program will also establish an external advisory board with members from academia and industry. The
advisory board will provide input on market needs and will assess skills of Ph.D. students.
The program will also follow the University at Albany’s graduate program review process. Eyery seven years,
the program will prepare a self-study report. In addition, external visitors will review the program and prepare
areport. The program will then submit this report and their response to the Dean of the College of Engineering
and Applied Sciences, the Provost, and others.
The university’s graduate program review process already specifies a set of metrics for graduate programs. As
a recommendation, the program should try to align its metrics for the Ph.D. program with metrics established
at the university level.
Discuss the relationship of this program to other of the institution and ion with other
institutions, and assess available support from related programs.
Collat ion with related p is i important for a Ph.D. program in electrical and computer
engineering. The proposed Ph.D. ECE program appropriately taps into courses in the Physics, Computer
Science, Mathematics, and other departments at the University at Albany.
Tn addition, the ECE Ph.D. program at the University at Albany has the potential to strengthen university’s and
the state’s overall capabilities through research collaboration with other departments at the University at Albany
and with other campuses in the SUNY system. ‘The program’s faculty are already building research
collaborations with other departments at the University at Albany and with other institutions in New York and
beyond. These collat have lead to collat research p Is and to scholarly publications.
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?
Nationally and globally, there is strong demand for graduates at all levels, including the Ph.D., in ECE. Ph.D.
ECE graduates find employment in academia, federal research laboratories, industrial research laboratories,
industrial advanced technology groups, and start-ups. Growth in information technology, mobile
communications, the “Internet of Things,” data analytics, machine learning, and other areas depend on a robust,
well-educated workforce in ECE to either directly research, design and provide these services and technologies
or to provide the systems on which these services and technologies rely. While the job market may be affected
by ups and downs 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 empioyment opportunities
for Ph.D. ECE graduates is reflected in national enrollment data. Data from the American Society for
Engineering Education (ASEE) ‘show that Ph.D. enrollments in the U.S. in Fall 2015 (the most recent data
available) were higher for ECE programs than for any other engineering discipline. Further, ASEE data shows
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that Ph.D, enrollments in ECE were the highest in 2015 for both full-time and part-time students across the
reporting period of 2006-2015.
The proposal also makes the case that the University at Albany would be the only public institution in the New
York Capital Region offering a graduate program in ECE. This should help differentiate the program in the
region,
IL. Faculty
6.
Evaluate the faculty, individually and collectively, with regard to training, experience, research and
ional service, and ition in the field.
The Ph. B. ECE program will be lead and taught by a strong group of mostly junior tenure-track faculty members
and track lecturers (] of practice). 11 tenured and tenure-track faculty members and two
ee are on board, one additional tenure-track faculty member has been hired to start by fall of 2017, and a
search is underway for an additional tenured or tenure-track faculty member. This number of faculty members
is adequate to meet the teaching needs of the program and its four concentration areas and to be able to advise
the Ph.D. ECE students.
Individually, the tenured and t ‘track faculty all have di dentials and are well qualified to teach
in any Ph.D, ECE program and to advise and inentor Ph.D, ECE students in their course work and research.
The lecturers are all well qualified to teach in the Ph.D. ECE program and bring strong practical experience to
the program.
Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilitics 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.
Collectively, the current faculty, including faculty joining by fall of 2017, is adequate to cover the proposed
program. Teaching loads for tenured and tenure-track faculty are reasonable. Tenure-track assistant professors
teach just two classes per year, which provides thein with time to do research, advise graduate students, and
help with department service activities. This teaching load is typical in research-focused engineering
departments. However, it will be good to grow the size of the faculty to achieve the “critical mass” needed for
national prominence and impact. Offering graduate degrees in ECE should allow the university to continue to
hire well-qualified new faculty.
The tenured and tenure-track faculty members are very active in research and scholarship, They are also
actively submitting research proposals, although with limited success to date. Securing funding takes time for
a new faculty member, especially in today’s highly competitive funding environment. Most of the faculty
members have been at the university for less than one year.
It is observed that the vast majority of proposals are submitted to the National Science Foundation (NSE). ‘The
NSF is a good target for funding in electrical and computer engineering, but it is recommended that faculty
members diversify the agencies to which they submit. Also, industrial partnerships may lead to sustained
funding in some areas.
Evaluate credentials and involvement of adjunct faculty and support personnel.
The program does not currently use adjunct faculty. They may in the future and there should be well-qualified
individuals at local companies who could serve as adjunct faculty.
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The department has an administrative manager and a secretary. Two academic advisors, a director of finance,
and a finance manager work for the College of Engineering and Applied Sciences and provide support to the
department. ‘The college plans to hire a graduate program advisor (see item 12). This support staff is sufficient
for the current size of the program and its research activity, but will need to grow as the program and level of
external research funding grows.
II. Students
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Comment on the student population the program seeks to serve, and assess plans and projections for
student recruitment and enrollment.
The program projects first year enrollment of 10 students, all full-time. Projected enroliment in the fifth year
of the program is 30 full-time students. This seems achievable.
What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?
Given that this is a new program without an established reputation, the program will need to apply resources
to focus on recruiting sufficient numbers of qualified applicants, Faculty relationships are particularly
important for recruiting. There is initial evidence that faculty are being successful in identifying and
recruiting graduate students.
A key factor to success in recruiting will be the ability to offer financial assistance to qualified applicants.
Full-time ECE Ph.D. students in the U.S. typically expect to be funded as either a teaching assistant (TA) or
research assistant (RA) from the beginning of their program. A combination of resources from externally
sponsored research (for RAs) and the institution (for TAs) must be available to all or almost ail Ph.D. students
expected to enroll in the program.
Two risks factors, present for all graduate programs, have the potential to increase the difficultly of achieving
enrollment goals. First, potential reductions in federal funding for externally sponsored research may limit
opportunities for faculty to obtain grants and contracts to support RAs. Second, current and potential policies
that limit or discourage immigration to the U.S. by international students can reduce applications and yield on
acceptances.
Comment on provisions for i icipation of persons from nnderrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?
The program will engage with organizations at the university, state, and national levels to raise awareness of
the proposed ECE graduate program and to encourage applications from underrepresented groups.
Organizations cited in the proposal are the Society of Women Engineers (SWE), the National Society of
Black Engineers (NSBE), the New York Society of Professional Engineers, the Women In Technology
program in the College of C ing, the National A if of N Engineering Program
Advocates, and the Two-Year Engineering Science Association. The college is a “platinum” sponsor the
Grace Hopper Conference, which will present an outstanding opportunity to raise the program’s visibility
with prospective Ph.D. ECE students.
The proposal notes that half of the program’s current faculty are women. This fact should increase the ability
of the program to attract, retain, and graduate women from the ECE program.
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The proposal states that “Electrical and computer engineering graduate programs nationwide typically attract
about 40% women and about 20% underrepresented minorities.” ASEE data for Fall 2015 Ph.D. enrollments
in all engineering programs is 26% women and 14% from underrepresented groups (plus 9% unknown).
Typically, the percentage of women in ECE programs is among the lowest for all engineering disciplines.
Further, many other programs also have active programs to recruit women and students from other
oups. Achieving an enrol. of students from under d groups of 25%, almost
twice the national average (based on n ASEE data), seems very challenging. Thus, the projections in the
proposal seem too ambitious. As a recommendation, the program should review its expectations of the
percentage of students from undergraduate groups to be enrolled to ensure that they are appropriate.
Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.
As a first step in student success, the proposal outlines mechanisms for ensuring the quality of incoming
students including international students. This includes a process to review requests for any waivers from
standard admission requirements.
The college will appoint a Graduate Program Advisor to perform program administration, which will include
ensuring that students address any shortcomings upon admission, that students make adequate progress
toward degree completion, and that students comply with uni ty and program req Faculty
advisors will be selected for longer term advising. This approach is reasonable and should provide sufficient
support for student success in most cases.
Discuss for grad t- etion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.
As stated above (item 5), the long-term job prospects for Ph.D. ECE graduates should remain strong, with the
possible exception of transient periods due to economic downturns. The program’s emphasis on technical
breadth and depth, teamwork, professionalism and communication, and lifelong learning will position graduates
of the program to have long-term success as professionals in industry, government, or academia.
The proposal includes employment and salary data from the New York Department of Labor that point to
growth in job opportunities for ECE graduates and prospects for good salaries. The proposal includes letters
from three local employers, GLOBALFOUNDRIES, IEEE GlobalSpec, and Kitware. These letters point to the
value of the University at Albany’s proposed graduate ECE programs in meeting ongoing educational needs
for current employees, providing future full-time workforce, and increasing the technical capabilities and
vitality of the region.
IV. Resources
14, 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 ECE Ph.D.
program to establish itself,
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Computing and Laboratory Facilities
Laboratory facilities are adequate for a program of this size.
Computing facilities are very good for a program of this size. The program relies | on computing facilities i in
its own laboratories and, increasingly, on computer systems d by the 's
Technology Services (ITS) c ization. A Dell graphics p: ing unit (GPU) cluster i in the ITS data center
supports a variety of research and instruction in electrical and computer engineering.
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 a graduate program in ECE and wiil fully or largely
meet the needs of the associated research programs.
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 co-ops for Ph.D. ECE students. Given the research collaborations of the faculty with other
universities, there should also be visiting research opportunities for interested Ph.D. ECE students.
. What is 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 the ECE Ph.D. program and the associated
undergraduate and M.S. programs. The faculty size has ramped up quickly. Start-up funds for equipment and
student support appear to be good. Salaries are competitive. The fact that the department was able to hire
such strong faculty indicates that it was able to make attractive offers to faculty members.
Y. 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 .
The program has developed a strong set of courses to offer through the Ph.D, ECE program. The courses
offer the breadth and depth needed for an ECE graduate program. Three of the four concentration areas have
good sets of courses available.
The program has an excellent group of new faculty to offer the program’s courses and to mentor and advise
students in their course work and their dissertation research. In particular, the faculty have the research
activity necessary to enable a quality ECE Ph.D. program. The faculty are also active participants in creating
the new d and its p They are enthusiastic and embrace the opportunity to create new
programs.
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Major Weaknesses
While the faculty are outstanding and highly energetic, they are mostly new to academia. They are all gaining
experience in writing research proposals, advising students, teaching, and other responsibilities. This
weakness is countered by the strong mentoring being provided by college and department leadership.
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.
The program has the strong potential to achieve state prominence in supporting the workforce needs of
industry in the New York Capital Region. Given both the technical and professional objectives of the
program and the fact that it would be the only graduate program in ECE at a state institution in the region, the
program should be attractive to part-time students who are working full-time and to local students that will
stay in the region to work.
Time will tell if the program can achieve national prominence, but there is clearly potential. A strategy of
building within the existing four concentration areas rather than diversifying to other areas would seem to
offer the best path toward national research prominence.
Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
Observations
Some plans have changed since the program proposal that I review was developed. These changes are all for
the better. Key changes are as follows.
a) The names of the concentration areas have been changed. This change better describes the concentration
areas and the new names better align with the faculty’s teaching and research expertise.
b) The naines of some courses have changed. These are all improvements.
©
The list of required courses for each of the four concentration areas has changed. This change better
defines the core of each concentration area.
d) The graduate program is to be coordinated through a graduate program advisor (a support position) rather
than through a graduate program director (a duty assigned to a faculty member). A faculty graduate
committee in the department will provide oversight. Using a graduate program advisor is a very workable
approach and will lead to more effective use of faculty members’ time. It may be appropriate to create a
graduate program director position as the number of graduate students and the number of faculty
members grow.
Recommendations (all are summarized from above
a) The University at Albany has an existing process for review of graduate programs, Asa
recommendation, the ECE program should try to align its metrics for the Ph.D. program with metrics
established at the university level.
b) The vast majority of proposals from the faculty have been submitted to the NSF. As a recommendation,
faculty members need to diversify the agencies to which they submit. Also, industrial partnerships may
lead to sustained funding in selected areas.
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c) Cybersecurity is an important topic in a number of academic disciplines, including electrical and
d
computer engineering. As a recommendation, the program should consider how to include more
cybersecurity content into current courses and/or to offer a course in cybersecurity that is focused on BCE
students.
The projection for the percentage of students from underrepresented groups to be enrolled in the program
seems very ambiti perhaps too iti Asa the program should review its goals
for students from underrepresented groups to ensure that it is reasonable,
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The State University
of New York
External Reviewer Conflict of Interest Statement
7 am providing an external review of the application submitted to the State University of New York by:
The University at Albany
(Name 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:
—___ Electrical and Computer Engineering ~ Ph.D.
(Title of Proposed Program)
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 subinitting the application?
4, do not have now, nor have had in the past, a relati ip with the institution/entity submitting the
that might compromise my objectivity.
Name of External Reviewer (please print):
Scott F. Midkiff
Signature:
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External Evaluation Report
Form 2D
Version 201-08-02
The Extemal Evaluation Report is an important component of a new academic program proposal. The extemal
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 Extemal 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 forapproval. If an extemal evaluation of the proposed program is required by the New Y ork State
Education Department (SED), SUNY includes the Extemal Evaluation Reports and Institutional Response in the full
proposal that it submits to SED for registration.
Institution: University at Albany
Evaluator Name (Please print.): Joanne Bechta Dugan
Evaluator Title and Institution: Professor of Electrical and Computer Engineering, University of Virginia
¢ 9 nN
Span frei Bagger
Evaluator Signature:
Proposed Program Title: Electrical and Computer Engineering
Degree: Ph.D. in Electrical and Computer Engineering
Date of evaluation: May, 2017
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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.
The proposed graduate program in Electrical and Computer Engineering builds upon and enhances the recently
launched BS program in Computer Engineering and the BS program in Electrical Engineering that is curently under
development. Both BS programs will be enhanced by a corresponding graduate program for several reasons: faculty
who create new knowledge through active engagement in research and development help to keep an undergraduate
program vibrant and relevant. Undergraduate students benefit from the research and development activities of the
graduate students and faculty and many will be able to participate in research groups even while undergraduates. Active
research and development faculty can develop new courses that investigate cutting-edge topics, These faculty mentor
and guide gractuate students to become active researchers and contributors to the technical community solving society’ s
problems and improving our standard of living.
The structure and requirements of the Ph.D. program in Electrical and Computer Engineering is appropriate to the
discipline and to the program’ s purpose and is well coordinated with the MS program.
The Ph.D program will be presented in a traditional in-person format and includes consideration of both depth and
breadth in student leaming.
Faculty have been involved in planning and developing the MS program in Electrical and Computer Engineering and
appears to fully “own” it administratively and evaluatively.
2. Comment on the special focus of this program, if any, as it relates to the discipline.
Four concentration areas (Communications and Networking; Signal and Information Processing; Integrated Circuits
and Systems; and Computer Engineering) have been defined. Each concentration area is supported by at least 5
different classes that provide depth and breadth and each represent an important topic area in the technical field.
Together this set of concentration areas span the most important technical areas in electrical and computer engineering.
3. Comment on the plans and expectations for self- and i impr tt.
An assessment plan specifically for the Ph.D. degree is not fully formulated in the proposal that was reviewed.
However, a Ph.D. program offers several points that afford assessment: the qualifying exam, the research proposal
review and the dissertation defense. At the qualifying exam the program can assess readiness for research, including
core knowledge, literature review, evaluation of current research in the field, consideration and evaluation of success
measures, technical communication skills. At the research proposal stage the program can assess the ability to
formulate a viable research plan, including problem statement and motivation, evaluation and success criteria,
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formulation of a research hypothesis and approaches to evaluate that hypothesis, technical communication skills. At
the PhD defense, additional assessments to the earlier set could include aspects of the research itself as well as the
quality and quantity of publications or other measures of impact and potential impact.
4. Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and available support from related programs.
The development of the program has benefitted from input froma team of consultants from top-notch programs,
evaluation of programs at a set of peer institutions and from extensive conversations with local, state-wide and.
national industry. A graduate program in Electrical and Computer Engineering will complement undergrad programs
in computer engineering and electrical engineering (under development) and will be an integral part of the College of
Engineering and Applied Sciences. Support is available from both Physics and Computer Science; these programs
have a history of effective collaboration.
5. Whatis 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?
The Capitol area of New Y ork State has a demonstrated need for affordable engineering education to support both local
industry and the residents of the area. Two private institutions currently serve the area at significant cost. However,
there is unmet demand for engineers in this area, especially those with graduate degrees. Data in the proposal
demonstrates a strong, sustained need for electrical and computer engineers across the state and the region.
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Il. Faculty
6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and publication,
professional service, and recognition in the field.
Program faculty are well-qualified, having eamed the PhD degree in appropriate fields from highly regarded
institutions. Many have excellent industrial experience and most are currently active researchers. Faculty who were
hired in the past year form an outstanding core of collaborative researchers who are capable of making significant
contributions to the field. The development of the graduate program in electrical and computer engineering will allow
the faculty to grow in numbers, in expertise, in research productivity and in extemal recognition.
7, 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 is growing and new members will join the ranks. At the current time, there is need for new faculty but
the program has plans to hire several more in the near future. As the current set of faculty is well-qualified, they will
surely hold new hires to the highest standards. The faculty are largely responsible for the development and
implementation of both the undergrad and graduate programs and are excited for this opportunity. The faculty are
poised to develop significant research programs that are well-funded and highly productive. Their results are likely to
be impactful in developing new technologies.
8. Evaluate credentials and involvement of adjunct faculty and support personnel.
Two lecturers are included on the faculty, both hold eamed PhD degrees and are thus obviously qualified to teach in
the program. Support personnel are highly qualified and provide value to the program.
III. Students
9. Comment on the student population the program seeks to serve, and plans and projections for student
recruitment and enrollment.
The program plans to serve students who already hold BS or MS degrees in electrical and computer engineering from.
accredited (or equivalent) programs in the US and across the globe. Projections for student recruitment and
enrollment are modest and conservative. The program should have no difficulty meeting these goals with highly
qualified applicants.
10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?
242
There is every reason to expect that there will be a large qualified pool of applicants. Similar programs across the
nation tum away 10s of highly qualified applicants for every one who is acoepted.
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?
Engineering programs are striving to increase their enrollment of representatives from underrepresented groups.
There is no reason to expect that this program will have significantly more or less success than programs across the
nation.
12. Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.
Faculty will be involved in academic and research advising of all graduate students (as is normal at all similar
programs). Faculty efforts will be reviewed and coordinated by the appointment of a Gracuate Program Director.
13. Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’ s goals.
The demand for qualified electrical and computer engineers with advanced degrees, when coupled with the equality
of the program being planned at UAlbany, virtually assures successful and productive research and development
careers for its graduates.
IV. Resources
14. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities;
practical and intemship sites or other experiential leaming opportunities, such as co-ops or service leaming; and
support services for the program, including use of resourves outside the institution.
The University at Albany College of Engineering and Applied Science is somewhat space-limited at present, but plans
are well underway forrenovation of the Schuyler Building to convert it into a magnificent space for Engineering. There
are excellent plans for the renovation of this building, and for expansion of the currently-allocated space in the interim
period. Library, computer and lab facilities are supporting the program well.
15. What is 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 institution appears to be very strongly supportive of the program. This degree program is part of a larger vision
for growing the engineering programs. The plan for developing the engineering programs is well designed and
articulated and thus appears likely to succeed.
243
V. Summary Comments and Additional Observations
16. Summarize the major strengths and weaknesses of the programas proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.
The strengths of the proposed program are many, from the faculty to the administration to the institution. The
program is ambitious and the implementation plan is excellent. Given the people and resources currently involved in
the development of the program, success appears assured (as much as success can ever be assured).
The new faculty that have brought the program to life in the past year or so are the greatest strength and promise an
exciting and vibrant program that can have significant scholarly and technological impact. The new faculty is
probably also the greatest vulnerability to the program; if the process of developing the program is too slow or
onerous, they may feel hindered in their career development and may need to move elsewhere to establish their career
paths.
17. 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.
The quality and potential of the new faculty that have been brought into the program, as well as their ability to
collaborate with each other and with others both inside and outside UAlbany may well result in significant
contributions to the state of the art and the state of the practice in electronic and digital systems.
18. Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
The proposed curriculum structure may reveal itself to be somewhat restrictive as new faculty arrive and new
research opportunities arise. The program may benefit from considering a more fluid and agile structure for
the curriculum that could more easily accommodate emerging research areas.
244
The State University
of New York
External Reviewer Conflict of Interest Statement
lam providing an external review of the application submitted to the State University of New Y ork by:
(Name 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:
(Title of Proposed Program)
1 affirm that I:
1. amnot a present or former employee, student, member of the goveming 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, ar help to develop, the application;
2. amnot aspouse, parent, child, or sibling of any of the individuals listed above;
245
3. amnot 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 Extemal Reviewer (please print):
Joanne Bechta Dugan, Ph.D.
Signature:
yen Prat Begg —
246
A dix VII: Resp to Eval S
Evaluator Scott Midkiff’s recommendations:
e@ Recommendation: Do not adhere strictly to the ABET process for program assessment.
O Response: We agree. The college and department leadership is well-versed in the ABET
accreditation process but realize that it does not translate effectively to a graduate program. Both
evaluators recommended that we step away from using the ABET process for assessment. In
following their recommendation, we now propose to follow UAlbany’s Academic Program Review
process which requires a self-study report and external review on a 7 year cycle. In addition, we will
regularly assess the attainment of our Student Learning Outcomes and follow an ABET-like process
to evaluate the assessment results and develop improvements to the program. The program
proposal now reflects this approach.
e@ Recommendation: Diversify funding agencies.
O Response: We agree. The Department Chair will work on supporting the faculty in diversifying their
proposal activity to include a wider range of funding agencies. This expansion includes seeking non-
governmental, industry funding.
e Recommendation: The department should include more cybersecurity content into courses and/or offer a
course in cybersecurity that is focused on ECE students.
O Response: We respectfully disagree. This area is covered within multiple colleges within the
University at Albany, including our own. The Computer Science department offers courses in
Cybersecurity and our students can take those courses. We do not recognize a need to build this
into our program at this point in time.
e@ Recommendation: The program should review its goals for women students to ensure that it is reasonable.
© Response: Duly noted. The program proposal now includes percentage goals that are better aligned
with national statistics.
Evaluator Joanne Dugan’s Recommendations:
e Recommendation: Do not adhere strictly to the ABET process for program assessment.
© Response: We agree. The college and department leadership is well-versed in the ABET
accreditation process but realize that it does not translate effectively to a graduate program. Both
evaluators recommended that we step away from using the ABET process for assessment. In
following their recommendation, we now propose to follow UAlbany’s Academic Program Review
process which requires a self-study report and external review on a 7 year cycle. In addition, we will
regularly assess the attainment of our Student Learning Outcomes and follow an ABET-like process
to evaluate the assessment results and develop improvements to the program. The program
proposal now reflects this approach.
e Recommendation: Adjust the curriculum so that it isn’t as structured.
O Response: We agree somewhat. We believe that the proposed curriculum has the needed flexibility
since we will be able to add new Concentration Areas as the faculty grows and/or research
directions change. Additionally, the Technical Electives and Electives in the program enable
students to explore topics through courses in emerging areas that may not fit within our official
Concentration Areas. In response to the evaluator’s comments, however, we did make the program
247
somewhat more flexible by removing the requirement that students take 3 specific courses in their
depth concentration area, making it possible for students to further customize their selection of
depth courses.
248
Appendix A - Table of Curriculum C ourses for the Ph.D. ECE Program
The table below lists the current and currently planned courses for each of the Concentration Areas as well
as additional courses. It is anticipated that this course list will expand as the department faculty grows,
with courses being added to each area and the addition of new Concentration Areas.
Course Course Title Credit Notes
Number Hours
ECE510 | Antenna Engineering
ECE 571 Advanced Digital Communications
ECE 572 Radiowave Propagation and Remote Sensing
CSI 516 Computer Communication Networks
MAT 575_| Optimization Theory
ECE 671 Probability and Random Processes
ECE 672 Detection and Estimation Theory
CSI 616 Computer Communication Networks II
ECE 673 | Information Theory
ECE 674 Enor Control Coding
ECE 675 Mobile and Wireless Networking
ECE 676 Wireless Communication
(es | (ee |
ECE561 _ | Digital Image Processing
ECE 580 | Linear Control Theory
ECE 661 Mathematical Methods of Signal Processing
ECE 662 | Advanced Digital Signal Processing
CSI 671 Computer Vision
ECE 664 __| Statistical Pattem Recognition
ECE 680 | Control Theory
ECE 681 Nonlinear and Adaptive Control
Gy} 9} C9] C9} Co] Go} a] Co} C9] Cy] C9] CO
[oe] et) es) es) es) eel es) ee)
ECE 500 ‘| Advanced Electronic Circuits 3
ECE 510 | Antenna Engineering 3
ECE 511 Microwave Engineering 3
ECE 520 | Introduction to VLSI 3
ECE 521 Digital ASIC Design 3
ECE 522 | Integrated Circuit Devices 3
PHY 587 | Solid State Physics I 3
PHY 588 | Solid State Physics II 3
ECE 620 | Mixed-Signal IC Design 3
ECE 621 Radio Frequency IC Design 3
ECE 531 FPGA-Based Data Acquisition and Real-Time 3
Processing
ECE 540 | Parallel Programming for GPU’s 3
249
ECE 550 | Robotics 3 Computer Engineering
CSI 535 Axtificial Intelligence I 3
CSI 536 Machine Leaming 3
CSI 635 Attificial Intelligence II 3
ECE 630 | Advanced Computer Architecture 3
CSI 671 Computer Vision 3
ECE 650 Introduction to Neural Networks 3
ECE 669 —_| Projects in Signal and Information Processing 3
ECE 679 Projects in Communications and Networking 3
ECE 629 Projects in Electronic Circuits and Systems 3
ECE 659 | Projects in Computer Engineering 3
ECE 697 _| Independent Study and Research 1-3
[ECE 899 __| Doctoral Thesis FIZ
250
Appendix B - NYS DOL Employment Projection Data
Explanation of the superscripts in the following NY S DOL employment projections:
4 ional codes are based on the SOC 2010 coding structure. Detailed information regarding the
structure can be found at - http://Awww.bls.gov/soc/
2 “Enmlosment and wage data by occupation are based on the Occupational Employment Statistics (OES)
collects information from ximately 52,000 businesses. Data were collected in 2012,
survey, which collects information from approximately 52,00
2013, Ales. dll anel 201 and then pdx to the Lins. aueater of Lb bre mein ost of-living adjustments.
estimated wages reflect a minimum wage of $9.00 per hour, which was the minimum wage in effect
sie ace ional or and technical documentation is
found at http;/Mlabor: /[Stats/\stechoes.shtm.
3 Fntry wage: The mean (average) of the bottom third of wages in an oocupation.
4 Experienced wage: The mean (average) of the top two-thirds of wages in an occupation.
251
New York State Department of Labor
Statewide Long-Term O ional Empl Projections, 2014-2024
Computer Hardware
17-2061 _| Engineers 1,350 1,470 120 8.9% 40 12 28
47-2071 _| Electrical Engineers 11,450 | _ 12,590 1,140 10.0% 366 114 252
Electronics Engineers,
17-2072 _| Except Computer 4,090 4,290 200 4.9% 110 20 90
Computer Systems
15-1121_| Analysts 37,560 | 48,860 11,300 | 30.1% 1,613 1,130 483
Information Security
15-1122 _| Analysts 4,990 5,850 860 17.2% 150 86 64
Software Developers,
15-1132 icat 46,960 |__ 60,710 13,750 | __ 29.3% 2,046 1,375 671
Software Developers,
15-1133 _| Systems Software 18,680 | _ 23,690 5,010 | 26.8% 768 501 267
Computer Network
15-1143 | Architects 7.180 8,170 990 | 13.8% 191 99 92
17-2061 _| Computer Hardware Engineers $108,490 $106,850 $72,890 $126,290
17-2071 _| Electrical Engineers $99,860 $96,480 $69,530 $115,020
Electronics Engineers, Except
17-2072 _| Computer $100,860 $99,680 $63,770 $119,410
15-1121 _| Computer Systems Analysts $98,400 $91,040 $59,600 $117,810
15-1122 ion Security Analysts $112,790 $109,240 $68,320 $135,020
Software Developers,
15-1132 icati $112,130 $106,650 $69,040 $133,680
Software Developers, Systems
15-1133 _| Software $111,980 $107,740 $71,030 $132,460
15-1143 _| Computer Network Architects $115,910 $110,560 $71,640 $138,040
252
New York State Department of Labor
Capital Region Long-Term O1
Proj
2012-2022
Computer Hardware 5
17-2061 | Engineers 80 90 10 12.5% 0 0 0
17-2071 | Electrical Engineers 1,130 1,810 680 | 60.2% 100 70 30
Electronics Engineers, o,
17-2072 | Except Computer 160 190 30 18.8% 0 0 0
15-1121 | Computer Systems Analysts | 3,440 4,090 650 18.9% 120 70 50
Information Security .
16-1122 | analysts 220 280 60 | 27.3% 10 10 0
Software Developers, .
18-1132 | Applications 1,960 2,580 620 | 31.6% 90 60 30
Software Developers, .
15-1133. | Systems Software 640 850 210 | 32.8% 30 20 10
Computer Network i
1e1143 | eee 490 570 80 16.3% 20 10 10
17-2061 Computer Hardware Engineers $94,650 $88,070 $67,470 $108,230
417-2071 Electrical Engineers $105,810 | $100,490 $68,550 $124,440
17-2072 | Gectfonics Engineers, Except $93,750 | $90,010 | — $63,610 $108,810
puter
15-1121 Computer Systems Analysts $77,880 $77,850 $56,310 $88,670
16-1122 | Information Security Analysts $92,370 | $92,220} $60,690 $108,210
48-4182) | uta $82,580 | $78,320 | $50,660 $98,540
4eti53, | Sotware Developers Systems $102,170 | $94,540 $70,250 $118,120
16-1143 | Computer Network Architects $97,000 | $94,950} — $70,430 $110,290
253
Appendix C: Faculty Table
Appendix C Faculty Table
Faculty % of Time Program Courses Which | Highest and | Discipline(s) of Additional
Member Dedicated | May Be Taught Other Highest and Other Qualifications:
Name and to This (Number and Title) Applicable | Applicable Earned List related
Title/Rank Program Earned Degrees certifications,
Degrees licenses and
(include professional
College or experience in
University) field
PART 1. Full-
Time Faculty
PhD, Purdue | Electrical Fellow IEEE,
Engineering Fellow IAPR,
Jefferson
Science Fellow
MSEE, Electrical ~ 40 years'
Purdue Engineering experience,
Officer IEEE,
President IAPR,
>100
publications, 7
books
BSEE, Electrical Ohio State, RPI,
Purdue Engineering Bell Labs
Gary Saulnier 100% Concentration Areas 1, PhD, Electrical Professor of the
Professor and 2and3 Rensselaer Engineering Electrical,
Chair Polytechnic Computer, and
ECE 500 (Advanced Institute Systems
Electronic Circuits) Engineering
department at
ECE 571 (Advanced Rensselaer
Digital Communications) Polytechnic
Institute
ME, Electrical Associate Head
Rensselaer Engineering for
Polytechnic Undergraduate
Institute Studies at
Rensselaer
Polytechnic
Institute
BS, Electrical Electrical
Rensselaer Engineering Engineer at
Polytechnic General Electric
Institute Corporate
Research and
Development
254
Center,
Schenectady, NY
PhD, Robotics, Computer
Carnegie- Science
Mellon
MS, Electrical and 15 years'
Tsinghua Computer experience asa
(China) Engineering Compe research
scientist
BS, Tsinghua | Electrical and (HP, Sarnoff,
(China) Computer Intel)
Engineering
PhD, Jacobs | Electrical 3 years’
University Engineering postdoc, Boston
(Germany) U, 1 year
Research Prof.,
BU
BSc, Ain- Electrical
Shams Engineering
University
(Egypt)
PhD, Electrical GE Global
University Engineering Research
of Michigan
MS, Electrical Infosys
University Engineering Technologies
of Michigan
BS, Seoul Electrical
National Engineering
University
(Korea)
255
ECE 673 (Information
Theory)
CS1.535 (Artificial
Intelligence |)
PhD, Electrical and Research
University Computer Assistant
of Engineering Professor, U of
Rochester Rochester
MS, Johns Electrical and Soyata
Hopkins Computer Computers,
University Engineering successful
startup - sold to
Just Solutions
BS, Istanbul | Electrical and
Technical Computer
University Engineering
(Turkey)
PhD, Brown | Engineering Lead Computer
University Scientist,
Computer
Vision Lab, GE
Global
Research,
Niskayuna
MS, Computer Science Adjunct
National and Information Professor,
Taiwan Engineering Computer
University Science,
(Taiwan) UAlbany
BS, National | Civil Engineering
Taiwan
University
(Taiwan)
256
Daphney Zois Concentration Areas 1 PhD, Electrical Postdoctoral
Assistant and 2: University Engineering researcher,
Professor of Southern University of
ECE 571 (Advanced California Illinois
Digital Communications) | MS, Electrical Systems
ECE 575 (Optimization University Engineering Administrator,
100% Theory) of Southern U of Patras
ECE 580 (Linear Control | California
Theory) BEng, Computer
ECE 661 (Mathematical | University Engineering and
Methods of Signal of Patras Computer Science
Processing) (Greece)
ECE 662 (Advanced
Digital Signal
Processing)
ECE 664 (Statistical
Pattern Recognition)
ECE 671 (Probability and
Random Processes)
ECE 672 (Detection and
Estimation Theory)
ECE 673 (Information
Theory)
ECE 674 (Error Control
Coding)
ECE 680 (Control
Theory)
ECE 681 (Nonlinear and
Adaptive Control)
PhD, NYU Electrical IEEE Fellow,
Poly Engineering Professor of
Electrical and
Computer
Engineering,
University of
Alaska -
Anchorage
MS, Electrical Senior Manager,
University Engineering IBM TJ Watson
of Illinois Research
Center,
Yorktown
Heights
BS, Electrical IBM liaison to
University Engineering RPI's capstone
of Illinois design program
ABET Program
Evaluator
257
Weifu Wang Concentration Area 4 PhD, Computer Science
Assistant Dartmouth
Professor ECE 550 (Robotics) College
ECE 561 (Digital Image BS, Nanjing | Software Minor, Business
100% Processing) University Engineering Administration
ECE 650 (Introduction to and
Neural Networks) Management
ECE 661 (Mathematical
Methods of Signal
Processing)
ECE 664 (Statistical
Pattern Recognition)
ECE 671 (Probability and
Random Processes)
CS1535 (Artificial
Intelligence |)
CSI 536 (Machine
Learning)
PhD, Computer Science Research
University Assistant
of Colorado Professor,
Rutgers
University
WINLAB, Dept.
of Electrical and
Computer
Engineering
MS, Computer Science Researcher, NEC
University Laboratories
of Colorado
BTech, Information
Kalyani Technology
University
(India)
PhD, Electrical Assistant
University Engineering Professor of
of Colorado Electrical
Engineering and
Computer
Science,
University of
Kansas
MS, Electrical Postdoctoral
University Engineering researcher,
of Colorado Princeton
University
BTech, Electronics &
Kalyani Telecommunications
258
ECE 671 (Probability and | University
Random Processes) (India)
ECE 672 (Detection and
Estimation Theory)
ECE 674 (Error Control
Coding)
ECE 675 (Mobile and
Wireless Networking)
ECE 676 (Wireless
Communications)
ECE 680 (Control
Theory)
PhD, Ohio Electrical and Post-Doctoral
State Computer Research
University Engineering Associate, NASA
Goddard Space
Flight Center
MS, Ohio Electrical and
State Computer
University Engineering
BS, Bilkent Electrical and
University Electronics
Engineering
PhD, Information Science | Extensive
University industrial R&D
at Albany experience
MS, Electrical and Successful
Clarkson Computer entrepreneurial
Engineering activities
BS, Clarkson | Electrical and
Computer
Engineering
PhD, Information Science | Experience with
University NYS
at Albany
MS, Computer and Chief
Rensselaer | Systems Engineering | Technology
Polytechnic Officer
Institute
BS, St. Electrical and
Lawrence Computer
Engineering
To Be Hired
Open Rank
100%
259
