Electrical and Computer Engineering, M.S., Ph.D., 2018

Online content

aS 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
form applies’), 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 program.review@ 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, External
Evaluation Reports and a single Institutional Response should also be sent, but in a separate electronic document.
Guidance on academic program planning is available here.

Table of Contents

NOTE: Please update this Table of Contents automatically after the form has 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. ” 7he last item in the Table of Contents is the List of Appended and/or
Accompanying Items, but the actual appended items should continue the pagination.

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2.1. Program Format
2.2. Related Degree Program
2.3. Program Description, Purposes and Planning.
2.4. Admissions
2.5. Academic an
2.6. Prior Leaming A ssessment..............
2.7. Program Assessment and Improvement

Section 3.
Section 4.
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Section 9. SUNY Undergraduate Transfer...
Section 10. Application for Distance Education .

Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
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1Use 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. for a 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 email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it
should be emailed in parts. -
Section 1. General Information

Date of Proposal: January 11, 2018 (updated)

a)
dnveninonat Institution’s 6-digit SED Code: 210500
Information
Institution’s Name: | University at Albany, SUNY
Address:| 1400 Washington Avenue
Albany, NY 12222
Dept of Labor/Regent’s Region: | Capital Region

b) List each campus where the entire program will be offered (with each institutional or branch campus
Program 6-digit SED Code): Albany, 210500
Locations ; = : 7 Spas e

List the name and address of off-campus locations (i.e., extension sites or extension centers) where

courses will offered, or check here [x] if not applicable:
¢) Proposed Program Title: Electrical and Computer Engineering
Program | M.S
Taformation Award(s) (¢.g., M.A., Ph.D.):| Mos.

Number of Required Credits: | Minimum [30] If tracks or options, largest minimum [ —_]
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) Name and Title: Jonathan Bartow, Vice-Dean of Graduate Education
Campus
Contact Telephone: 518-437-5062 E-mail: jbartow@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared governance
Chief Executive procedures for consultation, and the institution’s commitment to support the proposed program.
or Chief E-signatures are acceptable,
Academic Name and title: James R. Stellar7S Fésident for Academic, Affairs and Provost
Officer
Approval Signature and date: l 2 (&

be registered jointly’ with one or more other institutions, provide the following

informatio cach 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):

5 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this,

proposal.

“Tf 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

SAEZ “(ole

Phone Number

Signature:

je name and title of signatory

. Stellar, Senior Vice President for Academic Affairs & 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.
[Section 2. Program Information

[2.1. Program Format

Check all SED-defined formats, mode and other program features that apply to the entire program.

Format(s): []Day [ ]Evening [ ]Weekend [ JEvening/Weekend [ ]Not Full-Time

Modes: [Standard [ ]Independent Study [ ]External [ ]Accelerated [ ]Distance Education

NOTE: If the program is designed to enable students to complete 50% or more of the course requirements
through distance education, check Distance Education, see Section 10, and append a Distance Education
Format Proposal.

Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative[ ] 4.5 year[ ]5
year

[2.2. Related Degree Program

NOTE: This section is not applicable to a program leading to a graduate degree.

[2.3. Program Description, Purposes and Planning

a) Whatis the description of the program as 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 M.S. 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 M.S. 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

learning 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-leamming/, 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

Graduates of the M.S. program in Electrical and Computer Engineering will be prepared to:
1. Succeed in industry or additional graduate studies in Electrical and Computer Engineering or
related disciplines;
2. Apply their depth of knowledge, analytical skills and problem-solving ability to address real
world problems of societal significance; and

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3. Continue to learn and develop their skills, becoming leaders who shape the future of this
dynamic field of engineering.

Student Learning Outcomes

After successfully completing the M.S. in Electrical and Computer Engineering program, students will be
able to:
1. Demonstrate extensive knowledge in one area of Electrical and Computer Engineering;
2. Apply their knowledge in the science, mathematics and engineering disciplines to solve
problems;
3. Read, interpret, and utilize information in the published literature in an area of Electrical and
Computer Engineering; and
4. Present technical information in a variety of formats, including written reports and oral
presentations.

c) How does 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? As applicable, how does the program reflect diversity and/or intemational
perspectives? For doctoral programs, what is this program’s potential to achieve national and/or intermational
prominence and distinction?

UA lbany has launched a bold initiative to build a fully featured, research-intensive engineering school. We
have identified the first step to achieving this goal to be the development of a Department of Electrical and
Computer Engineering (ECE) that offers undergraduate and graduate degrees. Currently, the Department of
ECE (approved fall 2016) offers the B.S. in Computer Engineering (B.S. CE, approved summer 2016).
Transitioning to the future, we plan to expand the department 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, this application), and a PhD in Electrical and Computer Engineering (Ph.D. ECE,
parallel application). The Department will become one of a set of engineering departments in the College
of Engineering and A pplied Sciences that conducts world-class scholarship funded by extramural research
grants and offers rigorous undergraduate and graduate curricula. 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.

The M.S. ECE program will provide a pathway for graduates of our B.S. CE and the future B.S. ECE
programs to pursue post-graduate studies. More generally, the program is designed to attract students from
B.S. programs at other universities, both domestic and international. It is anticipated that many of the
students who pursue the M.S. ECE degree will have B.S. degrees from other institutions, some of which
are employed locally and are seeking an affordable advanced degree to further their career goals. Qualified
students with B.S. degrees in Computer Engineering, Electrical Engineering, Electrical and Computer
Engineering or similar degrees will have the needed background to enter the M.S. ECE program. In some
cases, students with a B.S. in Computer Science or Physics will also be properly prepared to enter the
program. The M.S. ECE degree will also provide a pathway to the Ph.D. ECE program that is also under
development.

From the standpoint of research, the M.S. ECE program will allow faculty members to conduct research
with early-stage graduate students who may potentially develop into Ph.D. students. The M.S. ECE
program is, therefore, a necessary initial step toward the establishment of a graduate teaching and research
presence within the College’s engineering disciplines.

d) How were faculty involved in the program’s design? Describe input by extemal partners, if any (e.g.,
employers and institutions offering further education?

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e)

e Faculty and staff have been meeting regularly since summer 2016 to develop and define the
curriculum necessary for the M.S. ECE program, and to match outcomes of the program to its
objectives. Building on the interactions 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 curricula, the essential intellectual and technical tools required for a
21st century MS electrical and computer engineer were determined. Then, leveraging the experience
of our faculty with inputs on curriculum 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: http://www.ece.illinois.edu/
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.purdue.edu/ECE

oo0o00

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.

How did input, if any, from external partners (e.g., educational institutions and employers) or standards
influence the program’s design? If the program is designed to meet specialized accreditation or other external
standards, such as the educational requirements in Commissioner’s Regulations for the profession, append a
side-by-side chart to show how the program’s components meet those external standards. If SED’s Office of
the Professions requires a specialized form for the profession to which the proposed program leads, append a
completed form at the end of this document.

The faculty adapted key curriculum and engaged learning 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 program for the M.S. ECE.

Faculty also consulted, and utilized guidelines in the general criteria for master’s level and integrated
baccalaureate-master’s level engineering programs described in the “2016-2017 Criteria for Accrediting
Engineering Programs” document from the Engineering Accreditation Commission of ABET.
http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-
2016-2017/

Enter anticipated enrollments 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 Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 12 2 14 13
2 20 3 23 21
3 25 4 29 26
4 36 6 42 38
5 45 8 53 48

These anticipated enrollments are based on a typical ratio of MS students per faculty member in a
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
graduate-undergraduate proportions for an ECE department in a public research university, scaling off
our anticipated undergraduate enrollments. The numbers indicate average total headcount for the year,
i.e. the average of the totals for the fall and spring semesters, assuming one-half of the full-time M.S.
students will complete their program in 3 semesters and the remaining half in 4 semesters. Part-time
students are counted as 1/3 FTE.

In addition, graduates of the B. S. in Computer Engineering, Electrical Engineering, Electrical and
Computer Engineering and, in some cases, Computer Science and Physics are candidates for the
Master’s Degree in ECE. CEAS and the Provost’s Office have received calls from technical company
employees holding bachelor degrees who are interested in obtaining a Master’s Degree. These
numbers accurately reflect the full-time outcomes of those discussions, the typical ratio of MS students
per faculty member, along with the projected enrollments in the undergraduate courses.

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.

Outline all curricular requirements for the proposed program, including prerequisite, core, specialization
(track, concentration), internship, capstone, and any other relevant component requirements, but do not
list each General Education course.

The MS program includes both thesis and non-thesis options. The general structure of the course
requirements and the total credit hours are the same both with and without the thesis, though the
required credit hours in some categories of courses increases with the non-thesis option. The program
has a depth requirement that consists of a group of courses in a chosen ECE concentration area. The
department will maintain a list of ECE concentration areas and the core courses associated with each
area that can be used to fulfill this depth requirement. The thesis and non-thesis options are shown in
the tables below.

Thesis Option

Topic Credit Requirement
Depth — Courses in a selected Concentration Area 12
Breadth — Courses outside the selected Concentration Area 6
Math/Physics Elective 3
Technical Elective 3
Master’s Thesis 6 (minimum)
Total for M.S. ECE with Thesis Option 30

Non-Thesis Option

Topic Credit Requirement
Depth — Courses in a selected Concentration Area 12
Breadth — Courses outside the selected Concentration Area 6
Math/Physics Elective 3
Technical Electives 6
Projects Course or Master’s Project 3
Total for M.S. ECE with Non-Thesis Option 30

The course categories are:

e Depth Courses: 12 credit hours (4 courses) selected from a 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 below.

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e Breadth Courses: 6 credit hours (2 courses) from the list of concentration areas but chosen from
outside the student’s depth concentration area. 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 Elective: 3 credit hours (1 course) in mathematics (A MAT) or physics (A PHY).

e Technical Elective(s): 3 credit hours (thesis option) or 6 credit hours (non-thesis option) 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.

¢ Master’s Thesis: a minimum of 6 credit hours of thesis (thesis option). In some cases, the thesis can
expand to 9 credit hours, replacing the Technical Elective. Advisor and Graduate Program
Coordinator approval is required for a thesis in excess of 6 credit hours.

¢ Projects Course or Master’s Project: non-thesis option students are required to take one of the
designated ECE Projects Courses or do a 3 credit Master’s Project as a culminating experience. In
the Projects Courses, students investigate state-of-the-art technologies and topics in an area within
ECE through the study of current publications, student class presentations, and a major project.

Irrespective of the option chosen, students must submit an advisor-approved MS plan of study to the ECE
Graduate Program Coordinator by the end of the first semester.

The table below lists the current and currently planned courses for each of the Concentration A reas and the
Project 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 A reas.

Course Course Title Credit Notes

Number Hours
ECE 510 Antenna Engineering 3
ECE 571 Advanced Digital Communications 3
ECE 572 Radiowave Propagation and Remote Sensing 3
CSI 516 Computer Communication Networks 3
MAT 575__| Optimization Theory 3 CONCENTRATION
ECE 671 Probability and Random Processes 3 AREA 1
ECE 672 Detection and Estimation Theory 3
CSI 616 Computer Communication Networks II 3 Communications and
ECE 673 _ | Information Theory 3 Networking
ECE 674 Error Control Coding 3
ECE 675 Mobile and Wireless Networking 3
ECE 676 Wireless Communication 3

ECE 561 Digital Image Processing 3
ECE 580 Linear Control Theory 3
ECE 661 | Mathematical Methods of Signal Processing 3 CONCENTRATION
ECE 662 | Advanced Digital Signal Processing 3 AREA 2
CSI 671 Computer Vision 3 . .
ECE 664 _ | Statistical Pattern Recognition 3 —s Information
ECE 671 Probability and Random Processes 3 Toesssing
ECE 680 Advanced Linear Control Theory 3
ECE 681 Nonlinear and A daptive Control 3

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 CONCENTRATION
ECE 522 Integrated Circuit Devices 3 AREA 3
PHY 587 Solid State Physics I 3 Electronic Circuits and
PHY 588 Solid State Physics II 3 Systems
ECE 620 | Mixed-Signal IC Design 3
ECE 621 Radio Frequency IC Design 3
pe enennenlrp>=E!N”,—-_->pU"__
ECE 531 FPGA-Based Data A cquisition and Real-Time 3
Processing
ECE 540 Parallel Programming for GPU’s 3
ECE 550 —_‘| Robotics 3
CSI 535 Artificial Intelligence I 3 CONCENTRATION
CSI 536 Machine Learning 3 AREA 4
CSI 635 Artificial Intelligence II 3 Computer Engineering
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 PROJECT
ECE 629 Projects in Electronic Circuits and Systems 3 COURSES
ECE 659 Projects in Computer Engineering 3

ECE 696 Master’s Project 1-3 Non-Thesis Track
ECE 697 Independent Study and Research 1-3
ECE 699 Master’s Thesis 1-9 Thesis Track

h) Program Impact on SUNY and New Y ork State

(1) Need: What is the need for the proposed program in terms of the clientele it will serve and the educational

and/or economic needs of the area and New Y ork State? How was need determined? 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. Additionally, Rensselaer Polytechnic Institute discourages part-time
study, meaning that the local market of engineers with a B.S. degree who wish to obtain a graduate
degree part-time while employed is poorly served. Students who cannot afford private tuition choose to
leave the area to access a public education in engineering. Many of those students may never return 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

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Capital Region.

In addition to providing an affordable M.S. ECE pathway for students in the region, the new program
will attract New Y ork State students from outside the region, other U.S. students, and international
students. Upon graduation, some of these students will find jobs with local industry and stay in the
region. By increasing the number of well-educated engineers with advanced degrees in the region, this
program will increase the pool of candidates for research and advanced technology leadership and
management positions in local industry.

Along with the benefits it brings to the graduates of the program and the industry that employs them, the
research undertaken as part of this graduate program itself will lead to new discoveries, raise the national
and international profile of the University, bring in substantial extramural resources, 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.

The tables on the next two pages show New Y ork State Department of Labor (NY S DOL) employment
projection data for both New Y ork State and Capital Region. The data covers occupations that are within
the Electrical and Computer Engineering field. Although the data does not apply solely to advanced
degrees, it shows the need for graduates in ECE to meet expected employer demand and students who
obtain graduate degrees will contribute to filling this need.

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New Y ork State Department of Labor
Statewide Long-Term Occupational Employment Projections, 2014-2024

Computer Hardware
17-2061 Engineers 1,350 1,470 120 8.9% 40 12
17-2071 Electrical Engineers 11,450 12,590 1,140 10.0% 366 114
Electronics Engineers,
17-2072 Except Computer 4,090 4,290 200 4.9% 110 20
Computer S ystems
15-1121 _| Analysts 37,560 48,860 11,300 30.1% 1,613 1,130
Information Security
15-1122 | Analysts 4,990 5,850 860 17.2% 150 86
Software Developers,
15-1132__| Applications 46,960 60,710 13,750 29.3% 2,046 1,375
Software Developers,
15-1133 Systems Software 18,680 23,690 5,010 26.8% 768 501
Computer Network
15-1143 | Architects 7,180 8,170 990 13.8% 191 99
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 Information Security Analysts $112,790 $109,240 $68,320 $135,020
Software Developers,
15-1132 Applications $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

Capital Region Long-Term Occupational Employment Projections, 2012-2022

Computer Hardware
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,
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
15-1122 Analysts 220 280 60 27.3% 10 10 0
7 Software Developers,
15-1132 Applications 1,960 2,580 620 31.6% 90 60 30
7 Software Developers,
15-1133 Systems Software 640 850 210 32.8% 30 20 10
Computer Network
15-1143 Architects 490 570 80 16.3% 20 10 10
17-2061 Computer Hardware Engineers $94,650 $88,070 $67,470 $108,230
17-2071 | Electrical Engineers $105,810 | $100,490 $68,550 $124,440
Electronics Engineers, Except
17-2072 | Computer $93,750 $90,010 $63,610 $108,810
15-1121 Computer Systems Analysts $77,880 $77,850 $56,310 $88,670
15-1122 Information Security Analysts $92,370 $92,220 $60,690 $108,210
Software Developers,
15-1132 | A optcations $82,580 | $78,320 $50,660 $98,540
Tsaigy | Sofware Pevelopersisyeiems $102,170 | $94,540 | $70,250 $118,120
Software
15-1143 Computer Network Architects. $97,000 $94,950 $70,430 $110,290

' Occupational codes are based on the SOC 2010 coding structure. Detailed information regarding the structure can be found at
http://www.bls.gov/soc/

? Employment and wage data by occupation are based on the Occupational Employment Statistics (OES) survey, which collects
information from approximately 52,000 businesses. Data were collected in 2012, 2013, 2014 and 2015 and then updated to the
first quarter of 2016 by making cost-of-living adjustments. These estimated wages reflect a minimum wage of $9.00 per hour,
which was the minimum wage in effect at the time the estimates were prepared. Occupational employment and wages technical
documentation is found at http://labor.ny.gov/stats/lstechoes.shtm.

3Entry wage: The mean (average) of the bottom third of wages in an occupation.
“Experienced wage: The mean (average) of the top two-thirds of wages in an occupation.

12
Among the other SUNY campuses, similar graduate programs are to be found at the University Centers.
Stony Brook offers separate graduate 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, 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 | Binghamton | UBuffalo | Stony Brook Notes
Computer Engineering
BS 59 37 32
MS oO 23
Buffalo offers a CSE graduate
Ph.D 19 3 program

Electrical and Electronics Engineering

BS 58 85 60° offered as a distance ed program
Buffalo offers a EE graduate
MS 171 23 program
Ph.D 9 11

Electrical & Computer Engineering

BS
MS 72
Ph.D 7

*IPEDS DATA: https://nces.ed.gov/collegenavigator/

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, improving the retention of advanced engineering talent in the
Region and thereby supporting and stimulating growth in the local technology industry. The graduate
students we produce, whether originally from the local region or from out-of-state, 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 turn, 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 degrees and expanded
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

13
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 leaning. Only Clarkson supports and encourages part-time
graduate study in engineering. 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 cover it 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 graduate program on a set of 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 match the needs of the region, 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 concerns:

¢ 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
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 NY S DOL Employment Projection tables shown earlier. It is also important to note
that the data presented in these tables are for BS level engineering positions (the only data available);
engineers with Masters degrees will command greater starting salaries, and will generally see a more
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), but simply replacing the large numbers of engineers now entering
retirement will create substantial, sustained demand.

The UAlbany M.S. ECE curriculum has been designed to prepare our graduates for a dynamic, fluid,
multidisciplinary career environment. They will be exceptionally well educated, fully capable of competing
for jobs in the most prestigious companies across the electrical and computer engineering industry writ
large. Moreover, our graduates will be prepared to continue their studies for the PhD, or in medicine, law,

14
Q)

business, or other professional schools.

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 Western Hemisphere A ffairs. 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 innovators who build the national (and regional) wealth; graduate-degreed engineers are the
leaders among those innovators.

Employment: 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 form.

Need: Projected positions
Employer In initial year In fifth year
Kitware 15 30
IEEE GlobalSpec, Inc. 4 9
IGLOBALFOUNDRIES See letter of support

(3) 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, program titles and degree information — but no enrollment data —is available
from SED ’s Inventory of Registered Programs .

Institution | Program Title | Degree | Enrollment
SUNY Binghamton Electrical & Computer Engineering _|M.S. 132
SUNY Buffalo Electrical Engineering IM.S 229
SUNY Stonybrook Electrical Engineering IM.S 51
SUNY Stonybrook (Computer Engineering IM.S 61
[Rensselaer Poly. Inst. Electrical Engineering IM.S ‘17
[Rensselaer Poly. Inst. (Computer & Systems Engineering _|M.S [7
(Clarkson University j ; j
Capital Region Campus Electrical Engineering IM.S Unknown

(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 master’s programs at other University Centers was used
in crafting the M. S. ECE program.

(5) Concerns or Objections: If concems and/or objections were raised by other SUNY campuses, how

45
were they resolved?

There were no objections or recommendations submitted during the required comment period for this
degree.

[2.4. Admissions

a) What are all 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

In addition to the general University requirements, applicants are expected to have a BS 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 entering student to 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:
(http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-
2017-2018/)

Prospective students should specify their career goals and research interests in the Statement of
Purpose.

All international 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
Teaching Assistantship, international 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 Internet 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 M.S.
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

16
color typically underrepresented in computing professions.

d) Whatis the expected student body in terms 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 our projections, we reviewed data from the other University Centers — Binghamton
University, University at Buffalo, and Stonybrook University — as well as national data from the
American Society for Engineering Education (A SEE).

At the University Centers, the average undergraduate/graduate student ratio is 2:1 and 70.2% of the
graduate students are from out-of-state. The American Society for Engineering Education (A SEE) in 2016
found that engineering Master’s programs nationwide typically graduate 25.4% women and 12.1%
underrepresented minorities, approximately. Electrical (22.5%), Computer (25.6%) and
Electrical/Computer (23.3%) engineering Master’s programs graduate percentages of women that are close
to that for engineering overall. (https://www.asee.org/documents/papers-and-
publications/publications/college-profiles/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.

A number distinctive features of UAlbany and the region, impact our estimates. Because we have attracted
a far higher than normal fraction of women to our faculty (roughly half), and because the UA lbany student
population includes approximately 40% underrepresented minorities, we are optimistic that we can do better
than the national noms in attracting highly qualified American 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. Our location in “Tech Valley” with its concentration of technology-focused
companies along with our ability to offer a high-quality M.S. program at much lower cost than the other
local options, make us believe that we will have a higher fraction of in-state students than the other
University Centers.

Based on the above reasoning, we anticipate the following:

¢ approximately 20% of our M.S. student body will be comprised of underrepresented minorities.

¢ approximately 28% of our M.S. student body will be women.

¢ approximately 65% of the M.S. student body will be those for whom English is a second
language.

¢ approximately 40% of the M.S. student body will be from in-state.

[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 governance of graduate 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 from it. 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 faculty 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

17
Dean and the Office of Graduate Education to comply with all University requirements for the master’s
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 Research Assistantships — Research Assistantships are funded primarily from faculty research
grants but in some cases, they may be funded via department indirects and IFR.

e Graduate Teaching Assistantships - Graduate Assistantships are funded via state support with
department TA’s factored into the central financial plan and allocated accordingly.

It is important to note that the vast majority of master’s students will self-support but there are times when a
faculty member identifies an exceptional master’s student that would be an ideal candidate for a research
project whom s/he may choose to financially support.

As funding and need arises, the expected distributions for M.S. students will be as follows:

70% self-funded (or funded by their employers)
20% on research grants

10% TAs

No (negligible) fellowships

[2.6. Prior Learning Assessment.

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 Assessment and Improvement

Describe how this program’s 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 reference.

The program’s educational objectives and student outcomes have been defined in accordance with
accreditation requirements of the ABET Engineering and Accreditation Commission criteria for master’s
level degree programs. However, very few engineering M.S. programs seek ABET accreditation and we
do not intend to do so for this program. Instead, we 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.html. For the University at
Albany process, each academic program develops a self-study and undergoes an extemal review process on
a seven-year cycle. The self-study will identify strengths in the department, and areas that need attention
and improvement. It will provide an opportunity for reflection on the missions of the programs within the
department and the College of Engineering and A pplied 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 A pplied Sciences.

18
The above describes the periodic, externally-vetted review of the program. Additionally, regular internal
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
culminating experiences, i.e. Master’s theses, Master’s projects, and the major projects within the Projects
Courses. The mapping of student outcomes to the assessment measures is provided in A ppendix II.

[_ Section 3. Program Schedule 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 curriculum requirements and demonstrate that expectations from
in Regulation 52.2 http://www. highered.nysed.gov/ocue/Irp/rules.htm are met.

Special Cases for the Program Schedules:

e Fora 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.

e When this form is used for a multi-award and/or multi-institution program that is not based entirely on
existing programs, use the schedule to show how a 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 same level.

a) If the program will 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.

N/A. The program will be offered via a traditional schedule.

b) For each existing course that is part of the proposed graduate program, append a catalog description at the end of
this document.

c) Foreach new 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) If the program requires extemal instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document

N/A.

SUNY Graduate Program Schedule (OPTION: You can insert an 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: [ X ] 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)

c) Use the table to show how a typical student may progress through the program; copy/expand the table as

19
needed.

d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all
columns that apply to a course.

New: X if new course Prerequisite(s): list prerequisite(s) for the listed courses

20
SUNY Graduate Sample Program Schedule

Campus Name University at Albany
Program/Track Title and Award Electrical and Computer Engineering/Thesis Option/MS
Semester Quarter Trimester Other
Calendar Type x
(Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where
applicable. New: X_if anew course. Co/Prerequisite(s): list prerequisite(s) for the noted courses.
Term 1: Term 2:
New New
Course Number & Title Credits &) Co/Prerequisites Course Number & Title Credits «) Co/Prerequisites
Depth Area Course 1 3 Depth Area Course 3 3
Breadth Courses 1 3 Depth Area Course 4 3
Depth Area Course 2 3 Math/Physics Elective 3
Term credit total: 9.0 Term credit total: | 9-9
Term 3: Term 4:
New New
Course Number & Title Credits &) Co/Prerequisites Course Number & Title Credits (xX) Co/Prerequisites
Technical Elective 3 ECE 699 Master’s Thesis 3 xX
Breadth Course 2 3
ECE 699 Master’s Thesis. 3 x
Term credit total: 9.0 Term credit total: | 3.0
Program T otal:

[300]

Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if applicable:

ECE 699 Master’s Thesis - 6 credit hours

SUNY Graduate Sample Program Schedule

Campus Name

Program/Track Title and Award

Calendar Type

University at Albany
Electrical and Computer Engineering/Non-Thesis Option/MS
Semester Quarter Trimester Other
x

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

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

applicable. New: X_if a new course. Co/Prerequisi

te(s): list p

rerequisite(s) for the noted courses.

Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if

applicable:

Term 1: Term 2:
New
Course Number & Title Credits_| New (X) |_Co/Prerequisites Course Number & Title Credits &) Co/Prerequisites
Depth Area Course 1 3 Depth Area Course 3 3
Breadth Course 1 3 Depth Area Course 4 3
Depth Area Course 2 3 Breadth Course 2 3
Term credit total: 9.0 Term credit total: | 9-9
Term 3: Term 4:
New
Course Number & Title Credits _| New (X) | Co/Prerequisites Course Number & Title Credits &) Co/Prerequisites
Technical Elective 1 3 Technical Elective 2 3
ECE 696 Master’s Project or Projects Course in Depth Area 4 ¥
(ECE 629, ECE 659, ECE 669 or ECE 679)
Math/Physics Elective 3
Term credit total: 9.0 Term credit total: | 3.0
| Program Total: 30.0

ECE 696 Master’s Project, ECE 629 Projects in Electronic Circuits and Systems, ECE 659 Projects in Computer Engineering, ECE 669 Projects in Signal and Information Processing, or
ECE 679 Projects in Communications and Networking - 3 credit hours

[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
funded projects. New York State’s requirements for faculty qualifications are in in Regulation 52.2

http://www. highered.nysed.gov/ocue/lrp/rules.htm

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 program is a multi-institution program.

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,
(Include and Degrees licenses and
identify (include professional
Program College or experience in
Director with University) field
an asterisk)
PART 1. Full-
Time Faculty
Kim L. Boyer Concentration Areas 1, PhD, Purdue | Electrical Fellow IEEE,
Professor and 2and4 Engineering Fellow IAPR,
Dean Jefferson
ECE 659 (Projects in Science Fellow
5% Computer Engineering) | MSEE, Electrical ~ 40 years’
ECE 679 (Projects in Purdue Engineering experience,
Communications and Officer IEEE,
Networking) 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 2 and3 Rensselaer | Engineering Electrical,
Chair* Polytechnic Computer, and
Institute Systems

ECE 500 (Advanced
Electronic Circuits)

ECE 571 (Advanced
Digital Communications)
ECE 629 (Projects in
Electronic Circuits and
Systems)

ECE 679 (Projects in
Communications and

Engineering
department at
Rensselaer
Polytechnic
Institute

Networking)
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
Center,
Schenectady,
NY
Mei Chen Concentration Areas 2 PhD, Robotics, Computer
Associate and 4: Carnegie- Science
Professor Mellon
100% ECE 550 (Robotics) MS, Electrical and 15 years'
ECE 561 (Digital Image | Tsinghua Computer experience as a
Processing) (China) Engineering CompE research
CSI 671 (Computer scientist
Vision) BS, Electrical and (HP, Sarnoff,
ECE 650 (Introduction to | Tsinghua Computer Intel)
Neural Networks) (China) Engineering
ECE 659 (Projects in
Computer Engineering)
ECE 664 (Statistical
Pattern Recognition)
ECE 669 (Projects in
Signal and Information
Processing)
Hany Elgala Concentration Areas 1, PhD, Jacobs | Electrical 3 years'
Assistant 3 and 4: University Engineering postdoc, Boston
Professor 100% (Germany) U, 1 year
ECE 531 (FPGA-Based Research Prof.,
Data Acquisition and BU
Real-Time Processing) BSc, Ain- Electrical
Shams Engineering

ECE 571 (Advanced University

Digital Communications) | (Egypt)

ECE 662 (Advanced

Digital Signal

Processing)

ECE 674 (Error Control

Coding)

ECE 675 (Mobile and

Wireless Networking)

ECE 676 (Wireless

Communications)

ECE 679 (Projects in

Communications and

Networking)
Yelin Kim Concentration Area 2: PhD, Electrical GE Global
Assistant University Engineering Research
Professor ECE 561 (Digital Image of Michigan

Processing) MS, Electrical Infosys

ECE 661 (Mathematical | University Engineering Technologies

100% Methods of Signal of Michigan

Processing) BS, Seoul Electrical

ECE 662 (Advanced National Engineering

Digital Signal University

Processing) (Korea)

ECE 669 (Projects in

Signal and Information

Processing)

ECE 671 (Probability and

Random Processes)

ECE 672 (Detection and

Estimation Theory)

ECE 673 (Information

Theory)

CSI 535 (Artificial

Intelligence |)

MAT 575 (Optimization

Theory)
Tolga Soyata Concentration Areas 3 PhD, Electrical and Research
Associate and 4: University Computer Assistant
Professor of Engineering Professor, U of

ECE 520 (Introduction to | Rochester Rochester

VLSI) MS, Johns Electrical and Soyata

ECE 521 (Digital ASIC Hopkins Computer Computers,

100% Design) University Engineering successful

ECE 522 (Integrated startup - sold to

Circuit Devices) Just Solutions

ECE 531 (FPGA-Based BS, Istanbul | Electrical and

Data Acquisition and Technical Computer

Real-Time Processing) University Engineering

ECE 540 (Parallel (Turkey)

Programming for GPUs)

ECE 561 (Digital Image
Processing)

ECE 580 (Linear Control
Theory)

ECE 620 (Mixed-Signal
IC Design)

ECE 630 (Advanced
Computer Architecture)
ECE 621 (VLSI RFIC
Design)

ECE 629 (Projects in
Electronic Circuits and
Systems)

Ming-Ching Concentration Areas 3 PhD, Brown | Engineering Lead Computer
Chang and 4: University Scientist,
Assistant Computer
Professor ECE 540 (Parallel Vision Lab, GE

Programming for GPUs) Global

ECE 550 (Robotics) Research,

ECE 561 (Digital Image Niskayuna

Processing) MS, Computer Science Adjunct

100% ECE 580 (Linear Contro! | National and Information Professor,

Theory) Taiwan Engineering Computer

ECE 630 (Advanced University Science,

Computer Architecture) | (Taiwan) UAlbany

ECE 650 (Introduction to | BS, National | Civil Engineering

Neural Networks) Taiwan

ECE 659 (Projects in University

Computer Engineering) (Taiwan)

ECE 664 (Statistical

Pattern Recognition)

CSI 535 (Artificial

Intelligence |)

CSI 635 (Artificial

Intelligence II)
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 580 (Linear Control! | University Engineering Administrator,

100% Theory) of Southern U of Patras

ECE 661 (Mathematical | California

Methods of Signal BEng, Computer

Processing) University Engineering and

ECE 662 (Advanced of Patras Computer Science

Digital Signal (Greece)

Processing)

ECE 664 (Statistical
Pattern Recognition)

ECE 669 (Projects in
Signal and Information
Processing)

ECE 671 (Probability and
Random Processes)

ECE 672 (Detection and
Estimation Theory)

ECE 673 (Information
Theory)

ECE 674 (Error Control
Coding)

ECE 679 (Projects in
Communications and
Networking)

ECE 680 (Advanced
Linear Control Theory)
ECE 681 (Nonlinear and
Adaptive Control)

MAT 575 (Optimization
Theory)

James Moulic Concentration Areas 3 PhD, NYU Electrical IEEE Fellow,
Professor and and 4: Poly Engineering Professor of
Associate Dean Electrical and
for Applied ECE 520 (Introduction to Computer
Learning and VLSI) Engineering,
Cooperative ECE 521 (Digital ASIC University of
Education, Design) Alaska -
Acting Chair of ECE 522 (Integrated Anchorage
Computer 20% Circuit Devices) MS, Electrical Senior Manager,
Science ECE 531 (FPGA-Based University Engineering IBM TJ Watson
Data Acquisition and of Illinois Research
Real-Time Processing) Center,
ECE 540 (Parallel Yorktown
Programming for GPUs) Heights
ECE 620 (Mixed-Signal BS, Electrical IBM liaison to
IC Design) University Engineering RPI's capstone
ECE 629 (Projects in of Illinois design program
Electronic Circuits and ABET Program
Systems) Evaluator
ECE 630 (Advanced
Computer Architecture)
ECE 659 (Projects in
Computer Engineering)
PHY 587 (Solid State
Physics |)
PHY 588 (Solid State
Physics Il)
Weifu Wang Concentration Area 4 PhD, Computer Science
Assistant Dartmouth
Professor ECE 550 (Robotics) College

100%

ECE 561 (Digital Image
Processing)

ECE 650 (Introduction to
Neural Networks)

ECE 659 (Projects in
Computer Engineering)

ECE 661 (Mathematical
Methods of Signal
Processing)

ECE 664 (Statistical
Pattern Recognition)
ECE 671 (Probability and
Random Processes)

CSI 535 (Artificial
Intelligence |)

CSI 536 (Machine
Learning)

CSI 635 (Artificial
Intelligence II)

MAT 575 (Optimization
Theory)

BS, Nanjing
University

Software
Engineering

Minor, Business
Administration
and
Management

Dola Saha
Assistant
Professor

100%

Concentration Areas 1
and 2

ECE 571 (Advanced
Digital Communications)
ECE 630 (Advanced
Computer Architecture)
ECE 662 (Advanced
Digital Signal

PhD,
University
of Colorado

Computer Science

Research
Assistant
Professor,
Rutgers
University
WINLAB, Dept.
of Electrical and
Computer
Engineering

Processing)
ECE 669 (Projects in
Signal and Information

MS,
University
of Colorado

Computer Science

Researcher, NEC
Laboratories

Processing)

ECE 675 (Mobile and
Wireless Networking)
ECE 676 (Wireless
Communications)
ECE 679 (Projects in
Communications and
Networking)

CSI1.516 (Computer
Communications
Networks)

CSI 616 (Computer
Communications
Networks II)

BTech,
Kalyani
University
(India)

Information
Technology

Aveek Dutta
Assistant
Professor

Concentration Areas 1
and 4

PhD,
University
of Colorado

Electrical
Engineering

Assistant
Professor of
Electrical

100%

ECE 531 (FPGA-Based
Data Acquisition and
Real-Time Processing)
ECE 571 (Advanced
Digital Communications)
ECE 580 (Linear Control
Theory)

ECE 630 (Advanced
Computer Architecture)
ECE 659 (Projects in
Computer Engineering)
ECE 662 (Advanced
Digital Signal
Processing)

ECE 671 (Probability and
Random Processes)

ECE 672 (Detection and
Estimation Theory)

ECE 674 (Error Control
Coding)

ECE 675 (Mobile and
Wireless Networking)
ECE 676 (Wireless
Communications)

ECE 679 (Projects in
Communications and
Networking)

ECE 680 (Advanced
Linear Control Theory)
CSI.516 (Computer
Communications
Networks)

CSI 616 (Computer
Communications
Networks II)

Engineering and
Computer
Science,
University of
Kansas

MS,
University
of Colorado

Electrical
Engineering

Postdoctoral
researcher,
Princeton
University

BTech,
Kalyani
University
(India)

Electronics &
Telecommunications

Mustafa Aksoy
Assistant
Professor

100%

Concentration Areas 1
and 3

ECE 510 (Antenna
Engineering)

ECE 572 (Radiowave
Propagation and
Remote Sensing)

ECE 511 (Microwave
Engineering)

ECE 629 (Projects in
Electronic Circuits and
Systems)

PhD, Ohio
State
University

Electrical and
Computer
Engineering

Post-Doctoral
Research
Associate, NASA
Goddard Space
Flight Center

MS, Ohio
State
University

Electrical and
Computer
Engineering

BS, Bilkent
University

Electrical and
Electronics
Engineering

Guy Cortesi Concentration Areas 3 PhD, Information Science | Extensive
Professor of and 4 University industrial R&D
Practice at Albany experience
ECE 531 (FPGA-Based MS, Electrical and Successful
Data Acquisition and Clarkson Computer entrepreneurial
100% Real-Time Processing) Engineering activities
ECE 629 (Projects in BS, Clarkson | Electrical and
Electronic Circuits and Computer
Systems) Engineering
ECE 659 (Projects in
Computer Engineering)
Jonathan Concentration Area 4 PhD, Information Science | Experience with
Muckell University NYS
Professor of ECE 531 (FPGA-Based at Albany
Practice Data Acquisition and MS, Computer and Chief
100% Realtime Systems) Rensselaer | Systems Engineering | Technology
Polytechnic Officer
Institute
BS, St. Electrical and
Lawrence Computer
Engineering
To Be Hired 100%
Open Rank
(ECE)

All of the faculty listed above should additionally be considered eligible to direct Independent Study ECE697,
Master’s Thesis ECE699 and Doctoral Dissertation ECE899 “courses.”

[Section 5. Financial Resources and Instructional Facilities

a) What is 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
taught 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 X plore 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.

30
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 A pplied 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.

SUNY Program Expenses Table

PROGRAM EXPENSES Expenses (in dollars)
CATEGORIES Academic Academic Academic Academic Academic

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

(d) Laboratories $ $ -|$ $ $ $
$ $ $ $ $ $

(e) Supplies 13,500 13,500 13,500 13,500 13,500 13,500

(f) Capital Expenses

(g) Student Stipends and $ $ $ $ $

scholarships $ 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 resources 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 journals and over 117,000 online
books.

Whenever possible, current subscriptions are available online. Additionally, the Libraries serve as a selective
depository for U.S. Government publications and houses 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 Environmental Sciences, Biological Sciences, Chemistry, Computer Science, Mathematics and
Statistics, Physics, Psychology, Electrical and Computer Engineering, and the College of Nanoscale Science and
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 (pattern recognition), Q 335-336 (artificial intelligence), QA 267-268 (machine
theory), TA 1630-1650 (image processing), TK 5105 (computer networks), and TK 7880-7895 (computer
electronics and hardware). To assess the 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’ subscribes 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
32
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 proceedings
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 important 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
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/Full 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 journals, 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 journals, 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 journals and magazines, including scholarly journals, 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
journals, 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 journals 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
engineering disciplines.

Patents
U.S. patents and patent applications are freely available from the United States Patent and Trademark Office

33
(USPTO) Website as well as several other patent Websites. Patents from other countries and international
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
Y ork 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 International Organization for Standardization (ISO). The websites of these
organizations and others provide free standards searching capabilities. IEEE X plore 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 government agencies, technical reports describe
successful and unsuccessful research. They are intended for rapid dissemination before being presented at
conferences or published in scholarly journals. Most organizations make their technical reports available on
their Websites. However, the “technical report system” is changing. Many technical reports are being
migrated to institutional repositories or subject repositories like the Computing Research Repository CoRR)
(http://arxiv.org/corr/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 (NTIS)
(http://ntis.gov/), NCSTRL: Networked Computer Science Technical Reports Library

(http://csetechrep.ucsd.edu/Dienst/htdocs/W elcome.html), and the Google custom search engine
(http://www.opendoar.org/search.php) at OpenD OAR (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 internationally. 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.edu/.

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 learners 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.

34
Summary

The University Libraries have been committed 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 resources are needed.

[Section 7. External Evaluation

SUNY and SED require external 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

Name: Scott F. Midkiff
Title: Vice-President for Information

Professor of Electrical and Computer
Engineering

State University (Virginia Tech).

Technology and Chief Information Officer,

Institution: Virginia Polytechnic Institute and

Name: Joanne Bechta Dugan

Title: Professor of Electrical and Computer
Engineering and the Director of the Computer
Engineering Programs

Institution: University of Virginia

[Section 8. Institutional Response to External Evaluator 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 Education

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 Amendment and/or Degree Authorization

35
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 Form is 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 program is 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., M.P.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.

36
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 column of the chart
below, please number the appended items, and append them in number order.

Number Appended Items Reference Items
N/A F or multi-institution programs, a letter of approval from partner Section 1, Item (e)
institution(s)
N/A For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of A
specialized accreditation, Commissioner’s Regulations for the Section 2.3, Item (e)
Profession, or other applicable external standards
N/A For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form, a Section 2.3, Item (e)
completed version of that form
I OPTIONAL: For programs leading directly to employment, letters of Section 2, Item 2.3 (h)(2)
support from employers, if available
II For all programs, a plan or curriculum map showing the courses in
which the program’s educational and (if appropriate) career objectives Section 2, Item 7
will be taught and assessed
Til For all programs, a catalog description for each existing course that is Section 3, Item (b)
part of the proposed graduate major program
IV For all programs with new courses, syllabi for all new courses in a Section 3, Item (c)
proposed graduate program
N/A For programs requiring external instruction, a completed External .
Instruction Form and documentation required on that form Section 3, Item (d)
Vv For programs that will depend on new faculty, position descriptions or A
announcements for faculty to-be-hired Section 4, Item (b)
VI For all programs, original, signed Extemal Evaluation Reports from Section 7
SUNY -approved evaluators
VII For all programs, a single Institutional Response to External .
; Section 8
Evaluators’ Reports
N/A For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format Section 10
Proposal
N/A For programs requiring an MPA, a Master Plan Amendment form Section MPA-1

Appendix I: Letters of support from employers [Section 2, Item 2.3 (h)(2)]

1. Kitware
2. IEEE GlobalSpec
3. Global Foundries

38
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 .com/company/team/hoogs.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.

39
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.

40
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 Engineering 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 (“82B”) 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

41
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 endorsement helps to provide confidence 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,

Patrick D. Mahoney

Page 2 of 2

30 Tech Valley Drive, Ste. 102 | East Greenbush, New York 12061 | USA
Tel: +1 518 880-0200 | Toll Free: +1 866 773 2448

42
@ scosacrc E

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, represents a $15 billion investment and employs thousands 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.

Sincerel
Oa iad
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.com

43
Appendix- II: [A plan or curriculum map] Section 2, Item 7

Following an ABET-like approach, only the attainment of the Student Learning Outcomes will be
assessed. This approach is largely due to the difficulty in obtaining direct measurement for the
attainment of Educational Objectives since they concern student achievement after graduation. The
table below shows the assessment measures that will be used.

Student Learning Outcome Assessment Measures

1. Demonstrate extensive knowledge in one Student grades in their depth courses.
area of Electrical and Computer Engineering

2. Apply their knowledge of science, Evaluation of student performance in applying
mathematics and engineering disciplines to | science, math, and engineering as part of their
solve problems Master’s Thesis, Master’s Project, or Project

Course Major Project.

3. Read, interpret, and utilize information in Evaluation of student performance in obtaining
the published literature in an area of and utilizing information as part of their
Electrical and Computer Engineering Master’s Thesis, Master’s Project, or Project

Course Major Project.

4, Present technical information in a variety of | Evaluation of the written presentation
formats, including written reports and oral components of students’ Master’s Theses,
presentations Master’s Project Reports, and Project Course

reports.

Evaluation of the oral presentation of students’
Master’s Theses, Master’s Projects, and Project
Course Projects.

Faculty who are supervising Master’s Theses or Master’s Projects and those who are teaching
Projects Courses will complete a form assessing performance for Student Learning Outcomes 2 — 4
for each student. These forms, 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.

44
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 L earning (3)

Machine learning is an important and rapid growing branch of artificial intelligence. The aim of machine learning is
to design algorithm that can extract information from environment automatically and improve its ability to perform
the intended task. Currently, machine learning 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
learning. Specifically, topics that will be covered in the class may include: numerical optimization methods that are
essential for machine learning 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 (LA SSO) 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.

45
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 can a
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 learning, 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 learning 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. K arush-
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;
thermal, 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.

46
Appendix IV: Syllabi for all new courses

47
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 Gary J. Saulnier
Instructor Title Professor, ECE
Office Location Li84A

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

Textbooks:

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

COURSE DESCRIPTION / OVERVIEW:

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

PREREQUISITES:

CEN 380 Introduction to Digital Electronics or equivalent

48
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:

e Homework - 15% (lowest grade dropped)
e Exams - 75% (25% each)
e Attendance - 10%

Attendance/Lateness/Use of Computers in class

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

Responsible Computing

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

49
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:

Classes Topic Readings Notes
1-4 Ch 1: Op Amp Fundamentals Chapter 1
5-7 Ch 2: Circuits with Resistive Feedback Chapter 2
8-9 Ch 5: Static Op Amp Limitations Ch5:5.1-5.4
10 Exam 1:Ch1&Ch2

11-12 Ch 5: Static Op Amp Limitations (continued) | Ch :,5.5-5.8

13-15 Ch 6: Dynamic Op Amp Limitations Ch 6: 6.1-6.4

16-17 Ch 7: Noise Ch7:7.1-7.4

18-19 Ch 8: Stability Ch 8: 8.1-8.2
20 Exam 2: Ch 5, Ch 6, & Ch7

21-22 Ch 8: Stability (continued) Ch 8: 8.4, 8.5

50
23-25

Ch 9: Nonlinear Circuits

Ch 9: 9.1 -9.4,
9.6, 9.7

26-28

Ch 10: Oscillators

Exam 3: Ch 8, Ch 9, & Ch 10

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 Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

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

Textbook (representative):
Antenna Theory: Analysis and Design, 4" Edition, Constantine Balanis, Wiley
COURSE DESCRIPTION / OVERVIEW

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

PREREQUISITES

APHY 150 - Physics II: Electromagnetism and APHY 155 - Physics Lab II, or Graduate Student standing in Engineering

52
COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e understand basic antenna parameters, including radiation resistance, input impedance, gain and
directivity
e learn antenna radiation properties, propagation (Friis transmission formula) and wireless point to point
communication connectivity requirements
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%)

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

53
Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for the
“minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the class.
Per department policy, “...students may not submit additional work or be re-examined for the purpose of improving
their grades once the course has been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class

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

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

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

Academic Honesty and Overall Regulations

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

54
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
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

55
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 Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

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

Textbook (representative):

Microwave Engineering, 4‘" Edition, David Pozar, Wiley

COURSE DESCRIPTION / OVERVIEW

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 Il, or Graduate Student standing in Engineering

56
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%

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

57
Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for the
“minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the class.
Per department policy, “...students may not submit additional work or be re-examined for the purpose of improving
their grades once the course has been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class

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

Students with Disabilities

Academic Honesty and Overall Regulations

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

58
COURSE OUTLINE AND READINGS:

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

University at Albany / Electrical and Computer Engineering
Introduction to VLSI
ECE 520
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

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

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

Textbooks (required):
TBD

COURSE DESCRIPTION / 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 380 Introduction to Digital Circuits or equivalent

60
COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:

At the completion of the course students will:

e Learn how to use multiple Cadence tools to draw/analyze ICs;

learn how to use a technology library in Cadence, such as 0.5 ym, or 0.13 yum. etc.
understand how to make logical gates inside an IC by using NMOS and PMOS transistors;
learn the Cadence schematic drawing tool to draw the circuit representation of an IC;
learn Hspice-based circuit analysis tool to simulate and plan their IC;
learn Verilog-A to design input vectors that are applied to the inputs of the IC;
learn the layout design tool to draw the layout of their IC;
learn layout-vs-schematic, design-rule verification tools to check the validity of their design;
learn the difference between combinatorial vs. synchronous IC design
learn how to test their entire design for validity; cycle-accurate simulation for synchronous circuits and
latency/clock frequency analysis for both types of circuits.

COURSE WEBSITE AND BLACKBOARD:

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

ASSESSMENT AND POLICIES:

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

Exams: There will be no exams for this course

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

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

Grading
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
61
Individual Project 70% the break-down for five projects is 10-10-15-15-20 and the complexity of the individual
projects increase in time, as reflected by the grading.

Final Project 30%

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

Grading Scale

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

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

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

Attendance/Lateness/Use of Computers in class

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.

62
Academic Honesty and Overall Regulations

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

COURSE OUTLINE AND READINGS:

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

Class Topic Readings Notes
1 Introduction, course structure, Cadence directory structure
2 CMOS design using Cadence: NMOS and PMOS transistors
3 Drawing your circuit (schematic tool)

4-5 Simulating your circuit (Hspice tool)

Layout principles: Cadence layout tool

Inverter, tri-state inverter, buffer

6
7 Analog gates: transmission gate
8
9

NAND, NOR, XNOR , AND, OR, XOR

10 AOI, OAI, and multi-input gates
11 Flip flop
12 Half adder, full adder
|__| Synchronous and Combinatorial Ic Design |
12 Design principles: clock speed, latency
13-14 Verilog-A for Analog circuit simulation
15 Pipelining, clock speed improvement.
16 Layout vs. schematic , parasitic extraction
17-18 Combinatorial design examples
19-20 Synchronous design examples
Final Project
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
Digital ASIC Design
ECE 521
Credits: 3

Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

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

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

Textbooks (required):
TBD

COURSE DESCRIPTION

The design of complex digital Application Specific Integrated Circuits (ASICs). Standard cell libraries and the Verilog
language are used to build complex digital synchronous circuits using Cadence layout synthesis tools. Interconnect
delay estimation, clock tree synthesis, repeater and pipeline stage design are introduced. A synchronous digital
circuit utilizing 100s of flip flops and digital gates is designed as a final project and sent to MOSIS for fabrication.

PREREQUISITES

ECE 420/520 Introduction to VLSI

64
COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Learn how to use multiple Cadence tools to design sophisticated digital synchronous ICs consisting of
100s of gates and flip-flops;
Learn the Verilog HDL to describe their circuits,
learn how to use a standard cell library and automated Cadence synthesis tools,
learn how to design repeaters, buffers, and clock trees to handle interconnect and clock tree issues.
learn the layout tool to use LVS, DRC, and QRC on circuits that are synthesized automatically;
learn the Hspice-based circuit analysis tool to check for the validity of the timing/power consumption of
their IC;
e apply Verilog-A - that was introduced in the Intro to VLSI - to design input vectors that are applied to the
inputs of the IC;
e Perform cycle-by-cycle analysis of their synchronous operation.
e Learn how to use “design rule constraints” to direct the compiler towards desired design priorities, i.e.,
power, area, path delay.
e Learn how to “tape out” an IC through MOSIS fabrication.

COURSE WEBSITE AND BLACKBOARD:

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:

Exams: There will be no exams for this course

Grading

65
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

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disa!

ities

66
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

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

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

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

Textbooks (required):

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

COURSE DESCRIPTION / OVERVIEW

Modern solid state devices and their operational principles. Solid state physics fundamentals, such as carriers and
their mobility, band structures, doping concentrations and PN junctions. The operation of PN diodes, PIN diodes,

and Schottky diodes, as well as three terminal devices, such as BJTs, JFETs, SCRs, MESFETs and MOSFETs. Device
modelling and behavior.

68
PREREQUISITES
CEN 280 Introduction to Circuits or equivalent.
COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Have a background on semiconductor physics, P-N junctions, P and N type materials and the concept of
“doping.”
¢ Understand the characterization of two terminal and three terminal semiconductor devices.
e Be able to use SPICE models for these devices and test/measure them using Cadence.

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

Exams: There will midterm and final exams

Homework: Homework will be assigned weekly

Grading

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

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

Grading Scale

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

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

69
Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end
of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
occurring. The instructor will be the sole judge of whether an incomplete is warranted. The scale is a template for
the “minimum” final grade and the instructor may modify the scale slightly based on the grade distribution in the
class. Per department policy, “...students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”

Attendance/Lateness/Use of Computers in class

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 Disa!

ities

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
70
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 Free electrons, electron mobility
2 Band structure
3 Non-equilibrium in semiconductors
4 P-N Junctions
___ [Semiconductor Devices
5 P-N Diodes
6 PIN Diodes
7 Schottky Diodes
8 BJT Transistors
9 FET Power Transistors
10 MOSFET Power Transistors
|__| Experimental Modeling and Characterization |
11 Modeling P-N Diodes
12-13 P-N Diode based circuits
14 Modeling BJTs
15-16 BJT-based circuits
17 Modeling FETs
18-19 FET based circuits
20 Power MOSFET circuits
Final Project
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 Jonathan Muckell
Instructor Title Professor of Practice, ECE
Office Location Li81

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

Textbooks (required):

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

COURSE DESCRIPTION / OVERVIEW

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.

72
PREREQUISITES

CEN 380 Introduction to Digital Circuits or equivalent
COREQUISITES

None.

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

e Learn how to use Xilinx development tool, Vivado, which allows them to compile their Verilog code and
write it into an FPGA board.

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

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

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

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

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

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

Exams: There will be no exams for this course

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

73
Individual Project 70% the break-down for five projects is 10-10-15-15-20 and the complexity of the individual
projects increase in time, as reflected by the grading.

Final Project 30%

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

Grading Scale

A: 100-95 points A- : 94-90 points
B+: 89-87 points B: 86-84 points 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

Attendance/Lateness/Use of Computers in class

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.

74
Academic Honesty and Overall Regulations

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

COURSE OUTLINE AND READINGS:

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

Class Topic Readings Notes
1 Introduction, course structure, first project
2-3 Get first project to work, learn GPIO
4 State Machines and how to create them in Verilog
5 Analysis: First Project with a state machine
|__| Generating 7 Controliing Embedded Signals
6-7 RS232, and UART
8-9 PS2 keyboard and mouse signals
10 LCD and the LCD Controller/Commands
11 Hardware and Software Debouncing
12-13 DVI Output and IIC Bus
14 VGA Camera Input and BRAM Memory
|__| ps 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
Final Project
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
Parallel Programming for GPUs
ECE 540
Credits: 3
Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

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

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

Textbooks (required):
TBD
COURSE DESCRIPTION / OVERVIEW

An introduction to massively-parallel programming using Graphics Processing Units (GPUs). The fundamentals of
multi-threading using Pthreads (POSIX Threads) and the GPU architecture. Nvidia CUDA programming language is
used as the main tool to develop GPU programs. A GPU Cluster is used run parallelized computational tasks.

PREREQUISITES
CEN/CSI 400 Operating Systems, or equivalent

COREQUISITES

76
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;

COURSE WEBSITE AND BLACKBOARD:

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 exams 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.

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:
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

77
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.”

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class 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 |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).

78
COURSE OUTLINE AND READINGS:

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

Class Topic Readings Notes

1 Introduction, course structure

2 What is parallel programming, and why?

3 Platforms for parallel programming and difference
Letras and meyer

4 p-threads

5 p-threads (continue)

6 p-threads (continue) and MP / MPI

7 MP / MPI

8 P-threads and MP
|__| Design principles and patterns for parallel programs |

9 Design principles and patterns

10 Design principles and patterns

11 Parallel programming algorithms

12 Parallel programming algorithms
=

14 CUDA and GPU

15 CUDA and GPU (continue)

16 Cell programming and playstation

17 Cell Programming and playstation (continue)
EE ase sttity

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

79
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, ECE
Office Location Li91B
Office hours TBD
E-mail Address Wwang8@albany.edu
TA’s / Peer Educators TBD
Prepared By Weifu Wang
Textbooks (required):

Introduction to Robotics: Mechanics and Control
John J. Craig (Author)
ISBN-13: 978-0201543612 3 Edition

COURSE DESCRIPTION / OVERVIEW

An introduction to the fundamentals of robotics, including configuration space, transformation matrix, kinematics,
motion planning, and a brief introduction to robot manipulation. In addition to simulation environments, the course
uses robot arms and small drones as hardware platforms for students to practice programming and test algorithms.
Current final projects include navigating drones through a small field of obstacles and the use of a robot arm to pick
up objects.

80
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;
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:

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
grade.

81
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 (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
and final grades assigned.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disabilities

82
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 First class, introductions
2 Sense-Act-Plan

Current Robot development

Configuration space

C-space obstacle, cell decomposition, curse of dimensionality

Transform as the result of motion, combine transformations

4
5
6 Transform between frames
7
8

Program Roomba, see the result of transformation

9 Forward kinematics

10 Applications of forward kinematics

11 Inverse kinematics

12 Inverse kinematics (continue)

13 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
[ aniputation
21 Caging
22 Immobilization
23 Pick and place
24
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 Ming-Ching Chang
Instructor Title Assistant Professor, ECE
Office Location Li 90A

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

Textbooks (required):

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

COURSE DESCRIPTION / OVERVIEW

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++.

85
PREREQUISITES

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++.

COURSE WEBSITE AND BLACKBOARD:

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%

86
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.”

Attendance/Lateness/Use of Computers in class

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

Students With Disa!

ities

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

87
Academic Honesty and Overall Regulations

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

Class Readings

1 Intro to Course
Intro to Image/Video Processing

3 Introduction Chapter 1

5 Image Acquisition Chapter 2

7 Color Images Chapter 3 Proj./Assignment 1 Due
8

9 Point Processing Chapter 4

1 Proj./Assignment 2 Due
0

11 Neighborhood Processing Chapter 5

14 Morphology Chapter 6

16 Blob Analysis Chapter 7

17 Proj./Assignment 3 Due
18 Segmentation in Video Data Chapter 8

19
20 Tracking Chapter 9

Proj./Assignment 4 Due

22 Geometric Transformations Chapter 10
23
24
25 Visual Effects Chapter 11
26
27 Applications / Summary Chapter 12

University at Albany / Electrical and Computer Engineering
Advanced Digital Communications
ECE 571 Section xxxx
Credits: 3

Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

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

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

Textbooks:

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

COURSE DESCRIPTION / OVERVIEW:

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
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.

90
PREREQUISITES:

CEN 350 Signals and Systems and A MAT 370 Probability and Statistics for Engineering and the Sciences or equivalent
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:

ASSESSMENT AND POLICIES:

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

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

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

e Final Exam - 40%

e Attendance and class participation - 10%

Attendance/Lateness/Use of Computers in class

91
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 With Disabilities

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

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

COURSE OUTLINE AND READINGS:

Class Topic Readings Notes
A ys i _—
Building blocks of Digital Communication
2 systems
3 Source coding and Compression

Sampling and Quantization

Constellation, Intersymbol Interference, Eye

diagram, pulse shaping, adaptive equalization,
partial response signaling

Matched filter, bit error rate, coherent and

noncoherent receivers, Synchronization

Baseband and Passband representation of noise,

Signal to noise ratio, Stationarity

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

Wireless channels and Waveforms. Multicarrier
Communication

Wireless Networks - from link to network

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 Mustafa Aksoy
Instructor Title Assistant Professor, ECE
Office Location Li91A

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

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

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

PREREQUISITES

APHY 150 - Physics II: Electromagnetism and APHY 155 - Physics Lab Il, or equivalent

95.
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
understand the basic remote sensing concepts and systems
e learn operation and tradeoffs of radar and radiometer systems

COURSE WEBSITE AND BLACKBOARD:

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

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

Quizzes: Eight quizzes will be given throughout the semester.

Grading

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

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

Grading Scale

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

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

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

96
Attendance/Lateness/Use of Computers in class

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

Responsible Computing

Students with Disabilities

Academic Honesty and Overall Regulations

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

COURSE OUTLINE AND READINGS:

97
Topic

Maxwell’s Equations and Boundary Conditions

Readings

Notes

Plane Waves and Antenna Properties

4 Friis Transmission Formula
5 Attenuation due to Atmospheric Gases
6 Attenuation due to Rain

7 Reflection from a Planar Interface
8 Refraction in a Stratified Medium and over a Spherical Earth
9 Ducting and Ray Tracing

Empirical Path Loss Models

Signal fading

Planar Earth Groundwaves

Spherical Earth Groundwaves

lonospheric Basics

Vertical and Oblique lonospheric Propagation

Radar Remote Sensing

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

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

Textbooks:

Modern Control Systems (required)

Richard C. Dorf, Robert H. Bishop

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

COURSE DESCRIPTION / OVERVIEW:

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

99
PREREQUISITES:

CEN 350 Signals and Systems or equivalent

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:

ASSESSMENT AND POLICIES:

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

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

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

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

10% Homeworks
40% Midterm Exam
45% Final Exam

5% Class Participation

100
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disabilities

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

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

101
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
a Perspective, Examples of typical control
problems
2 Laplace transformation models
3 Feedback system characteristics (sensitivity Homework 1 Due

reduction, transient response control, noise
attenuation, steady-state error improvement,
definitions, examples)

4 Feedback system performance specifications
(steady-state, transient response, parameter
variation tolerance, noise tolerance,
compromise design)

5 Damping ratio, Natural frequency, Homework 2 Due
Relationships of pole locations to transient
spec, Model order reduction by partial fraction
expansion, Justification of the two-dominant-
pole assumption

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

7 Relation to pole location, Routh-Hurwitz Homework 3 Due
stability criterion

02
8 The concept of root-locus, Relation to open-
loop pole-zero plot, Phase angle and
magnitude conditions.
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

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

Homework 8 Due

18 Cauchy's “principle of the argument” and the
proof of the Nyquist criterion
19 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

104

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 Tolga Soyata
Instructor Title Associate Professor, ECE
Office Location DR 116
Office hours TBD
E-mail Address tsoyata@albany.edu
TA’s / Peer Educators TBD
Prepared By Tolga Soyata
Textbooks (required):

TBD

COURSE DESCRIPTION / 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

ECE 421/521 Digital ASIC Design.
105
COREQUISITES
None.

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

e Learn how to use multiple Cadence tools to design sophisticated mixed-signal analog/digital ICs
consisting of 1000s or more transistors;

e learn how to design analog IC design structures, such as OPAMPs, OTAs, bandgap voltage references,
analog transmission gates, cascode, differential amplifiers.

e learn how to incorporate Analog design structures and digital design structures that were taught in
Digital ASIC Design.

e learn how to read/write an SRAM memory; CAS, RAS signal timing, linear vs. 2D addressing.

e learn the mixed signal design paradigm within the framework of a VGA controller. This controller will
produce a VGA signal from a screen memory.

e Learn the concept of a “register” in a programmable IC, such as the one being designed.

e Learn 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 Learn how to “tape out” this IC through MOSIS fabrication.

COURSE WEBSITE AND BLACKBOARD:

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:

Exams: There will be no exams for this course

Grading

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

106
Labs 0% although the labs lead to individual projects, so, implicitly included

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

Final Project 30%

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

Grading Scale

A: 100-95 points A- : 94-90 points
B+: 89-87 points B: 86-84 points 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

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disa!

ities

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
107
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

Introduction, course structure, Cadence directory structure

Programmable IC design; internal “registers”

3 SRAM timing; designing an SRAM controller
4 VGA timing 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
VGA controtierdesign
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 design
Fina Project
21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project

108

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

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

Textbooks (required):
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 &lm process

109
PREREQUISITES
ECE 420/520 Introduction to VLSI
COREQUISITES

None

LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
e Learn how to use multiple Cadence tools to design sophisticated RF ICs consisting of about 100
transistors;
e = They learn about the RFID standard.
e = They learn different modulation techniques and communication protocols
e Learn how to “tape out” an IC through MOSIS fabrication.

COURSE WEBSITE AND BLACKBOARD:

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:

Exams: There will be no exams for this course

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% 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.

110
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

Attendance/Lateness/Use of Computers in class

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.
171
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 RF Spectrum: from LF to UHF
2 RFID Standard
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

Testing

21 Final project introduction, student grouping
22 Final Project proposal by student groups
23-27 Work on the final project

112:

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 Gary J. Saulnier
Instructor Title Professor, ECE
Office Location Li 844
Office hours TBD
E-mail Address gsaulnier@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

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.

PREREQUISITES:

Students must have completed at least 3 courses within the Electronic Circuits and Systems Concentration Area.

113
COREQUISITES:

None

LEARNING OBJECTIVES / OUTCOMES:

Upon successful completion of this course, students will be able to:

1. Discuss issues related to one or more current topics in Electronic Circuits and Systems
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.

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 journal 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.

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 Attendance/Participation: 10%

ARUP weve

114
Attendance/Lateness/Use of Computers in class

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

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

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

115
COURSE OUTLINE AND READINGS:

eek

Discussion To;

Course structure and policies. Overview of

Assignment

Select a topic for literature search, submit a
one paragraph summary of the topic,

Weald topics in the field with discussion. including references to one or more papers
that will be studied.

Week 2 | Overview of topics in the field with discussion.
Study papers, work on report and presentation

Week 3 | Overview of topics in the field with discussion.

Week 4 Pees Teporting on hiterature Submit literature search report

Week 5 (lass presentations Teporting on literature Submit 1 page project proposal

Week 6 | TBD* Work on project

Week 7 | TBD Work on project

Week 8 | TBD Work on project

Week 9 | TBD Prepare progress report for the class

Week 10 | Project Progress Reports Work on project

Week 11 | Project Progress Reports Work on project

116

Week 12 | TBD Work on project

Week 13 | TBD Work on project
Week 14 | Project Final Presentations Work on project
Week 15 | Project Final Presentations Submit Project Report

* 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.

117
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 Ming-Ching Chang
Instructor Title Assistant Professor, ECE
Office Location Li 90A

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

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.

118
PREREQUISITES
CEN 333 Computer Organization and Assembly Programming or equivalent
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:

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.

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 (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)

119
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.”
Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class 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.

Responsible Computing

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.
120
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 Readings Notes
Chapter 1

Memory Hierarchy Design and Performance Optimizations Chapter 2

Advanced Optimizations for Cache Performance Assignment 1 Due

Memory Technologies and System Optimizations

Virtual Memory and Virtual Machines Assignment 2 Due

Instruction level parallelism and pipelining concepts

Compiler Techniques for exposing and leveraging ILP Assignment 3 Due

Branch Prediction, Data Hazards, Speculation and Multi-Issue

Microachitectures

— a

Vector Co-processor Architectures Assignment 4 Due
10 Single-instruction, multi-data (SIMD) Extensions for Data Parallel
Applications
qT 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

Centralized, Shared-

lemory Architectures Chapter 5 Assignment 6 Due

17 Performance of Symmetric Shared Memory Multiprocessors

121
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

* i

25 Final Project Presentations
26 Final Project Presentations
27 Final Project Presentations Last Class / Wrap-up Final Projects Due

122

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 Mei Chen
Instructor Title Associate Professor, ECE
Office Location Li 88B

Office hours TBD
E-mail Address meichen@albany.edu
TA’s / Peer Educators TBD
Prepared By Mei Chen

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.
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

123
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:

ASSESSMENT AND POLICIES:

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)

124
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.”

Attendance/Lateness/Use of Computers in class

Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence
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 With Disabilities

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

125
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
Backpropagation|
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

126
Recent advances in convolutional neural
networks

Improving generalization

Learning probabilistic models

Mixture models

Hopfield nets and Boltzmann machines

Learning Boltzmann machines

Bayesian neural networks

Bayesian optimization

Q-learning

Policy gradient

Radial Basis Function Networks

Support Vector Machines

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 Weifu Wang
Instructor Title Assistant Professor, ECE
Office Location Li 91B
Office hours TBD
E-mail Address Wwang8@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

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.

PREREQUISITES:
Students must have completed at least 3 courses within the Computer Engineering Concentration Area.
COREQUISITES:

None

128
LEARNING OBJECTIVES / OUTCOMES:
Upon successful completion of this course, students will be able to:

1. 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
Engineering.

3. Read, interpret, and utilize information in the published literature in Computer Engineering.

4. Present technical information in a variety of formats, including written reports and oral presentations.

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

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.

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 Attendance/Participation: 10%

OY OT ge: tee!

Attendance/Lateness/Use of Computers in class

129
Responsible Computing

Students With Disabilities

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

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

COURSE OUTLINE AND READINGS:

eek Discussion T op’ Assignment

Select a topic for literature search, submit a
Course structure and policies. Overview of topics _| one paragraph summary of the topic,

in the field with discussion. including references to one or more papers
that will be studied.

Week 1

Week 2 | Overview of topics in the field with discussion.

Study papers, work on report and presentation

Week 3 | Overview of topics in the field with discussion.

Week 4 | Class presentations reporting on literature search Submit literature search report

130
Week 5 | Class presentations reporting on literature search Submit 1 page project proposal
Week 6 | TBD* Work on project

Week 7 | TBD Work on project

Week 8 | TBD Work on project

Week 9 | TBD Prepare progress report for the class
Week 10 | Project Progress Reports Work on project

Week 11 | Project Progress Reports Work on project

Week 12 | TBD Work on project

Week 13 | TBD Work on project

Week 14 | Project Final Presentations Work on project

Week 15 | Project Final Presentations Submit Project Report

131.
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 Weifu Wang
Instructor Title Assistant Professor, ECE
Office Location Li91B

Office hours TBD
E-mail Address Wwang8@albany.edu
TA’s / Peer Educators TBD
Prepared By Weifu Wang

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)

Carl D. Meyer

SIAM: Society for Industrial and Applied Mathematics, 2001
ISBN: 978-0-898-71454-8

132
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 Ill and CEN 200 Programming for Engineers or equivalent
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:

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

133
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disabilities

134
http://www.albany.edu/disability/faculty-staff.shtml.
Academic Honesty and Overall Regulations

(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 Readings Notes

Elementary Row Operations, Gauss
Elimination, by Determinants

Vectors in 2 and 3 dimensions, Real Vector
Spaces, Abstract Vector Spaces

Subspaces in general, The important
subspaces of a linear transformation

Rules of Matrix Algebra and Determinant
alculation, Relation to Linear Transformations

Homework 1 Due

Homework 2 Due

Homework 3 Due

135
©

Matrices in the solution of linear systems,

a
°

RB
a

Homework 4 Due

dimension, all bases for the same vector
space have the same cardinality

Definition, significance, and calculation of

b
N

Be
5

Homework 5 Due

eigenvalues and eigenvectors

b
o

Definition, properties, and consequences of

b
a

Homework 6 Due

imilarities, invariants with respect to similarity
transformation, similarity classes

Symmetric, Skew Symmetric, Orthogonal,

b
st]

b
60

Homework 7 Due

Hermitian, Skew Hermitian, Unitary,
Stochastic, Hadamard, Positive Definite, etc,
Normed Vector Spaces, and orthogonality

SVDs, pseudo-inverses, Principal Component

b
i)

b
a]

Homework 8 Due

Analysis

[The Gram-Schmidt Process, Linear Functionals,

b
i)

b
it)

dual spaces, dual bases, The Jordan Canonical

Homework 9 Due

Form for similarity classes

Sizes and Numbers of Subspaces, Number of

N
=)

ases of subspaces, Similarity and its invariants

Homework 10 Due

pver finite fields, Bilinear and Quadratic Forms,

N
8

applications to error-correcting codes
(Hamming metric, basic coding theory)

|
iN}
a

Homework 11 Due

Diagonalization of Hermitian by Unitary

Homework 12 Due

Matrices, Theorem on real eigenvalues,
Examples

Iterative methods, conjugate gradient,
preconditioning, sparse, diagonally-dominant
systems

Homework 13 Due

Orthogonal projections and least-squares
fitting, applications to data analysis

(Clustering and Cheeger’s inequality, Spectral

Homework 14 Due

graph analysis, Perron-Frobenius Theory

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 Hany Elgala
Instructor Title Assistant Professor, ECE
Office Location Li 86

Office hours TBD
E-mail Address helgala@albany.edu
TA’s / Peer Educators TBD
Prepared By Hany Elgala

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:

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:

ICEN 370 Digital Signal Processing and AMAT 370 Probability and Statistics for Engineering and the Sciences or
equivalent
138
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:

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:

Homework - 20%

Midterm - 25%

Term Project - 15%

Final Exam - 30%

Attendance and class participation - 10%

Of iw ie

Attendance/Lateness/Use of Computers in class

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.

139
Students With Disabilities

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

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

COURSE OUTLINE AND READINGS:

Class Topic Readings Notes

Discrete-time complex exponential

4
Hilbert spaces; approximation and projections;
5 bases and frames
6
7 . —
Discrete-domain signals and systems; DTFT z-
8 transform; DFT;

140
27

Sampling rate conversion, Polyphase structures,

QMF banks

Design of FIR filter, Design of IIR from FIR

Wiener filters, Linear predictors, LMS algorithm,

RLS, Lattice structures

Beamforming, MUSIC,ESPRIT, Applications to

localization (LOS and NLOS)

141
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 Mei Chen
Instructor Title Associate Professor, ECE
Office Location Li 88B

Office hours TBD
E-mail Address meichen@albany.edu
TA’s / Peer Educators TBD
Prepared By Mei Chen

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

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
142
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

Big data classification

PREREQUISITES:

ECE 661 Mathematical Models for Signal Processing, ECE 671 Probability and Random Processes, and CEN 200
Programming for Engineers or equivalent

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

Formulate and solve Bayesian decision problems

Perform Maximum-Likelihood and Bayesian estimation

Use nonparametric techniques to estimate density functions

Use neural networks to formulate and solve various problems

Use stochastic and nonmetric methods for search and decision-making

Use unsupervised learning and clustering methods to solve various problems
Use classification methods to solve big data problems

COURSE WEBSITE AND BLACKBOARD:

143
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.

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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

144
Students With Disabilities

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

(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 Basic concepts in pattern recognition, A

paradigm for pattern recognition, Pattern
recognition systems

2 The design cycle, Learning and adaptation
3 Introduction, Minimum error-rate Homework 1 Due

classification (Minimax criterion, Neyman-
Pearson criterion), Classifiers, Discriminant
functions, decision surfaces, The Normal
density

145
Discriminant functions for the Normal density,
Error probabilities and bounds, Continuous
and discrete features, Missing and noisy
features

analysis and discriminants, Expectation-
maximization, Hidden Markov models

5 Maximum-likelihood estimation, Bayesian Homework 2 Due
estimation, Bayesian parameter estimation,
Sufficient statistics
6 Problems of dimensionality, Component

neighbor classification, Fuzzy classification

7 Density estimation, Parzen windows, Nearest Homework 3 Due
neighbor estimation
8 Nearest neighbor rule, metrics and nearest-

Linear discriminant functions and decision
surfaces, Generalized linear discriminant
functions, The two-category linearly separable
case, Minimizing the Perceptron criterion
function

Homework 4 Due

Relaxation procedures, Nonseparable
behavior, Minimum squared-error procedures

The Ho-Kashyap procedures, Linear
programming algorithms, Support vector
machines, Multicategory generalizations

Homework 5 Due

learning

pss 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

14
15 Subset selection, optimality criteria, structure

Minimum-redundancy-maximum-relevance
(mRMR) feature selection, Correlation feature
selection, Regularized trees

Homework 7 Due

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

Mixture densities and identifiability, Maximum
likelihood estimates, application to Normal
mixtures

Unsupervised Bayesian learning, Data
description and clustering, Criterion functions
for clustering, Iterative optimization

Homework 10

Hierarchical clustering, Online clustering,
Component analysis, Low-dimensional
representations and multi-dimensional 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
classification, Scale-up on a single-machine,
Scale-up by parallelism
27 Text classification, Multimedia classification,
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 Hany Elgala
Instructor Title Assistant Professor, ECE
Office Location Li 86
Office hours TBD
E-mail Address helgala@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

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.

PREREQUISITES:

Students must have completed at least 3 courses within the Signal and Information Processing Concentration Area.

148
COREQUISITES:

None

LEARNING OBJECTIVES / OUTCOMES:

Upon successful completion of this course, students will be able to:

1. Discuss issues related to one or more current topics in Signal and Information Processing
Apply their knowledge of science, mathematics and engineering disciplines to solve problems in Signal and
Information Processing.

3. Read, interpret, and utilize information in the published literature in Signal and Information Processing.

4. Present technical information in a variety of formats, including written reports and oral presentations.

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

Exams: None.
Projects / Assignments:

1. Literature Search: Investigate a current topic in Signal and Information Processing 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 Signal and Information Processing
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:

Literature Search Written Report: 15%
Literature Search Presentation: 10%
Project Progress Presentation: 10%
Project Written Report: 35%

Project Final Presentation: 20%

Class Attendance/Participation: 10%

oF OE wi

149
Attendance/Lateness/Use of Computers in class

Responsible Computing

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

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

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

COURSE OUTLINE AND READINGS:

Discussion Topic Assignment

Select a topic for literature search, submit a one paragraph summary of
the topic, including references to one or more papers that will be
studied.

150

Course structure and policies. Overview

okt of topics in the field with discussion.

Overview of topics in the field with

WME? discussion.
Study papers, work on report and presentation
Week 3 arenes of topics in the field with
iscussion.
Week 4 {less bresentobions Teporting on hiterature Submit literature search report
Week 5 Goes isSenIaD Ons Teporting on literature Submit 1 page project proposal
Week 6 | TBD* Work on project
Week 7 | TBD Work on project
Week 8 | TBD Work on project
Week 9 | TBD Prepare progress report for the class
We le Project Progress Reports Work on project
ie Project Progress Reports Work on project
Wet TBD Work on project
Week TBD Work on project
Week i 5 :
14 Project Final Presentations Work on project

151.

Week

15 Project Final Presentations Submit Project Report

152:
University at Albany / Electrical and Computer Engineering

Credits: 3

Probability and Random Processes

ECE 671 Section XXXX

Term/Year
Meeting Time: TBD
This course will meet 165 minutes/week

Location: TBD

Instructor

Yelin Kim

Instructor Title

Assistant Professor, ECE

Office Location

Li 90B

Office hours

TBD

E-mail Address

yelinkim@albany.edu

TA’s / Peer Educators

TBD

Prepared By

Yelin Kim

Textbooks (required): Introduction to Probability by Dimitri P. Bertsekas and John N. Tsitsiklis, Athena Scientific

(2008)

COURSE DESCRIPTION / OVERVIEW

A foundation in the theory and applications of probability and stochastic processes with an emphasis on applications
within the broad areas of electrical and computer engineering such as signal processing, detection, estimation, and
communications. Fundamental probabilistic results such as the axioms of probability, random variables, distribution
functions, functions and sequences of random variables, stochastic processes, and representations of random

processes and their application in electrical and computer engineering.

PREREQUISITES

A MAT 370 Probability and Statistics for Engineering and the Sciences or equivalent

153

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:

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 / 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

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

of the semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from
154
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.”
Attendance/Lateness/Use of Computers in class

Responsible Computing

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

Academic Honesty and Overall Regulations

455.
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 Chapter 0

Intro to signals and Systems

3 Combinatorial Analysis Chapter 1.6

5 Axioms of Probability Chapter 1.1-1.2 Assignment 1 Due
6

7 Conditional Probability Chapter 1.3-1.5

9 Discrete Random Variables Chapter 2

10 Assignment 2 Due
11 Properties of Expectation Chapter 2

- Day

14 Continuous Random Variables Chapter 3

16 Further Topics on Random Variables Chapter 4 Assignment 3 Due
17

156
18 Limit Theorems Chapter 5

20 Bernoulli and Poisson Processes Chapter 6

21 Assignment 4 Due

Discrete-Time Markov Chains

Chapter 7.1-7.4

Review

25 Continuous-Time Markov Chains Chapter 7.5
26
27 tro to Bayesian Statistical Inference / Summary Chapter 8

457.

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

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

Textbooks:

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 I: Detection, Estimation, and Filtering Theory (required)
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

158
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:

The fundamentals of detection and estimation theory for signal processing, communications, and control. Topics
covered include: classical statistical decision theory, decision criteria, binary and composite hypothesis tests.
receiver operating characteristics and error probability. Bayesian and nonrandom parameter estimation. Non-
Bayesian parameter estimation. Covariance inequality bounds. Sufficient statistics. Expectation-maximization
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:

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:

459
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.

Grading
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disabilities

160
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

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

COURSE OUTLINE AND READINGS:

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

Class Topic Readings Notes
1 Introduction, Coverage, and Philosophy
2 Hypothesis Testing, Performance Bounds and
Approximations, Monte Carlo Simulation,
3 Neyman-Pearson test
4 Homework 1 Due

Optimal Signal Detection
5
6 Homework 2 Due

The Linear Model, Covariance Inequality
Bounds, Properties of Estimators

8 Homework 3 Due
Least-Squares Estimation

161
11

Elements of Multivariate Gaussian Random

Homework 4 Due

Variables, Sufficient Statistics, Elements of
Multivariate Gaussian Random Variables

12 Elements of Discrete-Time Gauss-Markov Homework 5 Due
Random Processes
23 = a 2 ; i
Prediction, Filtering (Kalman Filter), Filtering
14 Examples, State Smoothing

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
Unscented Kalman Filtering, Particle Filtering
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 Maximum-Likelihood Estimation, Maximum Homework 10 Due
A Posteriori Estimation of Random
26 Parameters, Expectation Maximization (EM)
algorithm
27 Maximum Likelihood State and Parameter Homework 11 Due
Estimation
28 Higher-order statistics Project Due

162

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 Yelin Kim
Instructor Title Assistant Professor, ECE
Office Location Li 90B

Office hours TBD
E-mail Address yelinkim@albany.edu
TA’s / Peer Educators TBD
Prepared By Yelin Kim

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
e “Applied Digital Information Theory |," J. L. Massey, Lectures Notes
http://www. isiweb.ee.ethz.ch/archive/massey_scr/adit1.pdf
e “Applied Digital Information Theory Il," J. L. Massey, Lectures Notes
http://www. isiweb.ee.ethz.ch/archive/massey_scr/adit2.pdf
and handouts provided during the course.

163
COURSE DESCRIPTION / OVERVIEW:

This course introduces students to Information Theory by teaching them basic concepts on this field. Relevant topics
are:

Discrete probability, entropy, mutual information, inequalities

Typical sequences and sets

Data compression, Huffman codes, Tunstall codes, universal source coding
Discrete memoryless channels, capacity, cost, coding

Differential entropy, Gaussian channels, spectral efficiency, modulation
Rate distortion theory

Basic multiuser theory

PREREQUISITES:

AMAT 524 Advanced Linear Algebra, ECE 671 Probability and Random Processes 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
Understand data compression techniques and codes
Understand the notion of capacity and
Gain a basic understanding on multi-user information theory

COURSE WEBSITE AND BLACKBOARD:

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.

164
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

Attendance/Lateness/Use of Computers in class

Responsible Computing

Students With Disabilities

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

165
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 any ‘
Probability, Entropy, Mutual Information,
2 Inequalities
3 Assignment 1 Due
{Typical Sequences and Sets, Data Compression
4
o Kraft Inequality, Shannon-Fano Codes Assigriment:2 Due:
6
7 Huffman Codes Assignment 3 Due
8
9 Assi it 4 Di
Tunstall Codes, Sources with Memory ssignmen! ue
10
11 Assi tS Di
Coding Sources with Memory eSterimen Me
12
u Channel Coding, Capacity, Cost Assignment 6 Due
15
as Codes for the Binary Erasure Channel Assignment 7;Due
17
ee ae
20 Differential Entropy, Gaussian Channels

166
21

22 Assi it 8 Di
Spectral Efficiency, Modulation PSENMED ue

24 Assignment 9 Due

Rate Distortion Theory

ae Multi-User Information Theory, Models Assignment 10 Due

28 Multi-Access Channels, Broadcast Channels Assignment 11 Due

167

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 Hany Elgala
Instructor Title Assistant Professor, ECE
Office Location Li 86

Office hours TBD
E-mail Address helgala@albany.edu
TA’s / Peer Educators TBD
Prepared By Hany Elgala

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.

168
PREREQUISITES:

CEN 370 Digital Signal Processing, A MAT 370 Probability and Statistics for Engineering and the Sciences or equivalent
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.

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

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

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

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

Homework - 25%

Midterm - 25%

Final Exam - 40%

Attendance and class participation - 10%

Attendance/Lateness/Use of Computers in class

169
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 With Disabilities

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

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

COURSE OUTLINE AND READINGS:

Class Topic Readings Notes
1 What is a Code?
How are Codes Used and Judged
2 Modulo m Computations

3 Groups, Rings, Fields

170
Properties of Finite Fields

Extension Fields, Polynomials over Finite Fields
Minimal Polynomials, Conjugates

Generator and Parity Check Matrices

Minimum Distance
Standard Array and Syndrome Decoding

Weight Distribution
Probability of Error

Modified Linear Block Codes

Convolutional Encoders

Structural Properties of Convolutional Codes
Trellis Diagrams

Viterbi Algorithm
Performance Analysis

General Theory

Shift Register Implementations
Shortened Cyclic Codes, CRCs for Error Detection

BCH and RS Codes: Algebraic Description

BCH and RS Codes: Frequency Domain Description
Decoding Algorithms for BCH and RS Codes

Soft-Decision Decoding for Linear Block Codes

Optimum Decoding of Convolutional Codes
Turbo Coding

171;

Low-Density Parity-Check Codes

172

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

Dola Saha

Instructor Title

Assistant Professor, ECE

Office Location

Li 89B

Office hours

TBD

E-mail Address

dsaha@albany.edu

TA’s / Peer Educators

TBD

Prepared By

Dola Saha

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.

173

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.

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.

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.

174
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

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
175
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.

Class Topic Notes
Class overview; Introduction to mobile networking
4. 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
|)
15 Broadcast systems: Schiller, Chapter 6
Mobile Network Layer
16 Schiller, Chapter 8
17 Schiller, Chapter 8 Assignment 3 Due
18 Schiller, Chapter 8

176
Mobile Transport Layer
19 Schiller, Chapter 9
20 Schiller, Chapter 9
21 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

177

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

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

Textbooks:

Wireless Communications (required)
Andrea Goldsmith

Cambridge University Press

ISBN: 9780521837163

Wireless Communications (optional)
Andreas Molisch

WILEY

ISBN: 978-0-470-74186-3

178
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 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 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:

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: 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

179
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

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

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

180
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

Overview of Wireless Communications
2
3
Path loss and Shadowing Models
4
5
Millimeter wave Propagation
6
7
Statistical Fading Models, Narrowband Fading

9 Wideband Fading Models

10 Capacity of Wireless Channels

YD Digital Modulation and their performance in

fading channels
13
14
Diversity
15
ee ee

18 Adaptive Modulation

81
20

Multiple Input Multiple Output Systems
(MIMO) & Space Time Coding

21
Multicarrier Systems and OFDM
22
23
DS-CDMA
24
25 Waveforms for 5G

Multiple Access & Networking
27
28 Final Review

182
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 Dola Saha
Instructor Title Assistant Professor, ECE
Office Location Li 89B
Office hours TBD
E-mail Address dsaha@ albany.edu
TA’s / Peer Educators TBD
Prepared By Gary J. Saulnier

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.

PREREQUISITES:

Students must have completed at least 3 courses within the Communications and Networking Concentration Area.

183
COREQUISITES:

None

LEARNING OBJECTIVES / OUTCOMES:

Upon successful completion of this course, students will be able to:

1. Discuss issues related to one or more current topics in Communications and Networking
Apply their knowledge of science, mathematics and engineering disciplines to solve problems in
Communications and Networking.
3. Read, interpret, and utilize information in the published literature in Communications and Networking.
4. Present technical information in a variety of formats, including written reports and oral presentations.

COURSE WEBSITE AND BLACKBOARD:

ASSESSMENT AND POLICIES:

Exams: None.
Projects / Assignments:

1. Literature Search: Investigate a current topic in Communications and Networking 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 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:

Literature Search Written Report: 15%
Literature Search Presentation: 10%
Project Progress Presentation: 10%
Project Written Report: 35%

Project Final Presentation: 20%

Class Attendance/Participation: 10%

TD Or ew es

184
Attendance/Lateness/Use of Computers in class

Responsible Computing

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

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

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

COURSE OUTLINE AND READINGS:

Discussion Topic Assignment

Select a topic for literature search, submit a
Course structure and policies. Overview of topics | one paragraph summary of the topic,
in the field with discussion. including references to one or more papers
that will be studied.

Week 1

185
Week 2

Overview of topics in the field with discussion.

Study papers, work on report and presentation

Week 3 | Overview of topics in the field with discussion.

Week 7 | TBD Work on project

Week 8 | TBD Work on project

Week 9 | TBD Prepare progress report for the class
Week 10 | Project Progress Reports Work on project

Week 11 | Project Progress Reports Work on project

Week 12 | TBD Work on project

186

Week 13 | TBD Work on project

Week 14 | Project Final Presentations Work on project

Week 15 | Project Final Presentations Submit Project Report

187
University at Albany / Electrical and Computer Engineering
Advanced Linear Control Theory
ECE 680 Section xxxx
Credits: 3

Term/Year
Meeting Time: TBD

This course will meet 165 minutes/week

Location: TBD

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

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

Textbooks:

Linear Systems Theory (required)
J. P. Hespanha

Princeton UP

ISBN: 978-0-691-14021-6

Finite Dimensional Linear Systems (optional)
R. W. Brockett

SIAM Classics in Applied Mathematics, 2015
ISBN: 978-1-611-97387-7

188

COURSE DESCRIPTION / OVERVIEW:

This course continues the study of linear control systems. Topics include modeling, analysis, stability, structural
properties, optimization, and design to meet specifications. Feedback control systems emphasizing state space
techniques, optimum feedback control, and the 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:

e@ System modeling and analysis (system design, linearization, state-space models)

e System structural properties (stability, Lyapunov methods, controllability, observability, canonical forms and
minimal realizations, modeling uncertainties, system sensitivity, robustness measures)

e 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)

e@ Optimum feedback control (dynamic programming and the Hamilton-Jacobi-Bellman equation, synthesis of
optimum state regulator systems, numerical methods)

e 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:

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.

Grading

189
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.”

Attendance/Lateness/Use of Computers in class

Responsible Computing

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

190
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 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

191
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

Lyapunov’s 2nd method applied to LTI
systems, the Lyapunov equation

Stability subspaces, Lyapunov’s first
method, BIBO stability, examples

Homework 5 Due

12 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
Grammian, observability Grammian rank
test, recovering initial state from output,
duality

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

192

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

disturbance rejection

19 Introduction to Observers, Luenberger Homework 9 Due
observers, observable canonical form,
observer feedback
20 Reduced order observers, tracking and

Overview of optimal control (HJB vs.
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

Homework 10 Due

Formulation of the optimal control
problem for continuous time systems,
derivation of the HJB Equations

Finding the optimal control by
minimizing the Hamiltonian,
sufficiency of HJB Equation, a simple
scalar, linear system with quadratic
cost

Homework 11 Due

Finite horizon LQR, the Riccati Differential
Equation, HJB vs. the minimum priciple

A first introduction to the minimum
principle, including a derivation that relies

Homework 12 Due

193

on the HJB equation, LQR via the
minimum principle

26 The Hamiltonian matrix, Infinite horizon
LAR, the Algebraic Riccati Equation

27 value function, and the optimal control; Homework 13 Due
Review of optimization and Lagrange
multipliers
28

Derivation of the minimum principle using
Lagrange multiplier theory

194
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 Daphney-Stavroula Zois
Instructor Title Assistant Professor, ECE
Office Location Li 88A

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

Textbooks:

Adaptive Control (required)

K. Astrom and B. Wittenmark
2nd ed., Addison-Wesley, 1994
ISBN: 978-0-201-55866-1

Robust Adaptive Control (required)
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)

195

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, I. 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.

PREREQUISITES:

ECE 680 Linear Control Theory, ECE 661 Mathematical Models for Signal Processing and 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

196
COURSE WEBSITE AND BLACKBOARD:

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.

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.”

Attendance/Lateness/Use of Computers in class

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.

197
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

(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 What is nonlinear and adaptive control?

What is this course about?

2 Models for dynamic systems (state-space
models, input/output models, plant
3 parametric models)
4 Input/Output Stability Homework 1 Due
5 Lyapunov Stability
6 Positive Real Functions and Stability Homework 2 Due

198
Stability of LT| 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

Parameter Identifiers, Adaptive Observers

Adaptive Observers with Auxiliary Input and
Nonminimal Plant Models

Homework 5 Due

15 Simple Direct MRAC Schemes

16 MRC for SISO Plants

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
Indirect APPC Schemes, Hybrid APPC Schemes
22
23 Stabilizability Issues and Modified APPC Homework 9 Due

Deterministic Self-Tuning Regulators

Homework 10 Due

27 Stochastic and Predictive Self-Tuning
Regulators

28 Practical Issues and Implementation, Homework 11 Due
Commercial Products and Applications

200
University at Albany / Electrical and Computer Engineering
Master’s Project
ECE 696 Section xxxx

Credits: 1-3

Term/Year
Instructor Any ECE Faculty Member
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators none
Prepared By Gary J. Saulnier

COURSE DESCRIPTION / OVERVIEW:

A research project under the direction of a member of Electrical and Computer Engineering faculty that is used to
satisfy the culminating experience requirement for the non-thesis Master of Science degree.

PREREQUISITES:

Permission of instructor

STUDENT LEARNING OUTCOMES:
At the completion of the course students be able to:
1. Apply their knowledge in the science, mathematics and engineering disciplines to solve problems;
2. Read, interpret, and utilize information in the published literature in an area of Electrical and Computer
Engineering; and
3. Present technical information in a variety of formats, including written reports and oral presentations.

GRADING:
Standard grading will be used (A—E). Grading criteria will be determined by the instructor and provided to the
student at the start of the course.

201
University at Albany / Electrical and Computer Engineering
Independent Study and Research
ECE 697 Section xxxx

Credits: 1-3

Term/Year
Instructor Any ECE Faculty Member

Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators none

Prepared By Gary J. Saulnier

COURSE DESCRIPTION / OVERVIEW:

Independent study at the graduate level under the direction of a member of the Electrical and Computer
Engineering faculty. May be repeated for credit.

PREREQUISITES:

Permission of instructor and approval by the ECE Graduate Program Coordinator.

STUDENT LEARNING OUTCOMES:
At the completion of the course students be able to:
1. Independently study a topic in Electrical and Computer Engineering.
2. Read, interpret, and utilize information in the published literature in an area of Electrical and Computer
Engineering.

GRADING:
Standard grading will be used (A—E). Grading criteria will be determined by the instructor and provided to the
student at the start of the course.

202
University at Albany / Electrical and Computer Engineering
Master’s Thesis
ECE 699 Section xxxx

Credits: 1-9

Term/Year
Instructor Any ECE faculty member
Instructor Title TBD
Office Location TBD
Office hours TBD
E-mail Address TBD
TA’s / Peer Educators none
Prepared By Gary J. Saulnier

COURSE DESCRIPTION / OVERVIEW:

Original independent research at the master's level under the direction of a member of Electrical and Computer
Engineering faculty.

PREREQUISITES:

Permission of instructor

GRADING: S/U (Satisfactory/Unsatisfactory). Grading criteria will be determined by the instructor and provided to
the student at the start of the course.

203
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

‘The State University. Form. 4
co NewYork Version 201-08-02

The External Evaluation Report is an important component of a new academic program
proposal. The external evaluator’s task is to examine the program proposal and related materials, visit the campus
to discuss the proposal with faculty and review related instructional resources and facilities, respond to the
questions in this Report form, and submit to the institution a signed report that speaks to the quality of, and need
for, the proposed program. The report should aim for completeness, accuracy and objectivity.

The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan, Each separate
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)

Evaluator gana sol lo

Proposed Program Title; Electrical and Computer Engineering
Degree: M.S.
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 an M.S. program in electrical and computer engineering (ECE) is a natural next step in the

University at Albany’s goal of creating “a fully featured, research-intensive engineering school.” Almost every
U.S. engineering school includes a program in electrical and computer engineering (or just electrical
engineering). Thus, the creation of the program is a very positive step from an institutional perspective. Also,
the catalog description provided in the proposal communicates an appropriate purpose for an M.S. program in
ECE at any research university.

The proposal states five program educational objectives, summarized here as: 1) breadth, 2) depth; 3)
teamwork; 4) professionalism, including communications; and 5) lifelong learning. These objectives support
and are consistent with an appropriate purpose for an M.S. program in ECE. Breadth across the discipline and
depth within the discipline ensure the rigor of the program and technical value of the degree. Development of

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teamwork skills, professionalism and communications skills, and lifelong learning increase the value of the
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 an
M.S. 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 Requiremerits
‘The structure and requirements of the proposed M.S. ECE program are appropriate and consistent with those

found in similar programs. Both the thesis and non-thesis options require 30 credit hours, which is common in
M.S. programs in electrical and computer engineering. Both options require depth and breadth in ECE as well
as courses outside of ECE from Physics, Math, Computer Science, or other suitable programs. The 9 credit
hours assigned to the MLS. thesis for the thesis option is typical for such programs. The rigor of the non-thesis
degree is ensured by requiring an extra 3 hours in each category, depth, breadth, and Math/Physics/Computer
Science/other.

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 M.S. ECE program.
Thus, there is an existing administrative structure to host the proposed program.

Evaluation
At least initially, the program plans to use a continuous improvement process consistent with ABET’s criteria
for masters level engineering programs. (See additional comments below in item 3.)

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-study 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 engineering” department. The four concentration areas are relevant to both research
and professional employment. Electrical and computer engineering programs often include these
concentrations. 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 M.S. students wil! have access to cybersecurity-related courses through other
programs. However, there should also be some deep technical cybersecurity content specifically for ECE

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5.

students (or, perhaps, ECE and computer science students). Asa 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 expectations for self-assessment and continuous improvement.

The M.S. ECE program plans to use a continuous improvement process consistent with ABET’s criteria for
masters level engineering programs. The faculty will review this approach after the first group of students
gtaduates from the program.

This approach seems somewhat “heavyweight” for an M.S. program for an institution where the bachelor’s
degree is, presumably, to be an ABET accredited program. Also, the ABET curricular requirements may be
somewhat limiting for some concentrations. Thus, it is recommended that a continuous improvement process
be adopted that is largely based on an ABET-compliant process, but that allows localized tuning. For example,
the process could include the regular assessment of student outcomes based on course, thesis research, and other
assessments. Further, the program could invite an external review committee to campus every five or six years
with a charge to examine both the M.S. and Ph.D. programs and make recommendations to the department and
the college.

‘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 M.S. students.

The program will also follow the University at Albany’s graduate program review process. Every 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.

Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.

Collaboration with related programs is especially important for an electrical and computer engineering program.
During program start up, collaboration will allow the ECE program mature more quickly and more efficiently.
For ongoing operation of the program, accessing related course work and collaborating in research will be
important to sustaining and growing the quality of the program. The proposed M.S. ECE program appropriately
taps into courses in the Physics, Computer Science, and Mathematics departments.

What is the evidence of need and demand for the program locally, in the State, and in the field at large? What
js the extent of occupational demand for graduates? What is the evidence that demand will continue?

Nationally and globally, there is strong demand for M.S. graduates in ECE. 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 BCE to either directly 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 employment opportunities
for M.S. ECE graduates is reflected in national enrollment data. Data from the American Society for
Engineering Education (ASEE) show that masters level 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 that masters enrollments in ECE were the highest in 2015 for both fulltime and part-time students for
all years across the reporting period of 2006-2015.

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‘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 would make the program attractive to students
in the region from a financial perspective, especially for part-time students who are usually self-funded or
supported by their employer.

Il. Faculty

6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.

The M.S, ECE program will be lead and taught by a strong group of mostly junior tenure-track faculty members
and non-tenure-track lecturers (professors of practice). 11 tenured and tenure-track faculty members and two
lecturers 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 M.S. ECE students.

Individually, the tenured and tenure-track faculty all have outstanding credentials and are weil qualified to teach
in any M.S. ECE program and to advise and mentor M.S. ECE students in their course work and thesis research.
The lecturers are all well qualified to teach in the M.S. ECE program and bring strong practical experience to
the program,

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.

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 them with time to do research, advise graduate students, and
help with department service activities. This teaching load is typical in research-focused engineering
departments, 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 (NSF). 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.

8. 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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I.

10.

11.

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.

Students

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 14 students (12 full-time and 2 part-time} and enrollment in the
fifth year of 53 students (45 fulltime and 8 part-time). This seems achievable. However, note the comments
below in item 10.

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.

A key factor to success in recruiting will be the ability to offer financial assistance to qualified applicants.
‘This is important even at the M.S. level. Many full-time ECE masters students in the U.S. are funded as
either a teaching assistant (TA) or research assistant (RA). A combination of resources from externally
sponsored research (for RAs) and the institution (for TAs) must be available to support many of the full-time
students expected to enroll in the program.

Two risks factors have the potential to increase the difficultly, at any university, 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 encouraging participation of persons from underrepresented 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 Computing, the National Association of Multicultural 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.

‘The proposal states that “Electrical and computer engineering graduate programs nationwide typically attract
about 40% women and about 20% underrepresented minorities.” ASEE data for Fal] 2015 masters level
enrollments in all engineering programs is 24% women. Typically, the percentage of women in BCE

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programs is among the lowest for all engineering disciplines. Further, many programs also have active
programs to recruit women and students from other underrepresented groups. Achieving an enrollment of
women at a level almost twice the national average (based on ASEE data) seems very challenging. Thus, the
projections in the proposal are, perhaps, too ambitious, As a recommendation, the goal for the percentage of
women to be enrolled in the program should be reviewed to ensure that they are appropriate.

12. 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. Fi

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 university and program requirements, Faculty
advisors will be selected for longer term advising. This approach is reasonable and should provide sufficient
support for student success in most cases. It may be best to create a graduate program director position as the
number of graduate students and the number of faculty members grow.

13. Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.

As stated above (item 5), the long-term job prospects for M.S. ECE graduates should remain strong, with the
possible exception of transient periods due to economic downturns. The program’s breadth requirement,
requirement for courses in Physics, Math, Computer Science and/or other relevant areas outside of ECE, and
the program’s emphasis on teamwork, professionalism and communication, and lifelong learning will position
graduates of the program to have long-term success as professionals in industry or to enter a Ph.D. program for
advanced study.

The proposal includes employment and salary data from the New York Department of Labor that point to
growth in job opportunities for M.S. 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 M.S. ECE program in meeting ongoing educational needs
for current employees, providing future full-time and intern workforce, and increasing the technical capabilities
and vitality of the region.

TV. Resources

14. Comment on the adequacy of physical resources and facilities, ¢.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 M.S. ECE
program to establish itself.

Computing and Laboratory Facilities
Laboratory facilities are adequate for a program of this size, althiough more will be needed as the program
grows.

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15.

Computing facilities are very good for a program of this size, The program relies on computing facilities in
its own laboratories and, increasingly, on computer systems maintained by the university’s Information
Technology Services (ITS) organization. A Dell graphics processing unit (GPU) cluster 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 BCE and will 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 M.S. 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 M.S ECE program and the associated
undergraduate and Ph.D. 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.

V. Summary Comments and Additional Observations

16.

Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.

Major Strengths

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 and knowledge necessary to enable a quality ECE M.S. program. The faculty are also active
participants in creating the new department and its programs. They are enthusiastic and embrace the
opportunity to create new programs.

‘The program has developed a strong set of courses to offer through the M.S. ECE program. The courses offer
the breadth and depth needed for an ECE graduate program,

Major Weaknesses

While the faculty are outstanding and highly energetic, they are mostly new to their academic faculty
positions, 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.

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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 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.

18. 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 ] 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 names of some courses have changed. These are all improvements.

c) 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 best 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) Rather than following ABET criteria for masters programs, a continuous improvement process could be
developed and adopted that is largely based on an ABET-compliant process, but that allows localized
tuning. This likely would better align with the university’s graduate program review process.

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.

c) Cybersecurity is an important topic in a number of academic disciplines, including electrical and
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 ECE
students.

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d) The projection for the percentage of women enrolled in the program seems very ambitious, perhaps too
ambitious. As a recommendation, the program should review its goals for women students to ensure that
it is reasonable.

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The State University
of New York

External Reviewer Conflict of Interest Statement

Tam providing an external review of the application submitted to the State University of New 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 ~ M.S.
(Title of Proposed Program)

Taffirm that I:

1. am not a present or former employee, student, member of the governing board, owner or shareholder

of, or consultant to the institution that is seeking approval for the proposed program or the entity
seeking approval for new degree authority, and that I did not consult on, or help to develop, the
application; . :

2, am nota spouse, parent, child, or sibling of any of the individuals listed above;

3. am not seeking or being sought for employment or other relationship with the
institution/entity submitting the application?

4, donot have now, nor have had in the past, a relationship with the institution/entity submitting the
application that might compromise my objectivity.

‘Name of External Reviewer (please print):

Scott F. Midkiff

Signature:
ignature: Te) f a

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External Evaluation Report
Form 2D

Version 201-08-02

The External Evaluation Report is an important component of a new academic program proposal. The external
evaluator’s task is to examine the program proposal and related materials, visit the campus to discuss the proposal
with faculty and review related instructional resources and facilities, respond to the questions in this Report form, and
submit to the institution a signed report that speaks to the quality of, and need for, the proposed program. The report
should aim for completeness, accuracy and objectivity.

The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate 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 Y ork State
Education Department (SED), SUNY includes the External Evaluation Reports and Institutional Response in the full
proposal that it submits to SED for registration.

Institution: University at Albany

Evaluator Name (Please print.): Joanne Bechta Dugan

Evaluator Title and Institution: Professor of Electrical and Computer Engineering, University of Virginia

Evaluator Signature:

Proposed Program Title: Electrical and Computer Engineering

Degree: M.S. (Master of Science)

Date of evaluation: May, 2017

I, Program
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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 currently 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 graduate 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 MS program in Electrical and Computer Engineering is appropriate to the
discipline and to the program’s purpose. The program will be presented in a traditional in-person format and includes
consideration of both depth and breadth in student learning. Both thesisand non-thesis options are available, which is
usual and customary in engineering.

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-assessment and continuous improvement.

The program faculty intends to follow program assessment and continuous improvement plans as defined by the
accrediting body for engineering programs (ABET, Inc.). Engineering programs submit to extensive review for initial
accreditation and are required to meet a comprehensive set of criteria for accreditation. Accredited programs submit
to extensive review at least once in each 6-year period. ABET Criteria for accrediting engineering programs exceed
any similar criteria established by other organizations.

4. Discuss the relationship of this program to other programs of the institution and collaboration with other

217
institutions, and assess available support from related programs.

The development of the program has benefitted from input from a 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 A pplied Sciences. Support is available from both Physics and Computer Science; these programs
have a history of effective collaboration.

5. What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is
the extent of occupational demand for graduates? What is the evidence that demand will continue?

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 earned 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 external 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 earned 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 assess plans and projections for student
recruitment and enrollment.

The program plans to serve students who already hold BS 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?

219
There is every reason to expect that there will be a large qualified pool of applicants. Similar programs across the
nation turn away 10s of highly qualified applicants for every one who is accepted.

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 Graduate 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 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.

The University at Albany College of Engineering and A pplied Science is somewhat space-limited at present, but plans
are well underway for renovation 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.

220
V. Summary Comments and Additional Observations

16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.

The 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 program could benefit from a refinement of their proposed assessment process to better align it with the
university process for program review. The ABET process, while rigorous, focuses more on curriculum and
student learning than on program quality. A more comprehensive process for program review could include
more aspects, such as research productivity and impact, for both students and for faculty.

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.

221
The State University
of New York

External Reviewer Conflict of Interest Statement

Tam providing an external review of the application submitted to the State University of New Y ork by:

(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)

I affirm that I:

1. am not a present or former employee, student, member of the governing board, owner or shareholder of,
or consultant to the institution that is seeking approval for the proposed program or the entity seeking
approval for new degree authority, and that I did not consult on, or help to develop, the application;

2. am nota spouse, parent, child, or sibling of any of the individuals listed above;

222
3. am not seeking or being sought for employment or other relationship with the institution/entity
submitting the application?

4. do not have now, nor have had in the past, a relationship with the instituion/entity submitting the
application that might compromise my objectivity.

Name of External Reviewer (please print):

Joanne Bechta Dugan, Ph.D.

Signature:

“Spor tea egge— ——EE

223
Appendix VII: Response to Evaluators

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.

co 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.

Recommendation: The department should include more cybersecurity content into courses and/or offer a
course in cybersecurity that is focused on ECE students.

co 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.

o 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.

e Recommendation: Adjust the curriculum so that it isn’t as structured.

co Response: We agree somewhat. We believe that it is important for M.S. ECE students to obtain a
specialization within ECE and, therefore, include a depth requirement in the program requirements.
Expertise in a specialization area will often lead to the student's first job after graduation or
admission into a graduate program. Over time, many graduates will move outside of their initial
specialization area and we therefore want students to also take courses outside of their depth area,

224
giving them the breadth they need to provide them with the tools necessary to apply foundational
scientific concepts and sound engineering principles to efficiently and effectively advance
technological capabilities. To make the program more flexible while maintaining the depth/breath
characteristics, we have removed 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.

225

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Office of the Senior Vice President For Academic Affairs And Provost Records, 1845 - 2017 May 17

Collection ID	ua500
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