abet nmsu ece self study document rev0

PROGRAM SELF-STUDY REPORT

For the Degree

BACHELOR OF SCIENCE IN ELECTRICAL ENGINEERING

Prepared by:

Stephen Horan - Department Head Steven Stochaj – ABET Coordinator

Sheila Horan - Freshmen Advisor and Undergraduate Studies Chair

The Klipsch School of Electrical and Computer Engineering New Mexico State University

Dept. 3-O, Box 30001 Las Cruces, NM 88003

June 28, 2006

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Table of Contents

Self-Study Report for Electrical Engineering......................................................................1

A. Background Information ................................................................................................1

Degree Titles............................................................................................................2 Program Modes........................................................................................................2 Actions to Correct Previous Shortcomings..............................................................2 Contact Information .................................................................................................3

B. Accreditation Summary............................................................................................4 Students....................................................................................................................4 1.1 Student Evaluation, Advising and Monitoring ....................................................... 4 1.2 Processes and Procedures for Transfer Students and Transfer Credits .................. 9 Program Educational Objectives ...........................................................................11 2.1 Program Objectives for the Baccalaureate in Electrical Engineering .................. 11 2.2 Mission Statement of the Klipsch School............................................................. 14 2.3 Mission Statement of the College and University ................................................ 14 2.4 Connection between the Program Educational Objectives and the Accreditation Criteria .............................................................................................................................. 15 2.5 Constituency Groups for the Klipsch School of Electrical and Computer Engineering....................................................................................................................... 17 2.6 Process for Formulation and Evaluation of Klipsch School Objectives............... 17 2.7 Program Curriculum and the Program Educational Objectives............................ 20 2.8 Assessment of Program Educational Objectives .................................................. 20 2.9 Continuous Improvement Actions ........................................................................ 24 Program Outcomes and Assessment ......................................................................24 3.1 Program Outcomes................................................................................................ 24 3.2 Relation of Program Outcome to Educational Objectives.................................... 26 3.3 Outcomes Assessment Scheme............................................................................. 26 3.4 Outcome Assessment Process and Target Goals .................................................. 29 3.5 Outcome Assessment Data ................................................................................... 38 3.6 Outcome Assessment Actions............................................................................... 44 3.7 Outcome Assessment Materials............................................................................ 45 Professional Component ........................................................................................46 4.1 Curriculum Overview ........................................................................................... 46 4.2 BSEE Curriculum Elements ................................................................................. 47 Faculty ...................................................................................................................51 5.1 Overview............................................................................................................... 51 5.2 Competency of Faculty to Cover Klipsch School Curriculum ............................. 51 5.3 Faculty Involvement with Students, Service, Professional Development, and Industry ............................................................................................................................. 52 5.4 Adequacy of the Size of the Klipsch School Faculty ........................................... 52 Facilities.................................................................................................................52 6.1 Buildings ............................................................................................................... 53 6.2 Classrooms............................................................................................................ 53

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6.3 Laboratories .......................................................................................................... 53 6.4 Equipment ............................................................................................................. 54 6.5 Computers ............................................................................................................. 54 Institutional Support and Financial Resources ......................................................56 7.1 Adequacy of Institutional Support ........................................................................ 56 7.2 Budget Process...................................................................................................... 56 7.3 Faculty Professional Development ....................................................................... 57 7.4 Operational Budget ............................................................................................... 58 7.5 Adequacy of Support Personnel ........................................................................... 58 Program Criteria ....................................................................................................58 General Advanced-Level Program ........................................................................59 Appendix B.1 – Sample Freshman Schedules Based on Math Placement......60 Appendix B.2 -- Sample Degree Plan .................................................................65 Appendix B.3 – Course Selection Flowcharts....................................................68 Appendix B.4 – Functions and Timeline for the Undergraduate Studies Committee 72 Appendix B.5 – BSEE Requirements Document ..............................................74 Appendix B.6 – Record Check Form .................................................................83 Appendix B.7 – Mapping Between the Klipsch School Curriculum to the Program Outcomes ..............................................................................................................87

Appendix I – Additional Program Information............................................................98

A. Tabular Data for Program ..................................................................................98 Table I-1. Basic-Level Curriculum....................................................................99 Table I-2. Course and Section Size Summary ................................................101 Table I-3. Faculty Workload Summary..........................................................104 Table I-4. Faculty Analysis ..............................................................................107 Table I-5. Support Expenditures .....................................................................111

Course Syllabi..............................................................................................................112 Faculty Resumes ..........................................................................................................238

Self-Study Report for Electrical Engineering

A. Background Information New Mexico State University is a land-grant institution with the mission of excellence in teaching, research and service. The Klipsch School of Electrical and Computer Engineering follow’s the mission of the University and provides comprehensive educational programs for students pursuing BSEE, MSEE and Ph.D. degrees. The Klipsch School is a department with 302 undergraduate students and 162 graduate students (Spring 2006). The school is organized into 8 specialty areas. These are:

• Circuits and System • Communications, Signal Processing, and Telemetering • Computer Engineering • Electromagnetics and Microwave Engineering • Electronics and VLSI • Energy Systems and Electric Utility Management Program • Photonics • Space Systems Engineering

The Klipsch School has 22 tenure and tenure-track faculty positions. Presently, there are 6 Full Professors, 6 Associate Professors and 7 Assistant Professors, 1 College Associate Professor and 2 Adjunct Instructors, leaving 3 tenure-track slots open. Dr. Stephen Horan is the Department Chair and is a tenured, full professor. The Associate Department Head in charge of graduate programs is Dr. Paul Furth who is a tenured, associate professor. The position of Assistant Department head in charge of undergraduate programs is presently filled on an interim basis by Dr. Sheila Horan who is also the Freshman Advisor. Dr. Sheila Horan is a College Associate Professor. Dr. Stephen Horan has been the Department Head since August 2005. The previous Department Head was Dr. Steven Castillo, who is now the Dean of Engineering and a tenured, full professor in the Klipsch School. Table 1 summarizes the changes in the composition of the faculty since the last ABET visit.

Departmental policy and procedures are originated by several departmental committees working with the Department Head. Permanent departmental committees include the Graduate Studies Committee (admissions, graduate curriculum, graduate policies and procedures), the Undergraduate Studies Committee (undergraduate curriculum, undergraduate scholarships, undergraduate program assessment, undergraduate policies and procedures), and the Klipsch School Promotion and Tenure Committee (promotion and tenure of Klipsch School faculty). Other committees are formed as needed, e.g., new faculty searches, new facilities, etc.

Table 1 -- Personnel changes since last ABET visit. Faculty Departures New Faculty

Mike Giles – Retiring Muhammad Dawood

Howard Smolleck – Retiring Joydeep Mitra

Jay Jordan – Retired Raphael Lyman

Stephen Horan – Promoted to Department Head Jeanine Cook

Krist Petersen – Promoted to Associate Dean Hang Huang

Steven Castillo – Promoted to Dean of Engineering College

David Voelz

Marco Terada – voluntary separation

Degree Titles The Klipsch School of Electrical and Computer Engineering awards the degree of Bachelor of Science in Electrical Engineering.

Program Modes The Klipsch School of Electrical and Computer Engineering operates as a day program. A few classes, which may be taken for undergraduate or graduate credit, are offered in the early evening (5 p.m. to 7 p.m.).

Actions to Correct Previous Shortcomings This section provides an overview of the Concerns and Observations from the last ABET evaluation and the actions taken by the Klipsch School.

Program Concern - Criterion 1. Students: It appears that students are not required to meet with faculty on advising issues or to receive permission to register for next-semester courses. Although centralized advising is good for consistency, it is important for student to interact directly with faculty. Dr. Sheila Horan is the principal undergraduate advisor. Dr. Stephen Horan, Dr. Steve Stochaj and Dr. Mike Giles also do formal undergraduate advising. All students are required to undergo a formal record check during the semester they take EE 311 (nominally in the junior year). During the record check the student's progress is evaluated, a coursework plan is formulated and career options are discussed. Each student is assigned to a faculty member in their area of interest for further advising. To facilitate this interaction, the faculty members initiate the dialogue with the students assigned to them. For registration, each student has electronic guidance through the DARS system and a faculty member point-of-contact. Students are also required to undergo a subsequent record check prior to enrolling for their capstone class to ensure that the undergraduate core classes are on track and that the student has taken any elective courses that may be required for their desired capstone. This is another

formal chance to make any program corrections prior to the graduation record check process. This concern has been addressed.

Program Concern - Criterion 3. Program Outcomes and Assessment: The senior capstone design experience is achieved via two different curricular paths. There is a concern that one of these paths, in which the experience is tied to a specialized elective course, may not always provide the breadth or experience normally expected in a multidisciplinary capstone project. All capstone courses must pass a formal set of published criteria and the class sponsor must submit a written proposal addressing these criteria for evaluation and approval of the Undergraduate Studies Committee. One of these criteria requires that each capstone must include at least three sub-disciplines of engineering. This criterion holds true if the capstone is developed by the students, the faculty as part of a specialized elective or as one of the listed capstone classes. This concern was eliminated.

Program Concern - Criterion 7. Institutional Support and Financial Resources: The installation, maintenance and operation of the electrical engineering laboratories require skilled support personnel. The department only had one technician. There is a concern that this level of support staffing is inadequate. Institutional support for the program is a significant concern. The average state-supported department budget increase for each of the last six years was 1.2\%. This seems quite low. The concern of adequate support staff is closely related to funding. Since the last ABET visit the University has had three presidents, the College has had three Deans and the Klipsch School has had three Chairs. It is nearly impossible to successfully pursue and build increased funding levels for the School with this high rate of administrative changes. The problem is compounded by the fact that the current President's priorities include Athletics, the College of Education and the Nursing Program. Engineering has been earmarked for reduction both in funding and faculty positions. This concern has not been addressed.

Contact Information The primary contact for the accreditation visit is Dr. Stephen Horan, Department Head of the Klipsch School of Electrical and Computer Engineering. The alternate contact is Dr. Steven Stochaj, the ABET coordinator for the Klipsch School. Their contact information is given below.

Primary Contact Stephen Horan Klipsch School of Electrical and Computer Engineering New Mexico State University Box 30001, MSC 3-O Las Cruces, NM 88003-8001 Phone: (505) 646-3117; FAX: (505) 646-1435 Email: [email protected]

Alternate Contact Steven Stochaj Klipsch School of Electrical and Computer Engineering

New Mexico State University Box 30001, MSC 3-O Las Cruces, NM 88003-8001 Phone: (505) 646-4828; FAX: (505) 646-1435 Email: [email protected]

B. Accreditation Summary In this section we discuss how the students in the Klipsch School are evaluated, advised and monitored. We also discuss the policies and procedures for evaluating transfer students and transfer credits.

The Klipsch School has a strong system of evaluating, advising and monitoring to help ensure that the graduating electrical engineers are ready to meet the demands of private industry, government entities, and graduate schools. While all faculty members contribute to this goal, several faculty members have key roles in the advising and monitoring of students. The key faculty members are as follows:

• Dr. Stephen Horan (Department Head) has oversight of all departmental activities. He plays a key role in the prerequisite / co-requisite enforcement system and plays an active role in advising students.

• Dr. Sheila Horan is the Acting Assistant Department Head in charge of undergraduate programs. Her responsibilities in this role include publication of the Klipsch School curriculum, transfer credit evaluation, advising of new transfer students, and coordinating the two required record checks for all Klipsch School undergraduate students. Dr. Sheila Horan also is the permanent freshman advisor. Her responsibilities in this role include the coordination of the new student orientation sessions for new and transfer students each summer and advising of new freshmen. The position of Assistant Department Head will be filled by a faculty member.

• Dr. Steve Stochaj is the ABET coordinator and participates in the record checking process.

• Dr. Michael Giles participates in the record checking process. Dr. Giles will retire during the summer of 2006. A faculty member will be appointed to handle his duties with respect to the student record checks.

Students

1.1 Student Evaluation, Advising and Monitoring Admission

Admission into an engineering program follows the same guidelines as the University. For regular admissions, candidates must be a graduate of an accredited high school, have met the

minimum high school curriculum requirements listed below and meet one of the following grade or test score requirements:

• A cumulative high school grade point average (GPA) of 2.50 or higher • An ACT composite score of 21 or above (970 SAT or above) • A cumulative GPA of at least a 2.0 and an ACT score of at least 20 (930 SAT or above)

Minimum High School Requirements: The minimum high school graduation requirements that need to be met for regular admission to NMSU are as follows:

• English -- 4 Units with at least 2 units of composition, one of which must be a junior or senior level course

• Science -- 2 Units beyond general science • Mathematics -- 3 Units From Algebra I, Algebra II, Geometry, trigonometry or advanced

math • Foreign Languages or Fine Arts -- 1 Unit

Provisional Admissions: Students who meet the above requirements but are missing one of the minimum high school requirements are eligible for provisional admission. Students who have completed all minimum high school requirements and have a combination of a cumulative high school GPA of a 2.25 and a 20 ACT (930 SAT) are eligible for provisional admission.

Evaluation of Students in Classes

Throughout their period of study, students are evaluated in each course through a combination of homework, quizzes, periodic tests, final tests, laboratories, oral presentations, and written reports. The final evaluation of each student is conducted in the capstone design project in the senior year. Grades represent the primary mechanism by which a student's success is measured. Each student must earn at least a C in all required lower-division engineering, technology, mathematics, and science courses. To graduate, the student must also have a GPA of at least 2.0, both overall and in all core engineering courses. A student whose GPA falls below 2.0 is placed on academic probation. Any student remaining on academic probation will eventually be disqualified from attending the university.

Standardized Portion of Final Exams

A graded portion of the final exam in the required electrical engineering core classes (EE111, EE211, EE311, and EE315 were instituted in AY 2005-2006; EE 301 and EE 302 will begin during AY 2006-2007) contained multiple choice questions developed by the instructors and in conjunction with the Undergraduate Studies Committee. These questions are used as standardized, direct measures of the program outcomes and to evaluate the progress of students as they work their way though the core classes in electrical engineering.

Advising and Monitoring

New Student Orientation: The University conducts early registration during the spring academic semester and multiple New Student Orientation (NSO) registrations over the summer. The main purpose of these university-organized registration activities is to get entering students registered for the Fall Semester.

The students come take the Math Placement Exam, are given their scores, and then they meet with an advisor. Closed sections are determined beforehand so that students do not sign up for closed section classes. They are given a brief introduction of the curriculum and then a semester course schedule is determined, reviewed, and approved. The freshman year schedule is customized based upon the math placement earned by the student. Incoming freshmen are given sample first-year schedules for both semesters based upon this math placement. A copy of these schedules is given in Appendix B.1 to this chapter. These schedules are also available on the departmental Web site, (http://www.ece.nmsu.edu), for reference after the initial advising session. When the student and the initial advisor determine an appropriate schedule based upon the student’s preparation, the student takes this information to the Dean’s office where they will officially register for their classes.

The university has started Aggie Week to introduce students to the university and the campus offerings. This is held on campus (in August) and offers tours of the differing campus facilities, campus living, and campus buildings.

On-going Advising and Monitoring: The Klipsch School provides each student with several means to learn about the program options and the associated required classes to complete their degree. This information is available via the appropriate Web page with a running track of catalogs for the past six years. The information is readily available in the Klipsch School main office. There is also a wall chart illustrating the program options and class flow that is posted as a hallway wall chart. A sample four-year program schedule is given in Appendix B.2. The flowcharts of course selections for the departmental specialty areas are given in Appendix B.3. All students, and their advisors, can monitor a student’s progress through their degree program using the web-based Student Academic Requirements (STAR) Degree Audit system. . Advising is available any time a student wishes, and faculty are available to talk with students about particular fields, career paths, and courses that they need to take. However, the Klipsch School Freshman Advisor usually handles student questions during their first year. Once a student enters their sophomore year, the Assistant Department Head, the Department Head or Dr. Stochaj does all the general academic counseling. All advisors are full-time, PhD faculty who also teach and conduct research. Their designation as advisors is permanent, allowing them to become familiar with the degree programs and the students. After the EE 311 record-check, students are to meet with their respective departmental specialty area advisors to discuss careers, coursework, co-ops, etc. The specialty area advisors are determined by the faculty in the respective areas and the list is updated each year. Students also undergo a record check as part of the capstone selection and registration process. The primary goal of this check is to ensure that the core and any required

elective classes for the capstone are in adequate shape. It is also a chance to make program corrections prior to the graduation record check process.

Co-requisite Enforcement: During the first week of each semester, pre- and co-requisite violations for all electrical engineering classes are determined by the Department Head by running a computer program that compares the student registration database against the published pre- and co-requisites for the department. A list of the students violating pre- and co-requisites for each class is given to the class instructors. The instructor for each course will either direct each student in violation of the class pre- and co-requisites to meet with the Assistant Department Head or Department Head for further advising concerning an appropriate schedule change or may sign an agreement with the student stating that the student understands the possible consequences if he or she stays in the class. All signed agreements are returned by the course instructors to the Department Head for forwarding to the Dean’s office. Immediately after the last day to drop a class, the pre- and co-requisites are again checked. Any student who no longer has the appropriate pre- and co-requisites for a class or does not have a signed agreement with the course instructor, is administratively dropped from the class.

Registration Procedures: In the second half of each semester, students begin to register for the upcoming semester and/or summer session. Advising is not mandatory; however, any student may ask for advising at any time. The degree requirement documentation given to each student during New Student Orientation, it is available via the Klipsch School's webpage and is integrated into the STAR system. Most students are usually able to determine the correct set of classes based on the published elective list for emphasis areas. Occasionally, a student willfully disregards the rules and regulations of the university, college, or department. In such cases the student's future ability to register online is blocked, forcing him or her to make an appointment with a departmental advisor. The problem is discussed, and the student's desired schedule for the next semester is examined. Only when the advisor is convinced the student is back on track is self registration possible.

Mid-Curriculum Record Check: While enrolled in EE311 (Signals and Systems), students are required to visit with an advisor (Sheila Horan, Steve Horan, Steve Stochaj or Mike Giles) for a record check. EE 311 was chosen because experience has shown that most students in this class are about halfway along the path to graduation because EE 311 is nominally taken during the first semester of the junior year. The departmental record check program is run using the student's official NMSU records mined from the STAR database. This record check is used as a "mid-course correction." The student's academic history is reviewed and their plans for the next few semesters are discussed. In particular, the student and advisor develop a plan for how the student will complete the core electrical engineering, math and science courses. Next the specialty areas within electrical engineering are reviewed with the student as well as the selection of electrical engineering electives and capstone that will best suit the student's interests and employment desires. If the student shows an interest in one of the School's specialty areas, they are assigned a mentor in that area. A copy of the Career Advising Document is forwarded

to the specialty area mentor and the mentor contacts the student to discuss class, Co-Ops and job opportunities in more detail.

These meetings give the student an opportunity to ask questions and the department advisors a chance to make sure the records are accurate. Any differences between the student’s perception of their progress and the department's are ironed out at this point.

Final Record Check: Students must repeat the record check process before they are allowed to enroll in a senior capstone design class. All capstone design classes require the consent of the instructor before a student may register. The instructors will not give their consent unless students can show that they qualify for the capstone course by way of a record check. The qualifications for capstone eligibility include the completion of all core-curriculum ECE courses plus any specific electives required by the individual capstone instructors. Nominally, this capstone record check occurs just before the first semester of the senior year and it becomes a preparation for the final record check before graduation.

During the last semester of the senior year, the department performs a final record check to ensure that all program requirements are met and that the student is eligible to graduate at the end of the semester. The graduation clearance is, naturally, dependent upon the student successfully completing all classes in which they are currently enrolled. The Assistant Department Head certifies that the student has satisfied all program requirements through his/her signature on the final record check form. The Department Head provides final approval of each student's record check which is then forwarded to the Associate Dean for Academic Affairs. After graduation, a final check is made by the Associate Dean to ensure that all university requirements for graduation have been met and that all classes have been passed with the required minimum grades.

Career Advising: All faculty members in the Klipsch School are available for providing mentoring and career advising on a one-on-one basis as well as in formal classroom settings. Formal career advising is provided to students through the first week laboratory in EE 221 - Electronics I, at the NMSU Placement and Career Center, the College of Engineering Career Fair held each fall and spring, and by the graduate studies seminar held each semester by the Klipsch School. The NMSU Placement and Career Services Center aids students in the career-planning and employment process. Students wishing to use the center must first go through an orientation. Students are required to have both formal recommendations and a resume on file at the center for prospective employers. Personnel in the center assist students in writing resumes and scheduling interviews. They provide space for interviews and author a convenient web page. In addition, they hold job fairs on and off campus and provide other opportunities for students to make contact with industrial representatives. The Career Services Center serves as a clearinghouse for recruiters who come to campus and they maintain statistical information concerning job offers, starting salary information and alumni employment. They also allow alumni to utilize the job opportunities information for future changes in their career. Each fall, the College of

Engineering, in cooperation with the NMSU Placement and Career Services Center, sponsors the Engineering Career Fair. This is a major event for all engineering students at NMSU. In the fall of 2006, 160 companies and government agencies attended the Engineering Career Expo and 50 organizations participated in the Public Service Career Showcase. In the spring of 2006, the Society of Hispanic Professional Engineers (SHPE) career fair showcased 70 companies. At these events, students make informal contacts with recruiters and can then be scheduled for a formal interview through the NMSU Placement and Career Services Center for possible Co-Op, summer internship, or permanent employment.

In preparation for these career fairs and their job searches, students are expected to write a resume in the first laboratory in EE 221. The class instructor, Dr. Paul Furth, provides a tutorial, and students are then required to write a resume which must be turned in before the fall or spring career fair. Dr. Furth provides a critique of each student's resume after which the student modifies the resume. Each student is required to attend the career fair with proof that he or she actually spoke with three or more recruiters. Proof is provided by a business card from a recruiter or similar means. The resume is then graded by Dr. Furth.

As an effort to increase job prospects and gain industry experience, students in the Klipsch School have a history of strong participation in the NMSU cooperative education program. Students may work full time outside of the university with employers registered with the Cooperative Education Office in the Placement and Career Services Center for up to eight months at a time without having to reapply for admission into the university. Students also may work full time for employers during the summer on a summer internship. Approximately 75% of Klipsch School students go on at least one cooperative education work phase or summer internship. As such, they experience the engineering profession first-hand before graduation. The Graduate Studies seminar held each semester in the Klipsch School provides information for undergraduate students interested in continuing their education after completing a BSEE. The Department Head and Associate Department Head give presentations on the advantages of attending graduate school, the possible effects of an advanced degree on career choices, and general requirements for graduate schools. Requirements for admission into graduate studies in the Klipsch School as well as opportunities for financial aid are then presented. Finally, faculty members representing each of the technical specialty areas in the Klipsch School give short presentations about the kind of research being conducted in the Klipsch School and encourage students to consider their areas for further study.

1.2 Processes and Procedures for Transfer Students and Transfer Credits

Students wishing to transfer domestic credits to New Mexico State University for application toward a bachelor's degree in Electrical Engineering must arrange for an official transcript to be sent directly to the registrar’s office, where a preliminary evaluation is entered into the student records database. This evaluation is based on prior experience with the originating institution, course catalog description comparisons, or course title similarities. Only traditionally graded

courses in which a C or better was earned are accepted for transfer credit. Preliminary transcript evaluations are submitted to the Klipsch School for review. The Assistant Department Head may change the evaluation. Credit for non-technical courses, as well as math and chemistry, is generally accepted at face value. Chemistry credit must include a laboratory. Engineering courses, including physics, from other ABET-accredited programs are accepted, provided NMSU offers equivalent courses. Physics credit from non-ABET accredited schools is accepted, provided the course was calculus based and included a laboratory. The student must have successfully completed differential calculus prior to their first semester of physics and integral calculus before their second. Similarly, non-EE engineering courses, when calculus-based, are accepted. Non calculus-based engineering courses and credits from non-ABET schools are usually evaluated as Engineering Technology credits, which are not applicable toward a BSEE degree. Once the Klipsch School has approved an evaluation, it is sent to the Associate Dean of the College of Engineering for final validation. The Associate Dean has final authority on transfer credit evaluation. The dean's office changes the status of transfer credit in the student records database from preliminary to final, at which point the credit appears on the students NMSU transcript. Only the credit transfers, not the grade. All transfer credit appears on the NMSU transcript with a grade of CR, indicating the student earned at least a C.

Credits earned at a foreign institution follow a slightly different route. Students send their records to the Center for International Programs at New Mexico State University, from which the records are forwarded to the Klipsch School, with no preliminary evaluation. Many foreign transcripts have already been translated into English, but a few need to be translated here. Evaluation of foreign transfer credit is conducted using the same guidelines outlined above for domestic credit. Once the department has conducted its evaluation, the records are sent to the Associate Dean for final approval. The dean's office then asks the registrar to post the appropriate credit. The procedure for accepting transfer credit, especially foreign credit, can be lengthy. Transfer students usually do not have their incoming credit posted to their transcripts until sometime during their first semester at NMSU. For this reason, strict prerequisite enforcement is usually waived for one semester for such students, provided they present evidence that credit for the appropriate class is pending. Three examples of the results of this process is illustrated in Table 2. In these examples, we have selected three students at random: a domestic student who has transferred to NMSU, a NMSU student who went on exchange to another university, and an international student who has transferred to NMSU. The first column of the table lists the type of student. The second column lists the NMSU-equivalent classes each student transferred. The third column lists the follow-on classes that depend on the classes transferred. The fourth column lists the grades earned in those follow-on classes. From this table, we see that these students were able to be successful in the follow-on classes so we use this as evidence that the evaluation process was proper in these cases.

Table 2 -- Transfer credit evaluation results. Type of Student Classes

transferred Follow on classes to transferred classes

Grades in follow on classes

U.S. College or Math 191 Math 291 - Credit

University Transfer Student

Math 192

Math 291

transferred

EE 211

Math 392

EE 301

B

B

C

Student Exchange Student

EE 261

Math 291

EE 211

Math 392

EE 301

EE 361

EE 315

EE221

EE332

EE 311

EE 311

EE 315

A

A

A

A

A+

A+

A

International Transfer Student

Math 191

Math 192

Stat 371

Phys 215

Math 192 - transferred

Math 291

Math 392

EE 497

Phys 216

Credit

A+

A-

Not taken

Taking Fall 2006

Program Educational Objectives In this section we discuss how the educational objectives of the Klipsch School of Electrical and Computer Engineering are formulated, evaluated, updated and their role in the process that guides the continuous improvement.

The objectives of the Klipsch School undergraduate educational programs play a crucial role in assuring that students, who have graduated from New Mexico State University with a degree in electrical engineering, are equipped for long and successful careers as electrical engineers. The objectives of the Klipsch School have been determined and are periodically modified based on input from its various constituency groups, the mission statements of NMSU, the College of Engineering and the Klipsch School, and the stated outcomes from IEEE and ABET. These actors are schematically illustrated in Figure 1.

2.1 Program Objectives for the Baccalaureate in Electrical Engineering

The Klipsch School is dedicated to providing quality educational opportunities at the baccalaureate and graduate levels in electrical and computer engineering that prepare students for successful careers in industry, government and academia. Students graduating with a bachelor's degree will have the necessary technical, communication, and critical thinking skills as a basis for a successful, fulfilling and life-long career in electrical and computer engineering. The Klipsch School of Electrical and Computer Engineering have a list of five program objectives for our baccalaureate degree students. These objectives are attributes we feel that our students should have two to five years after earning their degrees. The Klipsch School program objectives are

• Able to apply the broad set of techniques, tools, and skills from engineering, science, and mathematics required to solve modern problems in electrical engineering (Skills);

• Ability to design effectively, including formulating problems, thinking critically, and designing and conducting experiments (Design Process).

• Able to communicate effectively and operate in diverse teams (Communication and Teamwork);

• Aware of their professional and ethical responsibilities as a practicing engineer in the context of a global society (Ethics); and

• Participating in relevant, productive employment and/or the pursuit of an advanced degree, recognizing the need for lifelong learning (Professional Development).

Figure 1 – Actors influencing the Klipsch School program definition and curriculum.

These educational objectives support the mission statement of the Klipsch School. The School's mission statement serves as the link that joins the principles of the educational objectives with the College's and University's mission statements.

ABETIAG Review

Mission of New Mexico State University

Mission & Vision of the College of Engineering

Mission & Goals of the Klipsch School of Electrical and Computer Engineering

BSEE Educational Objectives

Program Outcomes

Curriculum

2.2 Mission Statement of the Klipsch School The Klipsch School of Electrical and Computer Engineering are dedicated to serving the needs of the people of New Mexico through the land grant mission of New Mexico State University. In particular:

Education is recognized as the primary vehicle of success for persons of all backgrounds. The Klipsch School is dedicated to providing quality educational opportunities at the baccalaureate and graduate levels in electrical and computer engineering that will prepare students for successful careers in private industry, government and academia. Students graduating with a bachelor's degree will have the necessary technical, communication, and critical thinking skills along with a dedication to lifelong learning necessary for a successful, fulfilling and life-long career in electrical and computer engineering. Students graduating with an advanced degree will obtain the advanced technical skills necessary for a successful career in research and development that is critical to maintaining the nation's technological lead.

Research is a necessary component for a strong graduate educational program as well as contributing to the nation's world technological leadership. The Klipsch School will provide an environment which fosters world class research involving faculty and students as a component of a comprehensive educational experience. Faculty and students will strive to stay abreast of and provide leadership in the technical areas of expertise within the Klipsch School through their research endeavors and dissemination of results and new knowledge by publication of results and attendance at regional, national, and international conferences. Research programs within the Klipsch School will enhance graduate classes, continually rejuvenate undergraduate teaching, provide enrichment of faculty and provide well-trained personnel for the nation's national laboratories, universities, and industrial laboratories.

Outreach and Public Service is a major component of the land grant mission of New Mexico State University. Public service can play a major role in economic development of the local community, enrichment of K-12 education, and exposure of faculty to the demands, problems, and needs of the community. In addition, professional societies rely on public service from professionals in academia for many of their functions. Faculty members are encouraged to seek opportunities to provide service to the local community, state, and national government entities, and professional societies for the betterment of society and their own enrichment.

2.3 Mission Statement of the College and University The Klipsch School's mission statement supports the mission statements of the College of Engineering and the University. The College mission and vision statements are

The mission of the College of Engineering is to uphold the land grant mission of NMSU and achieve national recognition while serving the educational needs of New Mexico's

diverse population through unique programs of education, research, and public service while graduating world-class engineers for industry, government and education. The vision of the College of Engineering is to be ranked among the top 25 peer Engineering Programs as evidenced by nationally accepted measures of excellence in teaching, research and service by the year 2020. With the goals of:

• To be nationally and internationally recognized for academic and research programs in Engineering and Engineering Technology

• To be the, “University of Choice” for engineering and engineering technology education in the region.

• To serve as an engine for economic, social, educational and professional development in New Mexico.

• To provide world-class engineers and engineering technologists for industrial, government and academic constituents of the College of Engineering

NMSU's mission statement reflects its land-grant heritage and supports the mission of the College. The University’s mission statement is

New Mexico State University is the states land-grant university, serving the educational needs of New Mexico's diverse population through comprehensive programs of education, research, extension education, and public service.

2.4 Connection between the Program Educational Objectives and the Accreditation Criteria

The accreditation criteria are directly connected to the Program Outcomes of the Klipsch School. These outcomes are parsed into three groups that reflect the input from Klipsch School's Industrial Advisory Group and the requirements of IEEE and ABET. The Program Outcomes for the Klipsch School are:

Group I: NMSU ECE I.a. Apply critical thinking skills to solve problems in EE I.b. Apply computers to assist in solving EE problems I.c. Explore specialties pertinent to their career choices I.d. Experience profession first-hand through co-op and internships I.e. Obtain meaningful employment or continue with graduate education

Group II: IEEE II.a. Breadth and Depth across the range of EE topics II.b. Knowledge of Probability and Statistics and EE applications II.c. Knowledge of Math through differential and integral calculus II.d. Knowledge of basic science

II.e. Knowledge of advance Math, Differential Equations and vector calculus II.f. Knowledge of engineering science II.g. Ability to analyze and design complex electrical and electronic devices and systems that contain hardware and software components.

Group III: ABET III.a. Apply knowledge of math, science and engineering III.b. Ability to design and conduct experiments as well as to analyze and interpret data III.c. Ability to design a system, component or process to meet desired needs III.d. Ability to function on multi-disciplinary teams III.e. Ability to identify, formulate and solve engineering problems III.f. Understand professional and ethical responsibilities III.g. Ability to communicate effectively III.h. Broad education necessary to understand the impact of engineering solutions in a global and societal context. III.i. Recognition of the need for and the ability to engage in life-long learning III.j. Knowledge of contemporary issues III.k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice.

The Program Outcomes are related to each of the Program Education Objective;

We can map each of the Klipsch School program objectives to the educational objectives that support. This mapping is given in the following points:

• The Program Objective “Able to apply the broad set of techniques, tools, and skills from engineering, science, and mathematics required to solve modern problems in electrical engineering.” is linked with Program Outcomes Ia, Ib, IIb, IIc, IId, IIe, IIf, IIIa, IIIe and IIIk.

• The Program Objective “Experienced in the design process, including formulating problems, thinking critically, and designing and conducting experiments.” is linked with Program Outcomes IIg, IIIb, IIIc and IIIk.

• The Program Objective “Able to communicate effectively and operate in diverse teams.” is linked with Program Outcomes IIId and IIIg,

• The Program Objective “Aware of their professional and ethical responsibilities as a practicing engineer in the context of a global society.” is linked with Program Outcomes IIIf, IIIj and IIIh

• The Program Objective “Prepared for productive employment and/or the pursuit of an advanced degree, recognizing the need for lifelong learning.” is linked with Program Outcomes Ic, Id, Ie, IIa, IIIi,

2.5 Constituency Groups for the Klipsch School of Electrical and Computer Engineering

The constituency groups for the Klipsch School are:

• Employers of Klipsch School graduates, • Current students of the Klipsch School, • Alumni of the Klipsch School, • Electrical engineering graduate schools and • Accreditation Board for Engineering and Technology.

Each of these groups has input to our processes and an interest in the results.

2.6 Process for Formulation and Evaluation of Klipsch School Objectives

The major players in the process for formulating and evaluating the Klipsch School Objectives are described in the following paragraphs. The process and important times are illustrated in Figure 2.

1. Klipsch School Undergraduate Studies (USC) Committee - The Klipsch School undergraduate studies committee is comprised of faculty members elected by their peers from within the Klipsch School. The undergraduate studies committee first came into existence as the Curriculum Review Committee in 1996 when the undergraduate curriculum was completely revised. In 1998, the committee was renamed the Undergraduate Studies Committee, taking on the new role of implementing and assessing the new undergraduate curriculum. The term of membership on the committee is for a fixed period of two years with staggered terms for the members of the committee. The department head, assistant department head, and freshman advisor are permanent, ex-offico members of the committee. Additionally, one student is appointed by the departmental IEEE chapter as an ex-officio member of the USC to represent student viewpoints. The Undergraduate Studies Committee meets twice a month to review the undergraduate curriculum, capstone class proposals, program outcome assessment procedures, and address the needs of individual students. The functions and timeline for the UGS is given in Appendix B.4 to this chapter.

Figure 2 – Program review activities within the Klipsch School.

2. Klipsch School Electrical and Computer Engineering Academy (ECEA) - The Klipsch School ECEA is comprised of distinguished alumni of the Klipsch School nominated and elected by current ECEA members. The ECEA meets once a year during homecoming week, in part, to assess Klipsch School program objectives. The ECEA provides a reasonable cross-section of current and future employers of our graduates. The ECEA possesses a keen knowledge of the current economic climate for electrical engineering and is aware of current and future employer needs in and around the state of New Mexico. Thus, the primary vehicle for documenting input from employers of our graduates is through the ECEA.

EDUCATIONAL OBJECTIVES

Undergraduate Studies

Committee

Department, College, & University Missions

Alumni Surveys

IAG Review

Conducted annually and via Web

Conducted each October

Faculty

Dept. Head

Senior Surveys

Conducted every semester

Reviewed each Fall

Reviewed each Fall

3. Klipsch School Industrial Advisory Group (IAG) - The Klipsch School IAG functions as the steering committee for the ECEA. IAG membership is for a fixed period of time with staggered terms for the members. The IAG meets prior to the ECEA during homecoming week, in part, to assess the Klipsch School Mission and program objectives. During this meeting, the Department Head gives a report on activities taken to realize suggestions from the previous year, review departmental financial status, and generally hold a dialog on trends for the department from within and the general climate for the educational program based on what is happening locally and regionally. The IAG may also elect to hold a second meeting during the spring semester to review all the assessment activities and program objectives of the Klipsch School. Because it is difficult to obtain written feedback from employers of our graduates, we rely heavily on the IAG to represent a reasonable cross-section of current employers of our graduates.

4. The Klipsch School Faculty - The Klipsch School faculty vote on any changes to the program objectives. In this way, faculty discussion of and, more importantly, faculty support with the program objectives is guaranteed.

5. The Klipsch School Department Head - The Klipsch School Department Head has the ultimate responsibility for the baccalaureate program in electrical engineering. In addition, he or she has a broad view of the entire curriculum, close relationships with recruiters, and is tied to the administration of the College of Engineering. As such, the Department Head holds veto power on any suggested changes to the program objectives or may add his or her own.

The original program objectives were formulated by the Undergraduate Studies Committee. The objectives were reviewed by the faculty, the Department Head, the Industrial Advisory Group, and the Electrical and Computer Engineering Academy, prior to their final approval by the faculty in May, 1999.

The process for refining the objectives with input from Industry occurs as follows:

• In the fall of each year, the Industrial Advisory Group, with the ABET Coordinator and Department Head, reviews in detail the Klipsch School Mission Statement and the Baccalaureate Degree Program Objectives. The IAG, with approval of the entire ECEA, makes recommendations for changes in the Program Objectives. The Department Head reports the status of any recommended changes made since the previous meeting.

• The Department Head decides whether or not to forward these recommended changes to the faculty. He or she may also recommend other changes.

• The faculty votes on all changes to the Program Objectives.

The process for refining the objectives with input from alumni and current students occurs as follows:

• Over the summer, USC reviews in detail results from the previous year's senior and alumni surveys.

• In the fall, the results are presented to the IAG. The IAG, with approval of the entire ECEA, makes recommendations for changes in the Program Objectives, as well as the curriculum.

• The Department Head decides whether or not to forward these recommended changes to the faculty. Again, he may also recommend other changes to the Program Objectives.

• The faculty votes on all changes to the Program Objectives. The process for formulation and evaluation of undergraduate program objectives is given in Figure 2.

2.7 Program Curriculum and the Program Educational Objectives Courses required as part of the BSEE program curriculum are mapped to the individual Program Outcomes. This mapping shows how each outcome is addressed by courses in the curriculum. In section 2.4, the relationship between the Program Outcomes and the Program Education Objectives was developed. Using these two mappings, the support of the Program Educational Objectives by the Program Curriculum is clear. The mapping between the Program Curriculum and the Program Educational Outcomes is given Appendix B.7.

2.8 Assessment of Program Educational Objectives The Klipsch Schools Program Education Objectives represent goals that our BSEE graduates should have 2-5 years after graduation. Our objectives are assessed using alumni surveys. These surveys can be completed by mail, phone interview or via the College's Webpage. Each Program Education Objective is linked to several questions on the survey. The USC set desired targets for each survey response. Average response values below the target value indicate a possible problem in our program. The results from the alumni surveys are presented each year to the IAG and ECEA with special attention being given to results that do not meet the target values. We made the mistake of modifying the survey several times, especially the response scales. This makes comparison of the data from year to year difficult. We have done our best to normalize these data so that a comparison can be made. The alumni survey is due for a revision after this ABET visit. The new version will be used for the next six years so that year to year data can be directly correlated. The mapping between the survey questions and the program objectives is given in the paragraphs below. The results of the alumni surveys conducted from 2001 to 2005 are given in Table 3.

1 Able to apply the broad set of techniques, tools, and skills from engineering, science, and mathematics required to solve modern problems in electrical engineering (Skills) is measured by Alumni Survey questions:

• How well did your education at NMSU prepare your for Technical Engineering Knowledge?

• How well did your education at NMSU prepare your for Problem Solving Ability?

• How satisfied are you with your educational learning experience at NMSU?

• How well did your education at NMSU prepare you for Math, Scientific and Engineering Knowledge?

• How well did your education at NMSU prepare you for Engineering Techniques and Skills?

• How well did your education at NMSU prepare you for Modern Engineering Equipment, Software and Tools?

Table 3 -- Results of alumni surveys from 2001 to 2005 on meeting the Klipsch School objectives.

Criterion Target Value

2001-2002

2002-2003

2003-2004

2004-2005

Objective 1

Tech Eng Knowledge 0.8 0.78 0.8 0.82 0.88

Problem Solving 0.8 0.92 0.88 0.83 0.92

Satisfaction learning NMSU 0.8 0.94 0.92 0.94 0.96

Math, Science Knowledge 0.8 0.9 0.92 0.96 0.91

Engineering Techniques/Skills 0.8 0.9 0.94 0.97 0.93

Modern Engineering Equipment 0.8 0.72 0.78 0.81 0.8

Objective 2

Identify, formulate, solve problems 0.8 0.9 0.88 0.87 0.91

Design, conduct experiments 0.8 0.84 0.82 0.85 0.82

Analyze, conduct experiments 0.8 0.82 0.86 0.85 0.81

Design with requirements 0.8 0.8 0.88 0.9 0.93

Objective 3

Oral Communications 0.8 0.78 0.84 0.81 0.83

Written Communications 0.8 0.82 0.84 0.85 0.84

Interpersonal Skills 0.8 0.84 0.88 0.9 0.89

Teamwork 0.8 0.88 0.8 0.9 0.94

Objective 4

Ethical And Professional Behavior 0.8 0.84 0.9 0.83 0.85

Societal Impact Of Engineering Solutions 0.8 0.68 0.74 0.7 0.79

Contemporary Issue In Engineering 0.8 0.74 0.78 0.71 0.76

Objective 5

Criterion Target Value

2001-2002

2002-2003

2003-2004

2004-2005

Employed (%) 98 95 100 100 100

NMSU's ECE Prep For Career 0.8 0.86 0.96 0.95 0.96

Life Long Learning 0.8 0.86 0.96 0.95 0.89

Learning After BSEE (No. Of Courses) 5.0 8.8 7.9 5.8 5.0

2 Experienced in the design process, including formulating problems, thinking critically, and designing and conducting experiments (Design Process) is measured by Alumni Survey questions:

• How well did your education at NMSU prepare you for Identify, Formulating and Solving Problems?

• How well did your education at NMSU prepare you for Designing and Conducting Experiments?

• How well did your education at NMSU prepare you for Analyzing and Interpreting Data? • How well did your education at NMSU prepare you for Designing a Product to Meet

Requirements? 3 Able to communicate effectively and operate in diverse teams (Communication and Teamwork) is measured by Alumni Survey questions:

• How well did your education at NMSU prepare your for Oral Communications? • How well did your education at NMSU prepare your for Written Communications? • How well did your education at NMSU prepare your for Interpersonal Skills? • How well did your education at NMSU prepare your for Teamwork?

4 Aware of their professional and ethical responsibilities as a practicing engineer in the context of a global society (Ethics) is measured by Alumni Survey questions:

• How well did your education at NMSU prepare your for Ethical and Professional Behavior?

• How well did your education at NMSU prepare your for Understanding Societal Impact of Engineering Solutions?

• How well did your education at NMSU prepare your for Understanding Contemporary Issues in Engineering?

5 Prepared for productive employment and/or the pursuit of an advanced degree, recognizing the need for lifelong learning (Professional Development) is measured by Alumni Survey questions:

• Are you presently employed? • Overall, how well would you say that your education in ECE prepared you fro your

career?

• How well did your education at NMSU prepare your for Lifelong Learning? • Approximately how many continuing education courses, workshops or seminars have

you taken since graduating from NMSU?

2.9 Continuous Improvement Actions The data from alumni survey presents a challenge with respect to interpretation. The number of completed surveys we receive each year is small (on the order of 20) and we must be careful not to react too quickly to small fluctuations. Rather, we look for sustained trends. For example the below-target value for ``Technical Engineering Knowledge `` in the 2001-2002 year is probably a fluctuation. Whereas the low score for a number of years for the question “societal impact and contemporary issues”, clearly represents an opportunity for improvement.

In 2003 and 2004 the IAG discussed what steps our program could take to strengthen our program to better support Objective 4. These steps were

• Work to establish Philosophy 323G Engineering Ethics which explicitly looks at the impact of engineering and science practices on society.

• Implement the Engineering Elective Essay to stimulate discussion of contemporary issues in each of the four elective classes that are selected by each student.

This first item has been instituted via a specific elective that the students must now take as part of their university general education requirements to meet this ethics requirement. The essay question item was instituted as a new procedure during the 2005-2006 Academic Year.

Program Outcomes and Assessment

3.1 Program Outcomes The Program Outcomes for the Klipsch School have been developed to support the School's Program Educational Objectives and fulfill the requirements of ABET and the IEEE. The School's outcomes are parsed into three groups that reflect the input from the Klipsch School's Industrial Advisory Group and the requirements of IEEE and ABET. In order to avoid further mapping, we have directly adopted the ABET a through k (Group III) criteria and the IEEE a through g (Group II) criteria. The Program Outcomes for the Klipsch School are as follows:

Group I: NMSU ECE I.a. Apply critical thinking skills to solve problems in EE I.b. Apply computers to assist in solving EE problems I.c. Explore specialties pertinent to their career choices I.d. Experience profession first-hand through co-op and internships I.e. Obtain meaningful employment or continue with graduate education Group II: IEEE II.a. Breadth and Depth across the range of EE topics II.b. Knowledge of Probability and Statistics and EE applications II.c. Knowledge of Math through differential and integral calculus II.d. Knowledge of basic science II.e. Knowledge of advance Math, Differential Equations and vector calculus II.f. Knowledge of engineering science II.g. Ability to analyze and design complex electrical and electronic devices and systems that contain hardware and software components. Group III: ABET III.a. Apply knowledge of math, science and engineering III.b. Ability to design and conduct experiments as well as to analyze and interpret data III.c. Ability to design a system, component or process to meet desired needs III.d. Ability to function on multi-disciplinary teams III.e. Ability to identify, formulate and solve engineering problems III.f. Understand professional and ethical responsibilities III.g. Ability to communicate effectively III.h. Broad education necessary to understand the impact of engineering solutions in a

global and societal context. III.i. Recognition of the need for and the ability to engage in life-long learning III.j. Knowledge of contemporary issues III.k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice.

3.2 Relation of Program Outcome to Educational Objectives Each of these outcomes can be related to the objectives of the School. Specifically:

• The Program Objective “Able to apply the broad set of techniques, tools, and skills from engineering, science, and mathematics required to solve modern problems in electrical engineering” is linked with Program Outcomes Ia, Ib, IIb, IIc, IId, IIe, IIf, IIIa, IIIe and IIIk.

• The Program Objective “Experienced in the design process, including formulating problems, thinking critically, and designing and conducting experiments” is linked with Program Outcomes IIg, IIIb, IIIc and IIIk.

• The Program Objective “Able to communicate effectively and operate in diverse teams” is link with Program Outcomes IIId and IIIg.

• The Program Objective “Aware of their professional and ethical responsibilities as a practicing engineer in the context of a global society” is linked with Program Outcomes IIIf, IIIj and IIIh.

• The Program Objective “Prepared for productive employment and/or the pursuit of an advanced degree, recognizing the need for lifelong learning” is linked with Program Outcomes Ic, Id, Ie, IIa, IIIi.

3.3 Outcomes Assessment Scheme Outcome Assessment Loops Earlier, we presented a schematic of our assessment scheme in Figure 2. The Program Outcomes have been developed to support our Educational Objectives. The USC develops the curriculum that will support our outcomes and assesses how well we are meeting our outcome goals. The mapping between the curriculum and the program Outcomes is given in Appendix B.7. The timeline for the USC activities throughout the year is given in Appendix B.4. The USC is responsible for developing improvements and modifications to the BSEE program so that our outcome goals can be met. Each summer, the data obtained from the assessment tools (left-hand loop) are compiled and analyzed. Special attention is given by the USC to any outcomes where our target goals have not been achieved. The USC presents recommendations to resolve any short comings to the Department Head and then to the faculty (left-hand loop). Each fall, the data are reviewed with the IAG to obtain an external perspective (right-hand loop).

Assessment Measurements Tools

For the Klipsch School's first ABET 2000 visit, what are now considered indirect measurements, were used to assess the Klipsch School's outcomes. These took the form of senior exit interviews. Based on a better understanding of the ABET criteria, these surveys were reviewed and in 2004, the faculty members in the Klipsch School developed a program for adding direct measurements to the assessment process. Our assessment program now includes or will include the following measurement tools:

• Senior Exit Interviews: As part of the final record check, each student is required to respond to a set of standardize questions pertaining to their academic career at NMSU and, more specifically, the ECE program. These interviews provide us with a snap-shot of their assessment of our BSEE program just prior to graduation. The survey was modified in 2005 to facilitate the mapping of the survey questions to our outcomes. Target goals for each of these measures are determine by the USC.

• Standardized Final Exam Questions: A portion of the final exams for EE 111 (Introduction to Electrical Engineering), EE 211 (AC Circuits), EE 311 (Signals and Systems), and EE 315 (Electromagnetics) consists of multiple-choice questions. These questions (and answers) are developed by the course instructor and the USC. The content of these questions relate directly to the specific course material and can be linked to one or more of our Program Outcomes. To assure a high level of student effort on these questions, they are “counted” as part of the final exam grade. Target goals for each of the questions are determined by considering the percentage of students that typically pass the class and an acceptable score for the problem. For example, if the typical pass rate for a class is 80% and the minimum acceptable grade for a particular problem is 70%, our target goal for that problem would be that 80% of the students get a score of 70% or better. The percentage of the students that meet this target, on a question by question basis, is reported to the USC. The anticipated future for this activity includes developing a reasonably large set of questions that can be randomly chosen for the final exam so that the students will not know which questions to anticipate.

• EE 221 (Electronics) Course Objectives: Several graded portions of EE 221 are used as direct measurements for some of our Program Outcomes. EE 221 is part of our core curriculum and hence is required of every BSEE student. It is typically taken during the sophomore or junior year. The target goals for various aspects of the course are developed by the instructor and approved by the USC. The percentage of the students that meet each target is then reported to the USC.

• EE-Electives Essay: Each BSEE student is required to take four EE electives from three of the specialty areas. A required component of all EE elective courses is an essay assignment. This assignment requires the students to find a current article, journal paper or conference paper relating to the subject matter of the class. The

student must read and summarize their selected paper and then respond to a standard set of questions. Each essay is graded using the same rubric. Throughout a student's career, skills associated with the essay will be sampled four times, yielding four direct measurements of the Program Outcomes mapped to these skills. The USC develops the target metric for each outcome. The instructors provide the USC with the class averages for each rubric component along with the number of students in the class. This allows for the responses from all the elective courses to be normalized and combined.

• Capstones: The six-hour Capstone Design experience represents the culmination of the BSEE program. Proposals for capstone projects are submitted to the USC for review and approval the semester prior to when the class will be offered. The approved capstone classes are posted on the departmental Web advising page so that the students will know which capstone classes are available when they register for their classes. The USC uses a standardized checklist to ensure that each project meets the standards of the department and contains the skills needed to satisfy the Program Outcomes mapped to the capstone. The final written and oral presentations are graded, using standardize rubrics, by a committee that includes the sponsoring faculty member, a member of the USC and another person (either a faculty member or industrial representative). The final presentations are also open to the departmental community as a whole. These capstone oral and written evaluation rubrics compose a direct measurement for several of the Program Outcomes. They are never used as the sole direct measurement for any of the Program Outcomes. The faculty members in the Klipsch School are also encouraged to use the capstone-type of rubrics for oral and written presentations in all classes leading to the capstone so that the students are familiar with them. Additionally, templates for a project Concept Review and Design Review are posted to the departmental Web site along with sample templates for written and oral reports and the evaluation rubrics so that the students can see these before the capstone class.

• Core Course Objective: Our core curriculum is a set of courses that every BSEE candidate must pass. Each of these classes has a set of course objectives that are mapped to our Program Outcomes. In an effort to broaden the implementation of the ABET assessment process, the instructors for all the core courses are required to assess the achievement of each of their course objectives. Since the course objectives are mapped to Program Outcomes, this is an additional direct measurement. However, since the individual instructors are allowed to determine what materials are going to be used to assess the course objectives, these measures can change from semester to semester. The benefit of this method is that each course undergoes an ABET-like process of assessment and continuous improvement. To further motivate instructors, the course assessment process is included as part of their yearly evaluation. The mapping between the ECE

curriculum and the Klipsch School's outcomes are shown in the table in Appendix B.7.

• BSEE Graduation Exam: The Klipsch School is developing a plan whereby every BSEE candidate will be required to pass a standardized exam covering material from our core classes. The exam will be offered twice a year and students may take it as soon as they have completed the core. Students will not be eligible for graduation until they have passed this exam. This will serve as a standard, direct measurement of many of our School's outcomes.

3.4 Outcome Assessment Process and Target Goals This section relates each outcome to its specific assessment tools. Target goals for each element of the assessment tools are provided. The table in Appendix B.7 shows how our outcomes are mapped to our curriculum and the assessment tools that are used to measure each outcome. During the time period since our last ABET visit, our assessment tools have been improved and upgraded. This section addresses how the current tools are used in our assessment process. Data collected with the older version of these tools has been normalized for comparison purposes.

Group I: NMSU ECE I.a. Apply critical thinking skills to solve problems in EE. Critical thinking is an important element in all of our core EE classes. This is evidenced by the students’ abilities in problem solving, computer programming, and learning to function as engineers in more than a rote manner. At the same time, measuring critical thinking is a difficult direct measurement. Therefore, we take survey results as an indirect measurement of this outcome by calculating the average of the survey responses for the core classes: EE111 (Introduction to Electrical and Computer Engineering), EE161 (Computer Aided Problem Solving), EE211 (AC Circuits), EE221 (Electronics I), EE261 (Digital Design I), EE311 (Signals and Systems), EE315 (Electromagnetic I), EE321 (Introduction to Electric Power Engineering) and EE341 (Control Systems I). The target goal is for a score of 2.3 for all areas. The relevant survey questions are as follows:

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Computer Programming."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for AC and DC circuits."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Digital Logic Design."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Electronics."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Laplace and Fourier Analysis."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Electromagnetics."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Electrical Power Systems."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Control Systems."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for Vector Analysis."

This critical thinking outcome is also being measured directly with the Standardize Final Exam Questions. There are 28 questions that are mapped to this outcome and the ensemble-target metric requires that 70% of the individual targets (for each question) are satisfied.

I.b. Apply computers to assist in solving EE problems Indirect measurements for this outcome asked students about their skills in using both coding and software packages in EE problem solving. The target for both was set at a response of 2.3. (Note: on the old survey the distinction between coding and software packages was not made.)

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to write computer code to solve problems."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to use packaged computer software to assist in solving electrical engineering problems."

A direct measurement of the students’ ability to use computers in problem solving is

obtained from EE 221 where the students use Top-Spice to design a circuit. The target goal is for 70% of the students achieve the target goal for this assignment.

I.c. Explore specialties pertinent to their career choices A survey question addresses this outcome. The target goal is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to explore specialties pertinent to my career choices."

This outcome also is measured by the number of EE elective courses that each student takes before graduation. The target is to have 100% of the students take 3 or more electives in EE.

I.d. Experience profession first-hand through co-ops and internships This outcome is measured with the average number of co-ops and internships per student. The target for this outcome is 1.

I.e. Obtain meaningful employment or continue with graduate education. This outcome is measured by the number of students that have accepted job offers or have been accepted into graduate school prior to graduation. The goal is to have 95% of the students to have a job or graduate school position lined-up before they officially graduate.

Group II: IEEE II.a. Breadth and Depth across the range of EE topics This outcome is measured with the number of courses that each student takes across the EE specialty areas (breadth) and the number of courses that each student takes (depth) within an EE specialty area. The target is to have 100% of the students taking 3 or more classes in different specialty areas and taking two or more classes within one specialty area.

II.b. Knowledge of Probability and Statistics and EE applications. Indirect measures of this outcome come from the survey question on how well the program prepared them to use probability and statistics and there applications to engineering. Our target response for this question is 2.3

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to use Probability and statistic and their applications to engineering."

For the Fall 2006 semester, this outcome will be measured using standardized questions on the EE 302 (Random Signal Analysis) final.

II.c. Knowledge of Math through differential and integral calculus The indirect measurement of this outcome comes from the survey question pertaining to math. The target goal is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for calculus through advanced mathematics, including differential equations and vector calculus."

Direct measures of this outcome are obtained via the final exam questions. Seven of the questions on the finals are mapped to this outcome. The target goal for this outcome is to have70% of the questions meet their individual targets.

II.d. Knowledge of basic science

This outcome is measured indirectly with survey questions about the student preparation in Chemistry and Physics. The target for this question is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for basic chemistry and physics."

Four final exam questions are mapped to this outcome. The target goal is 70% of the questions meet their individual targets.

II.e. Knowledge of advance Math, Differential Equations and vector calculus A survey question provides an indirect measure of this outcome. The target for this question is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for vector analysis."

Nine final exam questions test this outcome. The target goal is to have 70% of the questions meet their individual targets.

II.f. Knowledge of engineering science The survey question that provides an indirect measure of this outcome has a target of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in the theoretical knowledge of math, science and engineering."

Eight final exam questions address this outcome. The target goal is to have 70% of the questions meet their individual targets.

II.g. Ability to analyze and design complex electrical and electronic devices and systems that contain hardware and software components. The survey question relating to this outcome has a target of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to analyze and design complex systems, using hardware and software components."

A direct measure of this outcome is obtained from the EE 221 course objective. The target goal is that 75% of the students achieve the goals assigned to this measure.

Group III: ABET III.a. Apply knowledge of math, science and engineering The survey question for this outcome has a target of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in the theoretical knowledge of math, science and engineering."

This outcome is measured directly by twelve final exam questions. The target goal is to have 70% of the questions meet their individual targets.

III.b. Ability to design and conduct experiments as well as to analyze and interpret data This outcome is linked to two survey questions that are used at indirect measurements. The first asks about design and conducting experiments and the second involves analyzing and interpreting data. The target goal for both questions is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in designing and conducting experiments."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in analyzing and interpreting data."

A direct measurement of this outcome is obtained from the EE 221 course. The target goal is that 75% of the students meeting the individual goals of this measure.

III.c. Ability to design a system, component or process to meet desired needs The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in designing products to meet requirements."

The EE 221 assignments provide a direct measurement of this outcome. The target goal is that 70% of the students achieve the goals assigned to this measure.

III.d. Ability to function on multi-disciplinary teams The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you for multi-disciplinary teamwork."

EE 221 assignments provide a direct measurement of this outcome. The target goal is that 70% of the students achieve the goals assigned to this measure.

III.e. Ability to identify, formulate and solve engineering problems The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in identifying, formulating and solving engineering problems."

This outcome is assessed using nine final exam questions. The target goal is to have 70% of the questions meet their individual targets.

III.f. Understand professional and ethical responsibilities This outcome is addressed with a survey question. The target goal for the question is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in ethical and professional behavior."

Direct measurements of this outcome are obtained from the EE-electives essay. The target goal is to have 90% of the students receive 85% or more of the points allotted to this part of the grading rubric.

III.g. Ability to communicate effectively Effective communication is measured with the surveys using questions about both oral and written communications. The target goal for both questions is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in oral communications."

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you in written communications."

Direct measurements of this outcome include the EE 221 course objectives, EE-electives essay and the capstone. The target for the EE221 assignments is for 70% of the students achieve the goals assigned to this measure. The target goal for the essays is for 80% of the students earn 80% or more of the points pertaining to communication on the grading rubric.

III.h. Broad education necessary to understand the impact of engineering solutions in a global and societal context. The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to understand the societal impact of engineering solutions."

The EE-electives essay provides the direct measurement of this outcome. The target goal for the essays is for 80% of the students to earn 80% or more of the points pertaining to the societal impact of engineering solutions.

III.i. Recognition of the need for and the ability to engage in life-long learning The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to engage in lifelong learning."

The EE-electives essay provides the direct measurement of this outcome. The target goal for the essays is for 80% of the students earn 80% or more of the points pertaining to life-long learning.

III.j. Knowledge of contemporary issues The survey question for this outcome has a target goal of 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to understand contemporary issues in engineering."

The EE-electives essay provides the direct measurement of this outcome. The target goal for the essays is for 80% of the students to earn 80% or more of the points pertaining to knowledge of contemporary issues.

III.k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice. Four survey questions are mapped to this outcome. The target goal for each question is 2.3.

• "Rank on a scale of 1 to 3 how well your education at NMSU and/or in the EE department prepared you to use engineering techniques and skills and the practical ability to apply them."

This outcome is measured directly with the EE 221 course objectives and the capstone grading rubric. The target for the EE 221 assignment is for 70% of the students achieve the goals assigned to this measure.

3.5 Outcome Assessment Data Table 4 summarizes the data that has been collected to assess our outcomes. Trends triggering concern are shown in bold. For the 2005/2006 academic year, the senior exit survey form was updated. Data from previous years has been includes in the data. Often the scores had to be rescaled and the responses from two or more questions had to be combined to obtain a measure that is able to map to the current survey questions. For the 2005/2006 academic year, individual columns are used for direct and indirect measurements. From the outcomes data, we see six trends that merit actions. They are linked with outcomes Ie, IIb, IIe, IIIb, IIIf and IIIi. The objectives that link to these outcomes also show a concern, in most cases, when looking at the alumni survey data. For all six of these items the USC has made recommendations for changes that have been submitted to the department head and faculty. These changes have been approved and all have been implemented. Over the next few years the USC will inspect the outcomes data to see the affect these changes have had on the realization of our outcomes. As we build more history with the direct measurements, there importance in the assessment process will increase.

Table 4 -- Measured program outcomes for Academic Years 2002/2003 through 2005/2006 Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

Group I

Ia

Survey: Critical -> EE core 2.81 2.77 2.85 2.76

Final Exam: EE111-1a 82

Final Exam: EE111-1b 88

Final Exam: EE111-1c 85





Final Exam: EE111-4 43




Final Exam: EE221-1d 36

Final Exam: EE211-1e 61

Final Exam: EE211-1f 82

Final Exam: EE211-1g 61

Final Exam: EE211-1h 61

Final Exam: EE211-1i 93

Final Exam: EE211-1n 89


Final Exam: EE315-1A 53

Final Exam: EE315-1B 73

Final Exam: EE315-1C 95

Final Exam: EE315-1D 48

Final Exam: EE315-1E 96

Final Exam: EE315-1F 74

Final Exam: EE315-1G 70

Final Exam: EE315-1H 79

Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

Final Exam: EE315-1I 92

Combined Total 78

Ib

Survey: Coding 2.36

Survey: Software Packages 2.41 2.55 2.65 2.36

Lab: EE221-Lab3_Ex2 89

Ic

Survey: Explore Special Areas 2.81 2.78 2.61 2.51

Numerical: Specialty areas 3.2

Id

Numerical: no. co-ops 0.91 1.01 0.121 1.32

Ie

Numerical: Job 14/25

Numerical: Grad school 8/25

Combined Total Post Grad. 81 82 79 88

Group II

IIa

Numerical: specialty areas 3.1

Numerical: no. breadth courses 1.08












Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

Combined Total 64

IIb

Survey: Prob. & Stat. 2.01 2.24 2.28 2.1

IIc

Survey: Math-Calculus 2.53








Combined Total 57

IId

Survey: Chem/Phys 2.5 2.43 2.33 2.4





Combined Total 75

IIe

Survey: Vectors 1.53 1.89 2.27 1.88










Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

Combined Total 89

IIf

Survey: Math/Sci/Eng 2.77 2.81 2.78 2.81

Final Exam: EE311-1A 53








Combined Total 75

IIg

Survey: Complex systems 2.31 2.22 2.72 2.54

Lab: EE221-Lab3_Ex2+Lab3_Ex3 89

Group III

IIIa

Survey: Apply knowledge math/sci/eng

2.55 2.49 2.77 2.8













Combined Total 58

Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

IIIb

Survey: design & conduct 2.42 2.54 2.28 2.6

Survey: analyze and interpret 2.11 2.01 2.16 2.8




Combined Total 71

IIIc

Survey: Design & Requirements 2.66 2.81 2.78 2.64

Lab: EE221-Lab3_Ex2+Lab3_Ex3 89

IIId

Survey: teams - multidisc. 2.89 2.72 2.67 2.68

Lab: EE221-eval 77

IIIe

Survey: solving problem 2.77 2.84 2.76 2.76










Combined Total 67

ECE Essay-6 98

IIIf

Survey: ethics 2.27 2.16 2.23 2.68

ECE Essay8 86

IIIg

Survey: oral comm 2.56 2.61 2.71 2.56

Academic Year

Outcome 2002-2003

2003-2004

2004-2005

2005-06 (indirect)

2005-06 (d)

Survey: written comm 2.49 2.53 2.31 2.36

Lab: EE221-Lab_summ 84

ECE Essay1-2-3 85

IIIh

Survey: Societal Impact 2.29 2.3 2.12 2.4

ECE Essay7 80

IIIi

Survey: Life-long learning 2.2 2.36 2.4 2.72

ECE Essay4 81

IIIj

Survey: Contemporary Issues 2.34 2.28 2.21 2.16

ECE Essay5 94

IIIk

Survey: techniques & tools 2.48 2.37 2.41 2.36

Lab: EE221-Lab3 87

3.6 Outcome Assessment Actions Since the last ABET visit, the USC has addressed six concerns that have shown up in the assessment of our outcomes and objectives. In each case the department head along with the faculty have supported changes to the curriculum aimed at eliminating these concerns. The following points describe deficiencies discovered through the use of our assessment process and the resulting corrective actions taken to improve the program.

1. Professors reported that the class objectives in EE 315 were not being met. Measurements obtained from senior surveys suggested that the students' preparation in vector calculus was not adequate for the level required in EE 315. This problem was resolved by replacing MATH 391 (Vector Analysis) with EE 301 (Vector Principles for Electrical Engineers). EE 301 is a pre requisite for EE 315 and teaches vector calculus with applications to EE. Date implemented: Fall 2002.

2. Survey results indicate that our curriculum did not adequately address ethical and professional behavior and the societal impact of engineering solutions. The IAG noted that several programs include specialized courses in engineering ethics. The

Klipsch School worked with the Department of Philosophy to develop PHIL 323 (Engineering Ethics). This course is now required of all BSEE students and satisfies one of the University's Viewing A Wider World General Education requirements. Date Implemented: Fall 2005.

3. Survey results indicated that our curriculum did not provide our students with a strong enough background in the use of probability and statistics in engineering. Courses that were used to prepare students for this topic included IE 310G (Continuous Quality Improvement), IE 311 (Production and Inventory Control) and STAT 371 (Statistics for Engineers). The USC, working with the department head and faculty developed a new course EE 302 (Random Signal Analysis) in order to provide students with a background in probability and statistics aimed at electrical engineering. Date implemented: Fall 2005.

4. Open-ended responses from the alumni surveys suggested that the Klipsch School could improve the way we prepare students for the project management aspects of engineering. This idea was supported by comments on the senior surveys. The Klipsch School, acting in conjunction with General Dynamics, developed a course EE 461 (Project Management). This 3-credit course is now required of all BSEE students and counts towards the require 13 hours of “Engineering.” Date implemented: Fall 2003.

5. Comments from the IAG members and alumni surveys suggested that the Klipsch School needs a second programming course directed toward object oriented programming. The Klipsch School faculty members developed EE 264 (Object Oriented Programming) to be taken as a free elective. Student demand for this course was very low and it has been remove from our catalog. Date implemented: Fall 2003.

6. Surveys indicate that our target goal of 95% of the graduating seniors having a job or being accepted into graduate school is not being achieved. For many students, the senior survey takes place before they have accepted an offer for a job or decided to attend graduate school. The USC suggests that this target be lowered to 85% to account for this time lag.

3.7 Outcome Assessment Materials During the ABET site visit the following materials will be organized on an outcome-by-outcome basis and ready for review:

1. Copies of the senior exit surveys along with the raw and analyzed data. 2. Copies of the Final Exam questions used for assessment, sample of individual

student exams and analysis of the scores for each question.

3. Grading rubric for EE 221, samples of the work of individual students, analysis and summary of course objectives.

4. Grading rubric for EE-electives essays, samples of student essays, analysis of grading for each rubric.

5. Grading rubric for the final oral and written presentations for capstones. Documentation for each capstone.

6. Analysis of the assessment of class objectives for all core courses, mapping of all class objectives to program outcomes, samples of student work for each assignment.

Professional Component

4.1 Curriculum Overview The Klipsch School's curriculum is designed to support the program outcomes associated with the Klipsch School's educational objectives by providing students with a broad, rigorous foundation of mathematics, science, and electrical engineering subjects. Students then gain additional breadth and depth in a number of subject areas through the appropriate choice of electrical engineering, engineering, science, and mathematics electives. A general education component is mandated by New Mexico State University. This component is required of all students and is composed of electives outside of engineering. The General education component complements the technical content and supports our educational objectives. Our curriculum culminates in a capstone design project that emphasizes teamwork, design skills, organizational skills, coordination of multiple disciplines, and communication skills. A suggested program of study for “calculus ready” students is provided in the sample program of study given in Appendix B.2 to this chapter. This shows how the overall curriculum requirements of Appendix B.5 can be realized. Because not all students arrive on campus with “calculus ready” mathematics training, Appendix B.1 contains the freshman year program options for students depending upon their mathematics background. Table I-1 in Appendix B.5 lists the Basic-Level Curriculum. Electrical engineering courses from the freshman level through the senior year guide the development of the student's engineering, science and mathematic skills so that they can effectively solve problems in electrical engineering (Objective 1). The process of “design under constraints” (perhaps the most concise definition of engineering) is emphasized in the core, elective and capstone courses (Objective 2). The foundation for effective communication and ethical behavior is laid in the general education classes and

then applied throughout the electrical engineering curriculum in the form of team projects, presentations and written reports (Objectives 3 and 4). The importance of acquiring and maintaining specialty skills (lifelong learning) is advanced in the elective courses. The elective courses, along with the capstone prepare the students for their post BSEE activities either as a member of the workforce or pursuing advanced degrees (Objective 5).

4.2 BSEE Curriculum Elements Our curriculum is broken down into three areas: General Education, Mathematics and Natural Sciences, Engineering & Electrical and Computer Engineering. These areas assure that our BSEE students will demonstrate competency in all of our outcomes by the time that they graduate and meet our objective after graduation (2-5 years). The Klipsch School's Record Check sheet provides an excellent framework to understand our curriculum (ref B.6 Record Check Document).

General Education This area is composed of 31 credits of which 28 are unique and 3 are shared with Electrical and Computer Engineering through EE 161. The General Education areas are:

• Rhetoric and Composition, ENGL 111 (4 credits)

• Principles of Human Communication, COMM 265 (3 credits)

• Technical and Scientific Communication, ENGL 218 (3 credits)

• Historical Perspective (3 credits); this class is to be selected from Table 2 of the BSEE requirements in Appendix B.5.

• Human Thought (3 credits); this class is to be selected from Table 3 of the BSEE requirements in Appendix B.5.

• Literature/Fine Arts (3 credits); this class is to be selected from Table 4 of the BSEE requirements in Appendix B.5.

• Viewing a Wider World (6 credits). Required: Philosophy 323G Engineering Ethics (3 credits). One other course is to be selected from Table 2 of the BSEE requirements in Appendix B.5.

• Social Analysis (3 credits). Required: Economics 251 or 252 These courses complement the technical aspects of our curriculum and lay the foundation to support outcomes IIIf, IIIg, IIIh, IIIi, IIIj. This foundation is built upon by the ECE core, electives and capstone classes. This area of our curriculum satisfies the

requirements of Criterion 4.c.

Mathematics and Natural Sciences This area is composed of 33 credits and includes two classes from the EE department (EE 301 -- Vector Principles for Electrical Engineers and EE 302 -- Random Signal Analysis). The mathematics sequence begins with Calculus I (Math 191) and includes Calculus II (Math 192), Calculus III (Math 292), Vector Calculus (EE 301) and Differential equations (Math 392). EE 301 builds the vector calculus skills needed to be successful in Electromagnetics (EE 315). EE 302 presents probability and statistics with examples and problems based on electrical engineering with an emphasis on communications. A math elective, selected from Table 7 of the BSEE requirements in Appendix B.5, completes the courses in Mathematics area. Chemistry I (CHEM 111 or 114), Physics I (PHYS 215 or 213) and Physics II (PHYS 216 or 217) comprise the required Natural Science courses (total of 12 credits or 1 1/2 years). Each of these 3-credit classes also has an associated 1 credit lab that includes an experimental experience. This set of courses facilitates the development of the science and mathematical skills that students need to complement their engineering knowledge and practice. These courses support outcomes IIb, IIc, IId, IIe, IIIa, IIIb and IIIe. The credit hours earned in the Mathematics and Natural Sciences area satisfy the requirements of Criterion 4.a.

Electrical and Computer Engineering Courses This portion of our curriculum consists of 67 credits, 13 in Engineering and 54 specific to Electrical and Computer Engineering. The core of our electrical engineering curriculum is the following set of classes. Each class is delivered as a 4-credit class with 3 credits of lecture and 1 credit of laboratory. The relationship between the core classes and the required pre-requisites and co-requisites is given in Figure 1 of Appendix B.3. The core classes are as follows:

• EE 110, Introduction to Electrical and Computer Engineering (4 credits with a lab)

• EE 161, Computer Aided Problems Solving (4 credits with a lab)

• EE 211, Ac Circuits (4 credits with a lab)

• EE 221, Electronics I (4 credits with a lab)

• EE 261, Digital Design I (4 credits with a lab)

• EE 311, Signals and Systems (4 credits with a lab)

• EE 315, Electromagnetics I (4 credits with a lab)

• EE 332, Introduction to Power Engineering (4 credits with a lab)

• EE 341, Control Systems I (4 credits with a lab) The core provides the basic electrical engineering knowledge and skills needed to succeed in the work place or in postgraduate work. These courses show how to apply the basic knowledge derived from the Mathematics and Natural Sciences areas to the practice of electrical engineering. Throughout the core, the concept of design under constraints is emphasized and practiced on the component, system and process levels. Each of the core classes contains a lab component that provides an appropriate setting for the students' design skills to be developed and perfected. Communications skills, teamwork, ethical behavior and the interface between electrical engineering and the “real world” are stressed throughout the core. Published, department-wide rubrics are used in the grading of all written work (reports and lab reports) and oral presentations done for our classes, including the core. This allows students to know what is expected of them and serves as a benchmark to monitor their progress as they advance through the curriculum. The core classes support outcomes Ia, Ib, IIf, IIg, IIIc, IIId, IIIk. The 36 credits earned through the core classes satisfy the requirements of Criterion 4.b. Students must take 4 electrical engineering elective courses from any three of our eight specialty areas. These elective courses expose students to a breadth of engineering topics. Since two of the 4 electives must be taken from the same specialty area, students are given the opportunity to explore an area in depth. The elective courses are selected from Table 10 of the BSEE requirements in Appendix B.5. Table 13 of the BSEE requirements is used as a guide for the selection of program electives as a function of specialty area. The relationship between the core classes and the elective classes in each of the Klipsch School’s specialty areas is illustrated in Figures 2 through 7 of Appendix B.3. The electrical engineering electives support outcomes Ic, Ie and IIa. Each student's BSEE program culminates in a 6-credit capstone design class. The aim of the class is to expose the student to a design challenge that is on-scale with what they might experience with their first employer. Students are not eligible for the capstone until they have completed all classes in the electrical engineering core with a grade of C or better. Capstone classes are approved by the USC the semester prior to when they are offered. Each capstone proposal is evaluated by the USC. A checklist is used to assure that every capstone includes the elements required by our program. As with all EE courses, the written and oral work done for the capstones is graded using the standard,

departmental rubric. The capstone-approval verifies that each capstone includes the following elements:

• Significant design component

• Knowledge of at least 3 areas of ECE

• Level worthy of 6 hours

• Creativity and deductive reasoning

• Realistic Constraints: economic, environmental, sustainability, manufacturability, ethical, health & safety, social, political

• Appropriate computer aided tools

• Teamwork: at least 3 members

• Description of product – deliverable

• Budget and where the money is coming from

• Time line

• Schedule of milestone reports

• Design review board (2 from ECE, ideally industry)

• The capstone project should contain several formal reviews consisting of a written and oral component. The written reviews should be turned in to the USC at the end of the project. There should be at least 2 reviews with each project suggested to have a project concept review, preliminary design review, and a critical design review. Written and oral work should be in appropriate format.

• Final Review (end of 6 credits): Written & oral report – using appropriate format. (product specifications, user’s documentation, and a working product). USC member present (and will collect all written materials).

Engineering Courses BSEE students are required to take 13 credits of engineering courses. These credits a divided into three areas:

• EE 461 Program Management (3 credits)

• Engineering Elective (3 credits) Selected from Table 9 of the BSEE requirements in Appendix B.5.

• Technical Elective (7 credits) Selected from Table 8 of the BSEE requirements in

Appendix B.5. Theses classes give BSEE candidates an opportunity to explore technical areas outside of electrical engineering or to further explore our specialty areas with in EE. These classes support outcomes IIa, IId and IIIa. The Klipsch School's curriculum is structured so that students can demonstrate competency in all of our outcomes by the time that they graduate and fulfill our objectives after they have graduated (2-5 years). The program offers enough flexibility so that each student may explore areas of electrical engineering.

Faculty

5.1 Overview The Klipsch School follows the NMSU mission of teaching, research and service. All tenured and tenure-track faculty are expected to make contributions in all three of these areas. The Klipsch School has about 300 undergraduate and 150 graduate students. Currently, The Klipsch School has 22 tenured and tenure-track faculty positions. Presently, there are 6 Full Professors, 6 Associate Professors and 7 Assistant Professors, 1 College Associate Professor and 2 Adjunct Instructors, leaving 3 tenure-track slots open. Dr. Stephen Horan is the Department Chair and is a tenured, full professor. The Associate Department Head in charge of graduate programs is Dr. Paul Furth who is a tenured, associated professor. The position of Assistant Department head in charge of undergraduate programs is presently filled on an interim basis by Dr. Sheila Horan who is also the Freshman Advisor. Dr. Sheila Horan is a College Associate Professor. Dr. Stephen Horan has been the Department Head since July of 2005. The previous Department Head, Dr. Steven Castillo, is now the Dean of Engineering and is a tenured full professor in the Klipsch School.

5.2 Competency of Faculty to Cover Klipsch School Curriculum The faculty is organized around eight technical areas in electrical engineering. The number of faculty in each area allows the department to cover all required core electrical engineering classes at least once each semester, all electrical engineering elective classes once each academic year, and specialty classes at least once every 4 semesters. A number of the required core classes are also taught each summer during one of the two summer sessions offered at NMSU. The technical areas are dictated by the ongoing needs of industrial and government customers who recruit Klipsch School graduates and by research interests of the faculty. The Klipsch School faculty members are listed in Table I-4. A goal of the Klipsch School is to have a minimum of two faculty members actively teaching and pursuing research in each area. As can be seen in that table, most of the faculty members are regular, full-time faculty. Part-time faculty members are currently drawn from the emeritus faculty and retired industry engineers.

5.3 Faculty Involvement with Students, Service, Professional Development, and Industry

All faculty members in the Klipsch School are expected to have an "open-door" policy for the advising and mentoring of students. Formal academic advising is initiated by the Klipsch School Freshman Advisor, Dr. Sheila Horan. EE 311 record checks are performed by either Dr. Sheila Horan, Dr. Steve Stochaj, or Dr. Mike Giles. As part of the EE 311 record check, all students are assigned to a specialty area advisor for career advising. The area advisors initiate contacts with the students who identify with the area. The names of the area advisors are also listed on the departmental Web page.

All of the tenured and tenure-track faculty members are involved in at least one professional society. Travel by faculty members to professional meetings and conferences is encouraged, albeit using research support for such travel. Several faculty members are highly involved in IEEE activities including chairing and organizing of major IEEE technical conferences, editorial work, and manuscript review work. Faculty members publish extensively in major IEEE, ASEE, and SPIE journals.

NMSU policy allows faculty members to consult outside of the university up to eight hours per week. Faculty must request permission for consulting through the Department Head to the Dean of Engineering. Several faculty members are involved in consulting, providing valuable exposure of the Klipsch School, and giving support to external Klipsch School constituencies including private industry and government agencies.

5.4 Adequacy of the Size of the Klipsch School Faculty The Klipsch School faculty is fortunate to have a sizeable funded research program. Salary savings from faculty research release time is used by the Klipsch School to hire non-tenure track faculty and instructors. This has resulted in the current student-faculty ratio of 6/1. The ratio is small enough to allow the faculty to devote adequate attention to undergraduate teaching and undergraduate laboratories while still having adequate time for teaching and research at the graduate level.

Facilities In this section, we examine the facilities available to the Klipsch School. In general, the

majority of the program’s facilities are self-contained within two buildings: Thomas and Brown Hall and Goddard Annex. This does not mean that other university campus facilities are not used, e.g., the library. Rather, the emphasis here is on the elements under our direct control.

6.1 Buildings The undergraduate program of The Klipsch School of Electrical and Computer Engineering is housed within Thomas Brown Hall and the Goddard Annex on the main campus of New Mexico State University. Thomas & Brown Hall is a 49,711 sq. ft. building and contains 35 offices, 4 classrooms, 13 teaching laboratories and 13 research laboratories. Goddard Annex is located adjacent to Thomas & Brown and provides an additional 13,000 sq. ft. of research space for the Klipsch School. This space includes 19 offices and 19 laboratory spaces and a conference room. A portion of Wells Hall (located across campus) provides over-flow research space as well as the department's small machine shop.

6.2 Classrooms The Klipsch School has six rooms in which classes are held. These range in size from a large lecture hall to conference room size. The seating capacity is adequate for the courses taught by the department. Table 5 below summarizes these spaces.

Table 5 -- Classroom space under control of Electrical and Computer Engineering

Room Seating Multimedia

TB 104 104 Computer Projector w/ sound

TB 106 10 Computer Projector


TB 303 30 Transparency


GA 148 12 Computer Projector

6.3 Laboratories The Klipsch School divides its laboratory space into two categories: teaching and non-teaching (research). This division may not be well defined for some capstone classes. For example, our

nanosatellite capstone class uses our Telemetry Center research laboratory space on an extensive basis. Each of our core classes and many of the electives include a major laboratory component. The lab portion of these courses provide the students with an opportunity to develop and improve their practical engineering skills. Table 6 below summarizes the undergraduate teaching-laboratory spaces. All these spaces are adequate for the assigned purposes.

Table 6 -- Laboratory space in the Electrical Engineering Program. Area Room(s) Course(s)

Power TB 100B EE 332

Optics TB 010C TB 010D EE 477, EE 380, EE 478

Digital Design TB 305B, TB 203 EE 261, EE 363

Circuits TB 102 EE 111, EE 211

Control Systems TB 103 EE 341

Signal Processing TB 304 EE 311

Electromagnetics TB 301 EE 315, EE 451, EE 453

VLSI TB 207, TB 308 EE 324, EE 486

Electronics TB 309 EE 221

Computer TB 202 EE 161

6.4 Equipment Each teaching laboratory requires specialized equipment. Table 7 below summarizes the equipment for each area. The equipment listed here is adequate for each area.

6.5 Computers Hardware

The Klipsch School has three computer classrooms/laboratories (T&B 201, T&B 202, and T&B 304) with general use computer for ECE. These workstations are dual boot (Linux/Windows) and run all software approved by the department (see the following subsection on Software) In general, these computers are upgraded every three years to keep up with the current technologies. Thomas & Brown and the Goddard Annex are connected to the internet through Gig E. Within these buildings a T100 network is used to link individual computers to the internet. There is also limited wireless connectivity throughout Thomas & Brown Hall and Goddard Annex. The department is presently working with the College and the computer center

to have full wireless connectivity in both buildings by the start of the fall semester of 2006.

Table 7 -- Equipment associated with the Electrical Engineering Program. Area Equipment Course(s)

Power Rotating Machine Workstations, Digital Oscilloscopes, high current/voltage probes

EE 332

Optics

Optical breadboards and tables, Oscilloscopes, Black-body sources, Wave analyzers, Optical power meters, Scanning Fabry-Perot interferometer, Lasers, Lens, and Diodes

EE 477, EE 380, EE 478

Digital Design Digital Oscilloscopes, FPGA programmers, PIC Programmers EE 261, EE 363

Circuits Digital Oscilloscopes, Power Supplies, Function generators, Digital Multi-meters, Impedance meters

EE 111, EE 211

Control Systems Digital Oscilloscopes, Signal generators, Analog computers EE 341

Signal Processing DSP development boards, Spectrum Analyzer, Function generators, Digital storage oscilloscopes

EE 311

Electromagnetic Network analyzers, Spectrum analyzers, Anechoic chamber, Antenna range, Wave-guides

EE 315, EE 451, EE 453

VLSI Computer workstations EE 324, EE 486

Electronics

Digital Oscilloscopes, Power supplies, High voltage/current supplies, Signal generators, Digital Multi-meters

EE 221

Computer Work Stations EE 161

Software

Certain laboratories have specialty software available. In general, all computers in the undergraduate teaching labs make a variety of applications available to the students, including:

Matlab Matrix toolboxes, MathCAD Mathematical scratch pad, the Microsoft Office Word processor, spreadsheet, presentation editor, Top-Spice Analog simulator, B2Logic Digital simulator, and the C, and C++ Language compilers. Specialty applications include: Zemax Lens design, Rose-6 Ray tracing, Max+II EPLD design, PIC-78C12 Micro-processor development, PVM Distributed computing library, MPI Distributed computing library, Mozart-Oz Distributed computing library, MRTG Network traffic graphing package, Power World Power grid simulation, Fortran 32 Language compiler, RDAP Radial distribution analysis, Maple Symbolic mathematics, Verilog Hardware design language, 68HC11 Micro-processor development, Serenade Microwave circuit analysis, PCAAD Antenna design & analysis, Magic VLSI layout editor, Ledit VLSI layout editor, Electronics Workbench Mixed mode simulation, Super PCB Printed circuit board layout, Motorola DSP development tools, and Micro-processor development. The College has acquired a College-wide license for LabVIEW for instructional use as well.

Institutional Support and Financial Resources The Klipsch School faces budget stresses as do most public institutions. In general, the funding is adequate to support the program necessities. Supporting program expansions, new research areas, and new recruiting and retention activities is more problematic.

7.1 Adequacy of Institutional Support The institutional support for the Klipsch School’s programs and development basically stops at the Dean’s office. Above that level, there is not any apparent support for expanding or deepening the electrical engineering program. The ability of the program to grow and prosper is highly dependent on the ability of the faculty to obtain external funding and the generosity of our alumni in supporting the program.

7.2 Budget Process The budget process for the program is developed in the following manner:

• At the start of the fiscal year, the department is given its daily operating budget funding. This is a “large budget pool” amount without upper-administration direction as to use. All departmental development and operations category spending is to come from this pool. This is why the expenses are not broken down further in Appendix I, Table I.5. This operational funding has not increased for over a decade. In Fiscal Year 2007 it is being cut by 10% to account for university budget shifts.

• At the start of the fiscal year, the faculty and staff salary lines are funded for the year.

The funding for any open lines is kept by the department to pay for temporary or part-time instructors. Any salary funds that are freed due to research releases can be used to hire soft-money, full-time faculty. All salary funds that are not expended at the end of the fiscal year become part of the “salary savings” pool for redistribution, in part, in subsequent fiscal years.

• At the start of the fiscal year, the department is given the total salary pool for hiring graduate teaching assistants for the year. The funding for this category is determined by university formulas based on the graduate student credit hour production within the department. For the 2006-2007 Academic Year, this number is expected to increase by 4.5% to account for the university cost of living adjustment. However, it is expected to decrease by 2% to account for the overall university budget shift.

• Throughout the year, the university posts other funding as it is received. This can be “salary savings” funds, F&A distributions, or foundation funds. Salary savings funds are a portion of those salary funds not expended the previous academic year. The Provost and Dean can tax these funds so their appearance in the departmental budget is not guaranteed. The F&A recovery is approximately 20% of the university’s recovered F&A funds. This percentage has been dropping the past three years as more of the funds revert to the central administration. These funds are added to the budget pool on an infrequent basis. For example, no F&A funds later than May 2005 have been added to the department’s budget as of the time of this report.

• Towards the end of the calendar year, the department is given its university software and hardware maintenance funds. These are developed through university formulas based on student credit hours.

The budget then has two components: fixed components such as salaries and discretionary components such as the operational budget. The department head has ultimate authority to spend the discretionary funding as he or she sees fit for the good of the program. Presently, a large portion of the discretionary spending goes for paying out faculty start-up packages and similar costs. With one or two retirements expected over the next several years, this expense is expected to remain constant. For the other discretionary expenses, the department head is starting a new, permanent committee in the department. For the 2006-2007 Academic Year, the Klipsch School will be starting a formal budget committee to work with the department head to prioritize the budget categories.

7.3 Faculty Professional Development Faculty professional development is generally left to the faculty to self fund. Certain development activities such as teaching improvement via on-campus programs can be financed through the department funds. One example of this is the GRASP program to improve teaching that is run from the New Mexico Space Grant office. Another is faculty teaching support through the NMSU Teaching Academy. There is limited research development support for new faculty over their first two summers to assist them in writing proposals. Generally, this is paid for through the departmental F&A recovery. New faculty members are also given reduced teaching loads (one class per semester) during their first two years to assist them in developing

their research programs.

7.4 Operational Budget The department receives a dedicated hardware and software maintenance budget each year. The software maintenance budget is just adequate to cover the antenna modeling, optics, and electronics specialty software licenses. We receive a software donation each year from Analytical Graphics to cover their orbital modeling software for instructional use. The College pays for the software licenses for the Microsoft operating system and Office software and the National Instruments LabVIEW software. Other software licenses are paid for from the research groups’ F&A recovery or other discretionary sources. Routine equipment maintenance is paid for through the hardware maintenance or operational accounts. The hardware maintenance budget covers periodic PC replacements on a revolving basis. Major laboratory upgrades are generally achieved through equipment grants. There is limited support for capstone classes and instructional support through the operational budget.

7.5 Adequacy of Support Personnel The Klipsch School does not have adequate support personnel for non-secretarial functions. The school has one full-time staff technician to service all of the equipment plus provide IT support. The operation of the Klipsch School could be greatly improved by the following steps being made part of the official budget from the university:

• Add a second hardware technician, especially to help support capstone laboratories;

• The Freshman Advisor position is presently a 9-month, soft money position. This should be improved to two 12-month positions to provide dedicated freshman and transfer student advising plus address new student programs that are run over the summer and to help support the university initiatives in recruiting and retention.

• Add a departmental business manager to assist faculty with monitoring research accounts, assist with the budget process, and handle all financial transactions required under the Banner system.

Program Criteria As discussed in the Criterion 3 section, the IEEE outcomes were adopted as part of the Klipsch School outcomes. The IEEE outcomes form the Klipsch School's Group II outcomes. Each of these outcomes is mapped to two or more measurements. The Klipsch School curriculum was shown in the Criterion 4 section to fully support each of the IEEE outcomes (and Klipsch School

outcomes Group II). In the Criterion 3 section, the assessment procedure of all of the Klipsch Schools Outcomes was described in detail.

General Advanced-Level Program This section is not applicable because NMSU is seeking accreditation for an undergraduate program.

Appendix B.1 – Sample Freshman Schedules Based on Math Placement

Because the mathematics placement is highly critical to the success of the freshman-year students, we have developed several sample schedules to accommodate the individual student’s math placement. These plans are individualized with the students based on actual math placement scores and other factors such as English placement, chemistry placement, etc.

A. Sample schedule plan for calculus-ready students.

First Semester (15 credits) Course Description Credit Notes

CHEM 111 Chemistry I 4 Requires high school chemistry

EE 161 Computer-Aided Problem Solving

4 Must also be in MATH 191

ENGL 111G Freshman Composition 4 Contingent on English Placement

MATH 191 Calculus I 3 Contingent on Math Placement

Second Semester (17 credits) Course Description Credit Notes

EE 111 Intro. to Electrical & Computer Engineering

4 Must be in at least MATH 191

ENGL 218G Technical Writing 3 Must have completed ENGL 111G

PHYS 215 & 215L Physics I & Lab 4 Must have completed MATH 191

MATH 192 Calculus II 3 Must have completed MATH 191

General Education Elective

3

B. Sample schedule plan for college-algebra-ready students.




MATH 180 Trigonometry 3 Contingent on Math Placement

MATH 185 College Algebra 3 Contingent on Math Placement





MATH 191 Calculus I 3 Must have completed MATH 180 and 185


3

C. Sample schedule plan for trigonometry-ready students




MATH 180 Trigonometry 3 Contingent on Math Placement


3





MATH 191 Calculus I 3 Must have completed MATH 180


3

D. Sample schedule plan for intermediate-algebra-ready students



MATH 115 Intermediate Algebra 3 Contingent on Math Placement

SMET 101 Science, Math, Engineering, & Technology

3

UNIV 150 The Freshman Year Experience

3



MATH 180 Trigonometry 3 Must have completed MATH 115

MATH 185 College Algebra 3 Must have completed MATH 115


Appendix B.2 -- Sample Degree Plan

The following tables illustrate a sample four-year degree plan for students without deficiencies. This is the type of information provided during advising and on the departmental Web page to assist the advising process. The students are informed that this is an “ideal case” plan and that individual variations will occur due to mathematics or other preparation. The example schedule shows the recommended class and the associated credit hours. Electives are to be chosen from the list of electives provided to the students.

Semester:___1_________

title credit

Math 191 3

Chem 111 4

Engl 111 4

EE 161 4

Free Elective 1

credits 16

Semester:______3______

title credit

Math 392 3

EE 211 4

EE 261 4

Phys 217 or Phys 216

4

credits 15

Semester:_______2_____

title credit

Math 192 3

Phys 215 4

EE 111 4

Economics 251 or 252

3

COMM 265 3

credits 17

Semester:______4______

title credit

Math 291 3

EE 221 4

EE 311 4

Gen Ed Elect 3

Math Elect 3

credits 17

Semester:_____5_______

title credit

EE 301 3

EE 332 4

EE 341 4

Gen Ed Elect 3

EE Elective 3

credits 17

Semester:____7________

title credit

Capstone 3

EE Elective 3

Tech writing: ENGL 218

3

EE Elect 3

EE 461 3

credits 15

Semester:_____6_______

title credit

Stat 371 or EE 302 3

EE 315 4

EE Elective 3

Phil 323 3

Tech Elect 3

credits 16

Semester:_____8_______

title credit

Capstone 3

VWW Elective 3

Tech Elective 3

Engr Elective 3

Gen Ed Elective 3

credits 15

Appendix B.3 – Course Selection Flowcharts

The following flow charts are used to show the students the critical pathways through the curriculum and the suggested elective classes for the departmental specialty areas.

EE 111Intro to ECE

EE 211AC Circuits

EE 332Power

EE 221Electronics

EE 341Control

Systems

EE 311Signals & SystemsSTAT 371

Statistics

MATH 392Differential Equations

EE 315EMag

EE 301Vectors

MATH 291Calculus III

PHYS 216Physics II

MATH 192Calculus II

MATH 191Calculus I

PHYS 215Physics I

EE 161Problem Solving

EE 261Digital Design

Prerequisite Corequisite

EE 302Rand. Sigs.

or

Figure 3 -- Core curriculum class selection flowchart.

EE 341Systems I

EE 475Systems II

EE 476Computer Controls

Core EE Electives Figure 4 -- Control systems course selection flowchart

MATH 392Differential Equations

EE 302Rand. Sigs.

EE 311Signals & Systems

EE 496Comm I

EE 497Comm II

EE 395Intro to DSP

EE 442Real-Time

DSP

Core EE Electives Figure 5 -- Communications/DSP course selection flowchart.

EE 261Digital I

EE 363Arch I

EE 361Digital II

EE 463Arch II

EE 464Software

Engineering

EE 466Modern Design

EE 469Data

Networks

Core EE Electives

or

Figure 6 -- Computer engineering course selection flowchart

EE 315EMag I

EE 453Microwaves

EE 454Antennas

Core EE Electives

EE 452Intro. Radar

Figure 7 -- Electromagnetics course selection flowchart.

EE 311Signals & Systems

EE 221Electronics I

EE 261Digital I

EE 361Digital II

EE 324Intro to VLSI EE 486

Digital VLSI

EE 485Analog VLSI

Core EE Electives Figure 8 -- Electronics course selection flowchart.

EE 471Experimental

Optics

EE 470Physical Optics

EE 478Detectors

EE 479Lasers

EE 315EMag I

EE 477Fiber Optics Comm. Sys.

PHYS 216 or

PHYS 217

EE 370Geometrical

Optics

OR

Core EE Electives

MATH 191Calculus I

Figure 9 -- Photonics course selection flowchart.

Core EE Electives

EE 341Control

Systems

EE 221Electronics I

EE 332Power I

EE 431Power II

EE 493Power III

EE 432Power

Electronics

EE 494Distribution

Systems

Figure 10 -- Power systems course selection flowchart.

Appendix B.4 – Functions and Timeline for the Undergraduate Studies Committee

The Undergraduate Studies Committee of the Klipsch School of Electrical and Computer Engineering at New Mexico State University has a major role in the development and the oversight of the undergraduate curriculum and the assessment process. The timeline for the functions of the committee is presented below:

January

Start Capstone general class – all capstones presented, requirements outlined

February

Update Self Study documentation

March

Prepare/Review final exam questions

Approve capstones for summer/fall semesters

Request nominations for new members to USC

April

Attend capstone presentations

Solicit input from faculty regarding changes (classes, curriculum, forms)

Election for new members of USC

May

Review capstone waivers

Review input on forms/templates; update as necessary

Review final exam results

Summer

Reviews data from and look for trends in the data for:

Senior and Alumni surveys

Student essays

Capstones

Lab reports

Review assessment tools

Decide on corrections/changes/adjustments that are needed to curriculum

Review curriculum changes and review and prepare to bring to faculty

Update BSEE document and online materials and handouts (Record check, online advising documents, STAR)

August

Report results of summer work (present data, trends and proposed adjustments).

Allow discussion

Start Capstone general class – all capstones presented, requirements outlined

September

Bring curriculum changes to faculty

October

Present data results and proposed adjustments to IAG, bring their comments back

to the faculty. Make final decisions about any adjustments to curriculum

Prepare/Review final exam questions

Approve capstones for spring semester

November

Turn in course changes by Nov 1

Attend capstone presentations.

December

Review capstone waivers

Review final exam results

Solicit input from faculty regarding changes

Continual/As needed:

1. Student requests/waivers/concerns 2. Department or college concerns/questions

Appendix B.5 – BSEE Requirements Document

The Klipsch School of

Electrical and Computer Engineering

BSEE REQUIREMENTS

2005-2006

This document presents a summary of the requirements for earning a Bachelor of Science degree in Electrical Engineering (BSEE) from New Mexico State University (NMSU). It is intended as a guide and is in no way meant to replace or amend the 2005-2006 Undergraduate Catalog.

Catalog Selection The requirements outlined below are specific to the 2005-2006 catalog and may be different from those of other catalogs. The requirements set forth in the 2005-2006 catalog are in effect from the beginning of the 2005 summer I semester until the end of the 2011spring semester. This period may be extended due to cooperative (co-op) work phases. Students graduating after their catalog of matriculation has expired may meet the requirements of any catalog in effect at the time of graduation. Note, however, that changing catalogs may render classes already taken inapplicable toward graduation. Always check with an advisor before deciding to change catalogs.

Departmental Responsibilities. The Klipsch School is responsible for:

1.Providing current lists of approved elective courses for each category. The lists of approved electives are subject to change at any time. To ensure proper course selection when registering, be sure to use an up-to-date list, or check with an advisor. Lists of currently acceptable electives are also available on the Klipsch School website at http://www.ece.nmsu.edu/academics/undergraduate/electives/BSEE.html.

2.Assisting students in curriculum planning, selection of electives, and scheduling. a. The ECE department maintains an “Open Door” policy. All faculty members are

available for consultation. b.Students are encouraged to obtain a degree progress check while enrolled in

EE 311, and again before enrolling for their final semester. Appointments may be made by contacting the departmental office, room 106, at 646-6440.

Student Responsibilities. It is the responsibility of each student to ensure that all the requirements for graduation have been met. In general, each student is responsible for:

College of Engineering1896 19

1.Following all university regulations, as listed in the 2005-2006 NMSU Catalog. The catalog is the ultimate authority when it comes to regulations; this BSEE REQUIREMENTS handout is merely a summary of the information specific to Electrical Engineering students.

2.Following all college requirements, as listed in the 2005-2006 NMSU catalog. 3.Following all departmental requirements, as listed in the 2005-2006 NMSU catalog. In

particular, be aware that elective choices must be made such that: a. The selected course is a currently approved elective in the desired category. b.A minimum of 128 credits is completed, of which 54 must be numbered 300-499. c. Although no formal specialization programs exist, each interest area has compiled a

list of recommended electives, see Table 13. 4.Taking courses in the proper sequence. Most courses have co- and/or prerequisites. These

are listed in the course descriptions of the 2005-2006 NMSU catalog. A prerequisite must have been completed (with a grade of `C`, or better) prior to enrollment, while a corequisite may be taken at the same time. Enrolling in a class without the proper preparation is grounds for administrative removal from the course, potentially impacting on full-time status, financial aid eligibility, and/or graduation plans. A summary of the co- and prerequisites for Electrical Engineering classes is included as Table 14. Please note that the co- and prerequisites for a particular class may change in the future, so check the current catalog or ask the course instructor for the latest requirements.

Note also that some prerequisites apply universally and are not listed for individual classes. For example: the university has made ENGL 111 a prerequisite to all courses numbered 300-499. The college has made MATH 192 a corequisite to all engineering courses numbered 300-499. The department has made EE 161 a prerequisite to all EE classes numbered 300-499.

Transfer Credit. Credit earned at other institutions is generally accepted, however:

• Engineering credit must be earned at an ABET accredited school.

• Physics must be calculus based.

• If the NMSU requirement includes a laboratory, the transfer credit must include a lab.

• A grade of ‘C’, or better, must have been earned.

• The Breadth, Depth, and Capstone electives may not be transferred.

Appendix B.6 – Record Check Form

The form on the next page illustrates a blank working document used by the Klipsch School faculty during the various record check and advising processes. A completed version of this form is also used in the final check for graduation eligibility. In addition to the information on the student, the catalog being used for the student’s curriculum options is noted. The record check advisor can also make notes as to specialty area advising, dates of specific actions taken, etc. This information stays with the student’s records through graduation.

After the record check form is the undergrad Career Advising Form that is used to help guide the selection of electives, capstones, and selection of the specialty area advisor.

Specialty Area Contact _________________________

Undergraduate Career Advising @ Record Check 1. What capstone course would you like to take? Or, in what area would you like the capstone to

focus? How are you preparing, or have you prepared, to take this capstone? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2 How do you plan to complete your core classes? Your EE electives?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________

3. When do you plan to complete your undergraduate education? ______________________

4. What do you want to do when you graduate? What type of company do you want to work for, or what type of graduate program do you want to attend?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________

5. What co-op and/or internship experience do you have? ____________________________________________________________________________________

________________________________________________________________________

6. Will you try to go on a co-op or internship before graduation? If so, where would you like to go?

____________________________________________________________________________________

_______________________________________________________________________

7. What is your GPA? ______________________________________________________

8. Is your GPA helping you or hurting you with respect to your post-graduation plans?

______________________________________________________________________________

Student Name (Printed): ___________________________________________________

Student Email ___________________________________________________

Student Signature: __________________________________Date: ____________

Record Check Advisor: __________________________________Date:_____________

Appendix B.7 – Mapping Between the Klipsch School Curriculum to the Program Outcomes

This mapping of the Klipsch School curriculum to the Program Outcomes is given in the following table. This table is used by the faculty in drafting the syllabi for each of their classes. It is also used by the Klipsch School faculty members and the Undergraduate Studies Committee in particular to guide the assessment process and associated data collection process.

Table 3 -- Mapping of Klipsch School Curriculum to the Program Objectives.

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a b c d e a b c d e f g

Assessment Scheme

Senior Surveys indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect

Alumi Surveys indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect

EE 111 Final Exam Part I

standard

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EE 221 Assignment

Class Objectives/Program Outcomes

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Support

EE-Elective Essay rubric

Capstone Presentation and Report

rubric rubric rubric

EE Core

EE 111 Intro. to Electrical and Computer Engineering

x x

EE 161 Computer Aided Problem Solving

x x x

EE 211 AC Circuits x x x x x x

EE 221 Electronics I x x x

EE 261 Digital Design I x x x

EE 311 Signals and Systems

x x x x x

EE 315 Applied Electromagnetics

x x x x x x x

EE 332 Introduction to x x x x x x x x

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Electric Power Engineering

EE 341 Control Systems I x x x x x x x x

EE Electives

EE Elective 1

x x x x x x

EE Elective 2

x x x x x x

EE Elective 3

x x x x x x

EE Elective 4

x x x x x x

EE Capstone

x x x

Engineering

EE 461 Project Management

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Math & Science

Math 191 Calculus and Analytic Geometry I

x

Math 192 Calculus and Analytic Geometry II

x

Math 291 Calculus and Analytic Geometry III

x

Math 391 Differential Equations

x

EE 301 Vector Principles for Electrical Engineers

x

EE 302 Random Signal Analysis

Math Elective

Chem 111 General Chemistry I

x

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Kno

wle

dge

of

Prob

. and

Sta

ts.

and

EE

li

tiK

now

ledg

e of

M

ath

thro

ugh

diff

eren

tial a

nd

it

ll

lK

now

ledg

e of

ba

sic

scie

nce

Kno

wle

dge

of

adva

nce

Mat

h,

Diff

. Eq

and

tl

lK

now

ledg

e of

en

gine

erin

g sc

ienc

e

Abi

lity

to a

naly

ze

and

desi

gn

com

plex

ele

ctri

cal

dl

ti



Phys I General Physics I x

Phys II General Physics II x

General Education

Engl 111 Rhetoric and Composition

Engl 218 Technical and Scientific Communication

Comm 265 Principals of Human Communications

Econ 251 / 252

Micro or Macro Economics

Phil 323 Engineering Ethics

App

ly K

now

ledg

e of

mat

h,

scie

nce

and

engi

neer

ing

Abi

lity

to d

esig

n an

d co

nduc

t exp

erim

ents

as

wel

l as t

o an

alyz

e an

d

Abi

lity

to d

esig

n a

syst

em,

com

pone

nt o

r pr

oces

s to

mee

t des

ired

nee

ds

Abi

lity

to fu

nctio

n on

m

ulti-

disc

iplin

ary

team

s

Abi

lity

to id

entif

y,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

Und

erst

and

prof

essi

onal

an

d et

hica

l res

pons

ibili

ties

Abi

lity

to c

omm

unic

ate

effe

ctiv

ely

Bro

ad e

duca

tion

nece

ssar

y to

und

erst

and

the

impa

ct

of e

ngin

eeri

ng so

lutio

ns in

Rec

ogni

tion

of th

e ne

ed

for

and

the

abili

ty to

en

gage

in li

fe-lo

ng

Kno

wle

dge

of

cont

empo

rary

issu

es

Abi

lity

to u

se th

e te

chni

ques

, ski

lls a

nd

mod

ern

engi

neer

ing

tool

s t

ii

ABET Outcomes (III)

a b c d e f g h I j k

Assessment Scheme

Senior Surveys indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect

Alumi Surveys indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect indirect


standard

standard


standard

standard


standard

standard

EE 315 final Exam Part I

standard

standard


standard

standard

standard

EE 221 Assignment

Class Objectives/Program Outcomes Support

variable variable variable variable variable variable variable variable variable variable variable

App

ly K

now

ledg

e of

mat

h,

scie

nce

and

engi

neer

ing

Abi

lity

to d

esig

n an

d co

nduc

t exp

erim

ents

as

wel

l as t

o an

alyz

e an

d

Abi

lity

to d

esig

n a

syst

em,

com

pone

nt o

r pr

oces

s to

mee

t des

ired

nee

ds

Abi

lity

to fu

nctio

n on

m

ulti-

disc

iplin

ary

team

s

Abi

lity

to id

entif

y,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

Und

erst

and

prof

essi

onal

an

d et

hica

l res

pons

ibili

ties

Abi

lity

to c

omm

unic

ate

effe

ctiv

ely

Bro

ad e

duca

tion

nece

ssar

y to

und

erst

and

the

impa

ct

of e

ngin

eeri

ng so

lutio

ns in

Rec

ogni

tion

of th

e ne

ed

for

and

the

abili

ty to

en

gage

in li

fe-lo

ng

Kno

wle

dge

of

cont

empo

rary

issu

es

Abi

lity

to u

se th

e te

chni

ques

, ski

lls a

nd

mod

ern

engi

neer

ing

tool

s t

ii

ABET Outcomes (III)


EE-Elective Essay (sample =4)

rubric rubric rubric rubric rubric rubric

Capstone Presentation and Report

rubric rubric rubric rubric rubric rubric s

EE Core

EE 111 Intro. to Electrical and Computer Engineering

x x x x x x x x


x x x x

EE 211 AC Circuits x x x x x x x

EE 221 Electronics I x x x x x

EE 261 Digital Design I x x x x x x

EE 311 Signals and Systems x x x x x

EE 315 Applied Electromagnetics

x x x x

EE 332 Introduction to Electric x x x x x x x x x x

App

ly K

now

ledg

e of

mat

h,

scie

nce

and

engi

neer

ing

Abi

lity

to d

esig

n an

d co

nduc

t exp

erim

ents

as

wel

l as t

o an

alyz

e an

d

Abi

lity

to d

esig

n a

syst

em,

com

pone

nt o

r pr

oces

s to

mee

t des

ired

nee

ds

Abi

lity

to fu

nctio

n on

m

ulti-

disc

iplin

ary

team

s

Abi

lity

to id

entif

y,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

Und

erst

and

prof

essi

onal

an

d et

hica

l res

pons

ibili

ties

Abi

lity

to c

omm

unic

ate

effe

ctiv

ely

Bro

ad e

duca

tion

nece

ssar

y to

und

erst

and

the

impa

ct

of e

ngin

eeri

ng so

lutio

ns in

Rec

ogni

tion

of th

e ne

ed

for

and

the

abili

ty to

en

gage

in li

fe-lo

ng

Kno

wle

dge

of

cont

empo

rary

issu

es

Abi

lity

to u

se th

e te

chni

ques

, ski

lls a

nd

mod

ern

engi

neer

ing

tool

s t

ii

ABET Outcomes (III)


Power Engineering

EE 341 Control Systems I x x x x

EE Electives

EE Elective 1

x x x x x x x x

EE Elective 2

x x x x x x x x

EE Elective 3

x x x x x x x x

EE Elective 4

x x x x x x x x

EE Capstone

x x x x x x x

Engineering

EE 461 Project Management x x x x x x x x

App

ly K

now

ledg

e of

mat

h,

scie

nce

and

engi

neer

ing

Abi

lity

to d

esig

n an

d co

nduc

t exp

erim

ents

as

wel

l as t

o an

alyz

e an

d

Abi

lity

to d

esig

n a

syst

em,

com

pone

nt o

r pr

oces

s to

mee

t des

ired

nee

ds

Abi

lity

to fu

nctio

n on

m

ulti-

disc

iplin

ary

team

s

Abi

lity

to id

entif

y,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

Und

erst

and

prof

essi

onal

an

d et

hica

l res

pons

ibili

ties

Abi

lity

to c

omm

unic

ate

effe

ctiv

ely

Bro

ad e

duca

tion

nece

ssar

y to

und

erst

and

the

impa

ct

of e

ngin

eeri

ng so

lutio

ns in

Rec

ogni

tion

of th

e ne

ed

for

and

the

abili

ty to

en

gage

in li

fe-lo

ng

Kno

wle

dge

of

cont

empo

rary

issu

es

Abi

lity

to u

se th

e te

chni

ques

, ski

lls a

nd

mod

ern

engi

neer

ing

tool

s t

ii

ABET Outcomes (III)


Math & Science

Math 191 Calculus and Analytic Geometry I

x

Math 192 Calculus and Analytic Geometry II

x

Math 291 Calculus and Analytic Geometry III

x

Math 391 Differential Equations x


x

EE 302 Random Signals Analysis

Math Elective

Chem 111 General Chemistry I x

App

ly K

now

ledg

e of

mat

h,

scie

nce

and

engi

neer

ing

Abi

lity

to d

esig

n an

d co

nduc

t exp

erim

ents

as

wel

l as t

o an

alyz

e an

d

Abi

lity

to d

esig

n a

syst

em,

com

pone

nt o

r pr

oces

s to

mee

t des

ired

nee

ds

Abi

lity

to fu

nctio

n on

m

ulti-

disc

iplin

ary

team

s

Abi

lity

to id

entif

y,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

Und

erst

and

prof

essi

onal

an

d et

hica

l res

pons

ibili

ties

Abi

lity

to c

omm

unic

ate

effe

ctiv

ely

Bro

ad e

duca

tion

nece

ssar

y to

und

erst

and

the

impa

ct

of e

ngin

eeri

ng so

lutio

ns in

Rec

ogni

tion

of th

e ne

ed

for

and

the

abili

ty to

en

gage

in li

fe-lo

ng

Kno

wle

dge

of

cont

empo

rary

issu

es

Abi

lity

to u

se th

e te

chni

ques

, ski

lls a

nd

mod

ern

engi

neer

ing

tool

s t

ii

ABET Outcomes (III)


Phys I General Physics I x

Phys II General Physics II x

General Education

Engl 111 Rhetoric and Composition

x

Engl 218 Technical and Scientific Communication

x

Comm 265 Principals of Human Communications

x

Econ 251 / 252

Micro or Macro Economics

Phil 323 Engineering Ethics x

Appendix I – Additional Program Information

A. Tabular Data for Program The following tables are included in this section:

Table I-1. Basic level Curriculum Table I-2. Course and Section Size Summary Table I-3. Faculty Workload Summary Table I-4. Faculty Analysis Table I-5. Support Expenditures

Table I-1. Basic-Level Curriculum Electrical Engineering

Category (Credit Hours)

Year; Semester or

Quarter Course

(Department, Number, Title) Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

Semester ENGL 111G Rhetoric and Composition ( ) 4

Semester ENGL 218G Technical and Scientific Communication ( ) 3

Semester COMM 265G Principals of Human Communication ( ) 3

Semester ECON 251G or 252G Micro or Macro Economics ( ) 3

Semester History Elective ( ) 3 Semester Human Thought Elective ( ) 3 Semester Literature/Fine Arts Elective ( ) 3 Semester Viewing a Wider World Elective ( ) 3 Semester PHIL 323 Engineering Ethics ( ) 3 Semester Free Elective ( ) 1

Semester CHEM 111 or 114 General Chemistry I 4 ( )

Semester PHYS 215 or 213 General Physics I 4 ( )

Semester PHYS 216 or 217 General Physics II 4 ( )

Semester MATH 191 Calculus and Analytic Geometry 3 ( )

Semester MATH 192 Calculus and Analytic Geometry II 3 ( )

Semester MATH 291 Calculus and Analytic Geometry III 3 ( )

Semester MATH 392 Differential Equations 3 ( )

Semester EE 301 Vector Principles for Engineers 3 ( )

Semester Statistics Elective 3 ( ) Semester Math Elective 3 ( )

(continued on next page)

Table I-1 Basic-Level Curriculum (continued) Electrical Engineering

Category (Credit Hours)

Year; Semester or

Quarter Course

(Department, Number, Title) Math & Basic

Science

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

Semester EE 461 Project Management 3 ( ) Semester Technical Elective 6 ( ) Semester Engineering Elective 3 ( ) Semester EE 111 Introduction to

Electrical and Computer Engineering

4 ( )

Semester EE 161 Computer Aided Problem Solving

4 ( )

Semester EE 211 AC Circuits 4 ( ) Semester EE 221 Electronics I 4 ( ) Semester EE 261 Digital Design I 4 ( ) Semester EE 311 Signals and Systems 4 ( ) Semester EE 315 Applied

Electromagnetics 4 ( )

Semester EE 332 Introduction to Electric Power Engineering

4 ( )

Semester E 341 Control Systems I 4 ( ) Semester EE Electives 12 ( ) Semester or Year

Capstone Elective 6 ( )

TOTALS-ABET BASIC-LEVEL REQUIREMENTS

33 66 29 0

OVERALL TOTAL FOR DEGREE

128

PERCENT OF TOTAL 25.8% 51.6% 22.7% 0% Totals must Minimum semester credit hours 32 hrs 48 hrs satisfy one set

Minimum percentage 25% 37.5 %

Table I-2. Course and Section Size Summary Electrical Engineering

Type of Class1

Course No. Title

No. of Sectionsoffered in

Current Year Avg. Section Enrollment Lecture Laboratory Recitation Other

EE 111 Introduction to Electrical and Computer Engineering

3 27 75% 25%


2 39 75% 25%

EE 211 AC Circuits 2 39 75% 25% EE 221 Electronics I 2 45 75% 25% EE 261 Digital Design I 2 35 75% 25% EE 301 Vector Principles 2 37 100% EE 302 Random Signal and Variable

Analysis 1 5 100%

EE 311 Signals and Systems 2 38 75% 25% EE 315 Applied Electromagnetics 2 32 75% 25% EE 332 Introduction to Electric Power

Engineering 2 27 75% 25%

EE 341 Controls I 2 30 75% 25% EE 361 Digital Design II 2 23 100% EE 363 Computer Architecture I 1 19 75% 25% EE 370 Optics I 1 14 67% 33% EE 395 Introduction to Digital Signal

Processing 1 35 100%

EE 431 Power Systems II 2 12 100% EE 442 Real-Time Digital Signal

Processing 1 5 100%

Table I-2. Course and Section Size Summary (continued) Electrical Engineering

Type of Class1

Course No. Title



EE 452 Introduction to Radar 1 5 100% EE 453 Microwaves 1 8 75% 25% EE 454 Antennas 1 4 100% EE 455 SIGINT I 1 17 100% EE 460 Satellite Design 1 15 100% EE 461 Systems Engineering 1 27 100% EE 463 Computer Architecture II 1 14 100% EE 469 Digital Networks 1 11 100% EE 470 Optics II 1 5 100% EE 475 Control Systems II 1 17 100% EE 476 Computer Control Systems 1 15 100% EE 477 Fiber Optics I 1 10 67% 33% EE 478 Optical Sources, Detectors, and

Radiometers 1 3 75% 25%

EE 479 Lasers & Applications 1 3 75% 25% EE 482 Electronics II 1 5 67% 33% EE 483 RF Microelectronics 1 3 100% EE 485 Analog VLSI Design 1 1 67% 33% EE 486 Digital VLSI Design 1 2 67% 33% EE 490 Power System Reliability 1 1 100% EE 490 Embedded Systems 1 1 100% EE 493 Power Systems III 2 8 100%

Table I-2. Course and Section Size Summary (continued) Electrical Engineering

Type of Class1

Course No. Title



EE 494 Distribution Systems 1 1 100% EE 496 Introduction to Communication

Systems I 1 25 100%

EE 497 Introduction to Communication Systems II

1 14 100%

EE 498 Capstone Design I 7 7 100% EE 499 Capstone Design II 8 6 100%

Table I-3. Faculty Workload Summary Electrical Engineering

Total Activity Distribution2 Faculty Member (Name)

FT or PT (%)

Classes Taught (Course No./Credit Hrs.) Term and Year1 Teaching Research Other3

Borah, Deva FT (100%)

Fall 2005: EE 496/3; EE 671/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 497/3; EE 583/3; EE 598/variable; EE 599/variable

50% 25%

Boehmer, Charles PT (25%)

Fall 2005: EE 461 Spring 2006: EE 460

25%

Cook, Jeanine FT (100%)

Fall 2005: EE/CS 463/3; EE 564/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 363/4; EE 598/variable; EE 599/variable

50% 25% 25%

Creusere, Charles FT (100%)

Fall 2005: EE 573/3; EE 565/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 302/3; EE 499/6; EE 595/3; EE 599/variable; EE 700/variable

50% 25% 25%

Dawood, Muhammed

FT (100%)

Fall 2005: EE 452/548/3 Spring 2005: EE 454/541/3

25% 75%

DeLeon, Phillip FT (100%)

Fall 2005: EE 545/3; EE 589/3; EE 598/variable; EE 599/variable Spring 2006: EE 442/592/3; EE 598/variable; EE 599/variable

Garcia, Vicente PT (25%)

Fall 2005: EE 455 25%

Geyer, Gary PT (25%)

Fall 2005: EE 461 Spring 2006: EE 460

25%

Furth, Paul FT (100%)

Fall 2005: EE 221/4; EE 486/524/3; EE 598/variable; EE 599/variable Spring 2006: EE 161/4; EE 221/4; EE 598/variable; EE 599/variable

50% 25% 25%

Table I-3. Faculty Workload Summary (continued) Electrical Engineering


FT or PT (%)

Classes Taught (Course No./Credit Hrs.) Term and Year Teaching Research Other3

Giles, Michael K. FT (100%)

Fall 2005: EE/PHYS 477/527/3; EE 498/3; EE 599/variable Spring 2006: EE 370/3; EE 487/557/3; EE 700/variable

50% 25% 25%

Horan, Sheila B. FT (100%)

Fall 2005: EE 111/4 Spring 2006: EE 111/4; EE 211/4

50% 50%

Horan, Stephen FT (100%)

Fall 2005: EE 498/499/3; EE 585/3; EE 598/variable; EE 700/variable Spring 2006: EE 498/499/6; EE 599/variable; EE 700/variable

25% 75%

Huang, Hong FT (100%)

Fall 2005: EE 469/3; EE 563/3; EE 598/variable; EE 599/variable Spring 2006: EE 563/3; EE 569/3; EE 599/variable

50% 25% 25%

Jedlicka, Russell FT (100%)

Fall 2005: EE 315/4; EE 453/521/3; EE 499/6; EE 598/variable; EE 599/variable Spring 2006: EE 315/4; EE 598/variable; EE 599/variable

50% 25% 25%

Johnson, Eric. E. FT (100%)

Fall 2005: EE 568/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 560/3; EE 598/variable; EE 599/variable

25% 50% 25%

Kersting, William PT (25%)

Spring 2006: EE 494/544 25%

Lyman, Raphael FT (100%)

Fall 2005: EE 311/3 Spring 2006: EE 311/4; EE 581/3; EE 598/variable; EE 599/variable

50% 25% 25%

Mitra, Joydeep FT (100%)

Fall 2005: Spring 2006: EE 431/ 542/3; EE 534/3; EE 598/variable; EE 599/variable

50% 25% 25%

Ng, Kwong T. FT (100%)

Fall 2005: EE 301/3; EE 515/3; EE 599/variable; EE 700/variable Spring 2006: EE 301/3; EE 599/variable; EE 700/variable

50% 25% 25%

Table I-3. Faculty Workload Summary (continued) Electrical Engineering


FT or PT (%)

Classes Taught (Course No./Credit Hrs.) Term and Year Teaching Research Other3

Paz, Robert FT (100%)

Fall 2005: EE 476/3; EE 551/3; EE 598/variable; EE 599/variable Spring 2006: EE 475/3; EE 552/3; EE 555/3; EE 599/variable

75% 25%

Prasad, Nadipuram FT (100%)

Fall 2005: Spring 2006: EE 201/3; EE 341/4; EE 598/variable; EE 599/variable; EE 700/variable

75% 25%

Ramirez-Angulo, Jaime

FT (100%)

Fall 2005: EE 482/3; EE 520/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 483/519/3; EE 485/52/33; EE 598/variable; EE 599/variable

50% 25% 25%

Ranade, Satishkumar

FT (100%)

Fall 2005: EE 332/4; EE 533/3; EE 498/3; EE 598/variable; EE 599/variable; EE 700/variable Spring 2006: EE 332/4; EE 499/3; EE 599/variable

50% 25% 25%

Smolleck, Howard FT (100%)

Fall 2005: EE 493/543/3; EE 431/542/3; EE 598/variable Spring 2006: EE 493/543/3; EE 531/3; EE 598/variable; EE 599/variable

50% 25% 25%

Stochaj, Steven FT (100%)

Fall 2005: EE 109/3; EE 361/4; EE 498/499/3 Spring 2006: EE 110/3; EE 361/4; EE 700/variable

50% 25% 25%

Taylor, Javin PT (33%)

Fall 2005: EE 211/4; EE 261/4 Spring 2006: EE 261

33%

Voelz, David FT (100%)

Fall 2005: EE 478/528/3; EE 599/variable; EE 700/variable Spring 2006: EE 479/529/3; EE 577/3; EE 598/variable; EE 599/variable; EE 700/variable

50% 25% 25%

1. Indicate Term and Year for which data apply. 2. Activity distribution should be in percent of effort. Faculty member’s activities should total 100%. 3. Indicate sabbatical leave, etc., under "Other."

Table I-4. Faculty Analysis Electrical Engineering

Years of Experience Level of Activity

(high, med, low, none)

Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fa

culty

This

In

stitu

tion

Stat

e in

whi

ch

Reg

iste

red

Prof

essi

onal

Soc

iety

(I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/S

umm

er

Wor

k in

In

dust

ry

Borah, Deva Asst. Prof FT PhD Australian National Univ.,

2000

0 13 6 None Med, IEEE High None

Boehmer, Charles Adjunct Instructor

PT MS US Naval Post Graduate School,

1973

39 6 6 None None None None

Cook, Jeanine Asst. Prof FT PhD New Mexico State Univ., 2002

6 3 3 None Med, IEEE High None

Creusere, Charles Assoc. Prof

FT PhD Univ. of California, 1993

10 5 5 None High, IEEE High Low

Dawood, Muhammed Asst. Prof FT PhD Univ. of Nebraska,

Lincoln, 2001

6 8 1 None Low, IEEE Med None

DeLeon, Phillip Assoc. Prof

FT PhD Univ. of Colorado,

Boulder, 1995

0 10 10 None Med, IEEE/SPS

Med Low

Furth, Paul Assoc. Prof

FT PhD Johns Hopkins Univ., 1996

5 11 11 None Low, IEEE Low Low

Garcia, Vicente Adjunct Asst. Prof.

PT MSEE US Naval Post Graduate School,

1984


Table I-4. Faculty Analysis (continued) Electrical Engineering



Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fa

culty

This

In

stitu

tion

Stat

e in

whi

ch

Reg

iste

red

Prof

essi

onal

Soc

iety

(I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/S

umm

er

Wor

k in

In

dust

ry

Geyer, Gary Adjunct Instructor

PT MSEE Univ. of So. Cal., 1971


Giles, Michael K. Prof FT PhD Univ. of Arizona, 1976

12 25 24 None High, SPIE, OSA

High High

Huang, Hong Asst Prof FT PhD Georgia Inst. Of Tech., 2002

11 5 3 None Med, IEEE Med Low

Horan, Sheila B. College Assc. Prof

FT PhD New Mexico State Univ., 1985

1 17 17 None Low, IEEE, ASEE

Low None

Horan, Stephen Prof & Dpt Head


2 22 20 None Low, IEEE, AIAA

Med Low

Jedlicka, Russell Assoc. Prof


22 7 7 None Med, IEEE High Low

Johnson, Eric. E. Prof FT PhD New Mexico State Univ., 1987

6 20 20 New Mexico

Med, AFCEA High High

Jordan, Jay B. Emeritus Prof

PT PhD New Mexico State University,

1984

12 25 25 None Low, ASEE, INCOSE

Low None

Kersting, William Emeritus Prof

PT MSEE Illinois Inst. of Tech., 1961

2 38 38 None High, IEEE Med High

Lyman, Raphael Asst Prof FT PhD University of Florida, 2000

10 6 5 None Low, IEEE Med None

Table I-4. Faculty Analysis (continued) Electrical Engineering



Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fa

culty

This

In

stitu

tion

Stat

e in

whi

ch

Reg

iste

red

Prof

essi

onal

Soc

iety

(I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/S

umm

er

Wor

k in

In

dust

ry

Mitra, Joydeep Assoc. Prof

FT PhD Texas A&M Univ., 1997

10 5 3 None High, IEEE High None

Ng, Kwong T. Prof FT PhD Ohio State Univ., 1985

0 21 16 None Low, IEEE, ASEE

High Low

Paz, Robert Assoc. Prof

FT PhD Univ. of Illinois, 1991

2 15 15 None Low, IEEE/CSS

Med None

Prasad, Nadipuram Assoc. Prof


15 20 20 None Low, IEEE, ASIS

Med None

Ramirez-Angulo, Jaime

Prof FT PhD Univ. of Stuttgart, 1982

0.5 23 16 None High, IEEE Low Low

Ranade, Satishkumar

Prof FT PhD Univ. Florida, Gainesville, 1981

2 25 25 None High IEEE High High

Smolleck, Howard Prof FT PhD Univ. of Texas, Arlington, 1975

0 31 26 Virginia New

M i

Med, IEEE Med High

Stochaj, Steven Prof FT PhD Univ. of Maryland, 1990

2 20 15 None Med Low Med APS IEEE ASEE

High None

Taylor, Javin Emeritus Prof

PT PhD Univ. of Wyoming, 1970

10 None Med IEEE Med Low

Voelz, David Assoc. Prof

FT PhD Univ. of Illinois, 1987

14 4 4 None High, SPIE, OSA

High Med

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the current year (year prior to visit) plus the two previous years.

Table I-5. Support Expenditures Electrical Engineering

1 2 3 4 Fiscal Year 2003-2004 2004-2005 2005-2006 2006-2007

Expenditure Category Operations1

(not including staff) $82,510 $82,510 $82,510 $74,259

Travel2 Travel expenses are included in the Operations budget Equipment3 $32,518 $98,095 $65,905 $47,014 Institutional Funds $27,493 $48,095 $65,455 $47,014 Grants and Gifts4 $5,025 $50,000 $450 Graduate Teaching Assistants

$268,512 $308,884 $331,625 $346,548

Part-time Assistance5 (other than teaching)

Part-time assistant expenses are included in the Operations budget

Instructions:

Report data for the engineering program being evaluated. Updated tables are to be provided at the time of the visit.

Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year. Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year. Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point. Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

Notes:

1. General operating expenses to be included here. 2. Institutionally sponsored, excluding special program grants. 3. Major equipment, excluding equipment primarily used for research. Note that the

expenditures under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

5. Do not include graduate teaching and research assistant or permanent part-time personnel.

Appendix I

Course Syllabi

EE 111 Introduction to Electrical and Computer Engineering (DC Circuits)

Required? Yes

Description: Electric component descriptions and equations. Kirchoff’s voltage and current laws, formulation and solution of DC network equations.

Computer building blocks and electronics projects.

Corequisites: Math 191

Textbook and other Required Materials:

Engineering Circuit Analysis, W.H. Hayt, J.E. Kemmerly, S.M. Durbin, 6th edition, McGraw Hill, 2002. Web link www.mhhe.com/hayt6e This will give access to chapter outlines, overviews, tutorials, and virtual professor.

The laboratory will require a bread board, 2 protoboards, a Digital Multimeter, and possibly some additional electronic components depending on the project selected. A small screwdriver, wirestrippers, and pliers may be purchased separately if desired. The protoboards, and breadboard can be purchased from the EE office (T&B 106).

Objectives: The objectives of this class are as follows:

1. To use Ohm’s Law, Kirchoff’s voltage and current laws to analyze circuits. 2. To solve basic circuit problems using nodal and mesh analysis, superposition, and equivalent

circuits (using circuit reductions, source transforms and Thevenin equivalence techniques). 3. To apply the basic tools used in electrical engineering, and show how to use these tools consisting

of O-scopes, multi-meters, power supplies, function generators, breadboards, soldering irons, and electronic components to make measurements of voltage, current, resistance, and frequency

4. To use Op Amps in a circuit and be able to analyze the circuit using the ideal Op Amp model. 5. To expose students to the code of engineering ethics. 6. To offer the student an opportunity to display his/her competency in both course work, laboratory

procedures and problem solving skills by doing in-lab demonstrations and presentations.

Topics: The topics covered in this class are:

• DC Power, Kirchoffs laws, Ohm’s law • Equivalent resistance (series, parallel and delta-wye combinations) • Voltage and current division • Nodal and mesh analysis • Superposition, source transforms, Thevenin and Norton equivalent circuits • Ideal Op Amps and introduction to capacitors and inductors

Meetings: Monday, Wednesday and Friday 9:30 -10:20 AM, T&B 104

Labs: Register for one Lab section. Labs are held in T&B 102. Labs will begin the week of January 23rd. Laboratory class (150 minutes/week) is required

Sec. 01A 10:20 AM – 12:50 PM Tuesday

Sec. 01C 1:10 PM - 3:40 PM Thursday

Contribution to the Professional Component

This course contributes four semester hours of engineering topics.

This course lays the foundation for the electrical engineering curriculum. In this class, students will experience applications of concepts learned in the classroom. They will learn through hands on experience how to build circuits, analyze them, and do basic design. These basic concepts lay the groundwork for more advanced circuit and system analysis techniques that they will explore in later classes and use in their workplace. The basic design problems encountered here help pave the way toward their ultimate design class – the capstone course. By forming teams in the lab, students begin their preparation to work in inter-disciplinary teams

Relationship of Course to Program Outcomes

Program Outcome Course

Objective I a II a II c III a III b III c III d III e III f III g III k

1 x x x x x x

2 x x x x x x

3 x x x x

4 x x x x

5 x

6 x x

Relevant Program Outcomes

I a. Critical Thinking skills to solve problems in EE

II a. Knowledge of breadth and depth across the range of EE topics.

II c. Knowledge of math through derivatives and integrals.

III a. Ability to apply knowledge of mathematics, science and engineering

III b. Design and conducts experiments, analysis and interpretation of data.

III c. Ability to design a system to meet desired needs.

III d. Ability to function on multidisciplinary teams.

III e. Ability to identify, formulate and solve engineering problems.

III f. Understand professional and ethical responsibility

III g. Ability to communicate effectively

III k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice.


Required? Yes

Description: Evolution and application of computers, social and economic implications, introduction to programming using engineering workstations. Extensive practice in writing programs to solve engineering problems. Computer interfaces to real-world systems.

Corequisite: MATH 191

Text: Jeri R. Hanly and Elliot B. Koffman, Problem Solving and Program Design in C, 4th ed., Addison-Wesley, 2003

Website: A class web site, consisting of homework assignments, quizzes, laboratory handouts, current grades, the course syllabus, and other helpful handouts, exists at WebCT at http://salsa.nmsu.edu/


1. Understanding ethical and fair computer use 2. Understanding and interpreting problem statements 3. Designing an algorithm to solve a problem 4. Writing a program in C to implement an algorithm 5. Documenting a program with comments 6. Debugging a C program 7. Working and learning in teams 8. Reading from and writing to files 9. Writing if and switch statements 10. Writing for loops 11. Writing while and do while loops 12. Writing and passing arguments to functions 13. Performing operations with 1D and 2D arrays 14. Performing operations with strings


• Overview of Computers • Overview of the C Programming Language • Writing Programs with Functions • Conditions: If and Switch Statements • Repetition and Loop Statements • 1-D and 2-D Arrays and Array Processing • Strings and String Processing

Meetings: Monday, Wednesday, Friday, 12:30 p.m. to 1:20 p.m., T&B 104

Labs: Register for one meeting per week (T&B 202):

Monday, 2:30 p.m. to 5:00 p.m.

Tuesday, 1:10 p.m. to 3:40 p.m.


This course contributes three semester hours of engineering topics and one semester hour of engineering design. This course helps lay the foundation for the undergraduate electrical engineering curriculum. Working in teams, students learn how to read and interpret problem statements and develop structured software necessary to solve these problems.


Program Outcomes Course

Objective I a II b II d III a III e III f

1 X

2 X X X

3 X X X X X

4 X X X

5 X X

6 X X X

7 X

8 X X

9 X X

10 X X

11 X X

12 X X

13 X X

14 X X


I a. Apply critical thinking skills to solve engineering problems. I.b. Apply computers to assist in solving engineering problems. II d. Knowledge of basic science, including computer science. III a. Ability to apply knowledge of mathematics, science and engineering. III e. Ability to identify, formulate and solve engineering problems. III f. Understanding of professional and ethical responsibilities.

EE 211 AC CIRCUITS

Required? Yes

Description: Complete solutions of RLC and switching networks. Sinusoidal steady-state analysis. Three-phase analysis. Mutual coupling. Frequency selective networks.

Corequisites: C or better in EE 111 and Math 192 (Calculus II)

TEXTBOOKS and other REQUIRED MATERIALS

Electric Circuits Introduction to Electrical and Computer Engineering, by James

W. Nilsson and Susan Riedel, Pearson Custom Publishing, 2002. Homework solutions and other materials are available through the class Webpage. The computer will need to have an Adobe Acrobat reader installed. Students are encouraged to use MathCAD, Matlab or similar products in working the homework assignments. Web Page https://salsa.nmsu.edu/SCRIPT/nmsgc3/scripts/serve_home

Engineering Circuit Analysis, W.H. Hayt, J.E. Kemmerly, S.M. Durbin, 6th edition, McGraw Hill, 2002. Web link www.mhhe.com/hayt6e This will give access to chapter outlines, overviews, tutorials, and virtual professor.

Additional References:

D. Zwillinger, CRC Standard Mathematical Tables and Formulae, CRC Press. M. Navhi and J. A. Edminister, Schaum’s Outline of Theory and Problems of Electric Circuits, 4th ed., New York; McGraw-Hill, 2003. M. R. Spiegel, Schaum’s Outline of Theory and Problems of Complex Variables, New York; McGraw-Hill, 1964. Laboratory Kit: An EE 211 LABKIT is required which can be purchased from the Klipsch School

Objectives: The objectives of this class are as follows: 1. To use circuit analysis concepts (learned in EE 111) to analyze new types of networks involving

switched, DC and steady-state AC circuits. 2. To reinforce mathematical skills in differential equations, vector/phasor analysis, derivative and integral

calculus, matrices, and algebra. 3. To apply the basic tools and circuit elements used in electrical engineering, the proper and responsible

use of oscilloscopes, digital multimeters, power supplies, function generators, and other electronic testing equipment.

4. To use circuit/problem solving software such as Top Spice, MathCAD, and/or Matlab. 5. To develop competency in the application, analysis and design of ac and dc circuits, and have exposure

to basic transfer functions, and variable frequency networks. 6. To offer the student an opportunity to display his/her competency in both course work, laboratory

procedures and problem solving skills by doing in-lab demonstrations and presentations.

Topics: The topics covered in this class are: • Inductance, Capacitance, and Mutual Inductance Chapter 6 Chapter 7 &13 • Response of First-Order RL and RC Circuits Chapter 7 Chapter 8 • Natural and Step Responses of RLC Circuits Chapter 8 Chapter 9

• Sinusoidal Steady-State Analysis Chapter 9 Chapter 10 • Sinusoidal Steady-State Power Calculations Chapter 10 Chapter 11 • Introduction to the Laplace Transform Chapter 12 Chapter 14

Meetings: Monday, Wednesday and Friday 8:30 -9:20 AM, T&B 104

Labs: Register for one Lab section. Labs are held in T&B 102. Labs will begin the week of January 23. Laboratory class (150 minutes/week) is required

Sec. 01A 1:10 PM – 3:40 PM Tuesday Sec. 01B 2:30 PM – 5:00 PM Wednesday


This course contributes four semester hours of engineering topics. This course reinforces the critical network analysis skills learned in EE 111 with applications to new types of networks. The student learns via the text, class work, handouts, and hands on experience, the theory behind transient networks, single-phase networks, transformers, Laplace transforms and variable frequency networks. These basic concepts lay the groundwork for more advanced electrical engineering courses and ultimately to a successful and fulfilling work experience. The student also gains valuable teamwork experience in a laboratory setting. This course consists of four (4) credits; three (3) credits of engineering topics and one (1) credit of laboratory.



Objective I a I b II a II c II d II e III a III b III c III d III e III g III k

1 x x x x x

2 x x x x x x

3 x x x x x

4 x x x x x x

5 x x x x x x

6 x x x x x x


I a. Critical Thinking skills to solve problems in EE I b. Apply computers to assist in solving EE problems. II a. Knowledge of breadth and depth across the range of EE topics II c. Knowledge of math through derivatives and integrals II d. Knowledge of basic science II e. Knowledge of advanced math, differential equations, and vector calculus III a. Ability to apply knowledge of mathematics, science and engineering III b. Design and conducts experiments, analysis and interpretation of data. III c. Ability to design a system to meet desired needs. III d. Ability to function on multidisciplinary teams. III e. Ability to identify, formulate and solve engineering problems. III g. Ability to communicate effectively III k. Ability to use the techniques, skills and modern engineering tools necessary to engineering

practice.

EE 221 Electronics I

Required? Yes

Description: Introduction to solid-state devices. Diode circuits. Single-transistor BJT and MOS amplifiers. Introduction to digital CMOS circuits.

Corequisite: C or better in EE211

Text: Adel S. Sedra and Kenneth C. Smith, Microelectronic Circuits, 5th ed., Oxford University Press, 2004


Objectives: The objectives of this class are as follows: 1. Analysis and design of single time-constant circuits 2. Analysis and design of linear opamp circuits 3. Analysis and design of linear AC-to-DC power supplies 4. Describing the physical structure and operation of silicon devices 5. Biasing of single-transistor amplifiers 6. Small-signal analysis of single-transistor amplifiers 7. Analysis and design of CMOS logic gates 8. DC, AC, and transient simulation of circuits using SPICE 9. Developing teamwork skills while working in teams 10. Proto-typing circuits with breadboards 11. Laying out and testing a small printed-circuit board 12. Testing and measuring electronic circuits using power supplies, function generators,

multi-meters, and oscilloscopes 13. Documenting laboratory results through written lab summaries 14. Presenting a team laboratory project in front of peers

Topics: The topics covered in this class are: • Amplifier Models and Single-Time-Constant Circuits • Operational Amplifiers • Diodes and Linear Power Supplies • MOS Field-Effect Transistors • Bipolar Junction Transistors (BJTs) • Digital CMOS Logic Circuits

Meetings: Monday, Wednesday, Friday, 11:30 a.m. to 12:20 p.m., T&B 104

Labs: Register for one meeting per week (T&B 309): Wednesday, 2:30 – 5:00 p.m.

Thursday, 7:40 – 10:10 a.m. or 1:10 – 3:40 p.m.


This course contributes three semester hours of engineering topics and one semester hour of engineering design. This course is the foundational class in electronics, preparing students for electives in discrete electronics (EE482) and/or integrated electronics (EE324). Students apply Ohm’s Law, Kirchoff’s Voltage and Current Laws, and phasor analysis to design, simulate, and build functional electronics circuits.



Objective

I a II b

II g

III a

III c

III d

III e

III g

III k

1 X X X X X

2 X X X X X

3 X X X X X

4 X

5 X X X X X

6 X X X X X

7 X X X

8 X X X X

9 X X

10 X X X

11 X X

12 X

13 X X

14 X X


I a. Apply critical thinking skills to solve engineering problems. I.b. Apply computers to assist in solving engineering problems. II g. Ability to analyze and design complex electrical and electronic devices and system that

contain hardware and software components. III a. Ability to apply knowledge of mathematics, science and engineering. III c. Ability to design a system or component to meet desired needs III d. Ability to function on multi-disciplinary teams. III e. Ability to identify, formulate and solve engineering problems. III g. Ability to communicate effectively. III k. Ability to use the techniques, skills and modern engineering tools necessary to engineering

practice.

EE 261 Digital Design I

Required? Yes

Description: Design of combinational logic circuits. Introduction to state machine design. Implementation using programmable logic devices and microcontrollers.

Prerequisite: C or better in EE 111 Introduction to Electrical and Computer Engineering and EE 161 Computer Aided Problem Solving.

Texts: Fundamentals of Digital Logic with VHDL Design, by Stephen Brown and Zvonko Vranesic, Second Edition, McGraw-Hill, 2000.

THE TTL LOGIC DATA BOOK Standard TTL, Schottky, Low-Power Schottky, Texas Instruments.

Laboratory Kit: An EE 261 LABKIT is required.

Software: Quartus II CAD Software

Objectives: The objectives of this course are as follows:

1. To introduce the student to the principles of combinational logic design, sequential logic design, digital design circuit components, programmable logic devices, and micro-controllers.

2. To introduce the student to the use of modern software toolkits for digital design.

3. To introduce the student to the number systems in digital systems and their use.

4. To learn the use of VHDL hardware description language in computer-based homework designs and downloading these designs into actual hardware.

5. The introduction of basic design, analysis, and simulation concepts, and software tools.

Topics: The topics covered in this course are:

• Boolean algebra • Truth tables and Karnaugh maps • Number systems • Combinational logic circuits • Mixed logic and IEEE standard symbology • Multiplexers and decoders

• Adders and subtractors, arithmetic logic units • Comparators • Flip-flops, counters, registers • Programmable logic and memory • VHDL

Meetings: Monday, Wednesday, Friday, 10:30 – 11:20 AM, T&B 104

Labs: Register for one meeting per week, T&B 305B

Monday, Wednesday, 2:30 – 5:00 PM

Tuesday, Thursday, 1:10 – 3:40 PM


EE 261 contributes four semester hours of engineering topics.

EE 261 EE 261 Digital Design I lays the foundation for digital design in electrical engineering, computer engineering, and software engineering. Students learn basic digital design using classic design, simulation, implementation, and test, as well as through the use of the latest software tools. Students also practice the use of the VHDL hardware description language in computer-based homework designs and download these designs into actual hardware. Introduction of basic design, analysis, and simulation concepts, and software tools, lays the groundwork for more advanced courses in modern digital design, high performance computer design, computer architecture, software engineering, and digital communications networks. The actual hardware design and familiarization with the associated software tools prepares the students for more complex designs in later courses, as well as in co-op and summer job experiences, graduate school, or the profession.



Objective I b II e II f III a III k

1 X X X

2 X X X X

3 X X

4 X X X X

5 X X X X


I b. Use of computers. II e. Knowledge of advanced mathematics. II f. Knowledge of engineering sciences. III a. Ability to apply knowledge of mathematics, science and engineering. III k. Use of engineering tools.


Required? Yes

Description: Calculus of vector functions through electrostatic and magnetostatic applications. Techniques for finding resistance, capacitance, and inductance. Coulomb’s law, gradient, Gauss’ divergence theorem, curl, Stoke’s theorem, and Green’s theorem.

Prerequisites: C or better in MATH 291

Texts: David K. Cheng, Fundamentals of Engineering Electromagnetics, Prentice Hall 1993.

Harry M. Schey, div, grad, curl, and all that, 4th ed., W.W. Norton & Company 2005.

Software: None


• To use field quantities, e.g., flux and fluid flow velocity to bring physical meaning to abstract vector operations, and to motivate students to learn vector calculus through applications in electromagnetics.

• To learn the mathematics of differential vector opeartors. • To learn the mathematics of different integrals involving vector functions. • To learn the vector theorems important for electrical engineering. • To learn how to use vectors to perform analysis and solve problems with

different coordinate systems. • To learn how to use vector differential operators and integrals to describe static

field behavior. • To apply vector calculus techniques to calculate static field quantities both in

free space and in arbitrary materials. • To apply vector calculus techniques to calculate electric potentials. • To use vector calculus and static field theory to establish circuit laws and

calculate circuit quantities. • To prepare for upper-level classes, such as Applied Electromagnetics (EE 315),

Microwave Engineering (EE 453) and Antennas (EE 454), that make extensive use of vector calculus.


• Vector algebra, orthogonal coordinate systems • Vector differential operators • Line integral, surface integral and volume integral • Vector theorems

• Static field theory • Vector field calculations in free space and dielectrics • Electric potential and its evaluation • Circuit quantities and their calculation

Meetings: Tuesday, Thursday, 11:45 a.m. to 1:00 p.m., T&B 204

Labs: None


This course contributes three semester hours of mathematical science and its applications.

Vector differential operators and multi-dimensional integrals are used together with static field theory to build toward an understanding of vector calculus and its applications in electrical engineering. The concepts learned in this course lay the groundwork for more advanced vector applications. They also provide a bridge between the mathematical concepts learned in algebra, trigonometry and calculus, and the analysis and design of electromagnetic systems as taught in later course work.



Objective II e III a

2 x

3 x

4 x

5 x x

6 x x

7 x x

8 x x

9 x x


II e. Knowledge of advanced Math, Diff. Eq. and vector calculus

III a. Apply knowledge of math, science and engineering

EE 311 Signals and Systems

Required? Yes

Description: Transform methods for solution of continuous- and discrete-time systems. Fourier and Laplace transforms. Frequency response and Bode plots. Z transform. Continuous- and discrete-time convolution.

Prerequisites: C or better in EE 161, EE 211

Texts: Simon Haykin and Barry Van Veen, Signals and Systems, 2nd ed., Wiley 2003.

John Buck, Michael M. Daniel, and Andrew C. Singer, Computer Explorations in Signals and Systems using Matlab, 2nd ed., Prentice Hall 2002.

Software: Matlab, Student Version

Objectives: A student who completes this class should be able to:

• Distinguish between a signal and a system. Use each to appropriately model the behavior of a circuit or device.

• Classify signals and systems as continuous time or discrete time. Analyze the behavior of each type using appropriate methods.

• Classify signals according to whether they are periodic, or have finite energy or power. Choose appropriate methods for analyzing each type of signal.

• Classify systems according to whether they are linear, time invariant, causal or stable. Choose appropriate methods for analyzing each type of system.

• Model linear circuits and systems as differential and difference equations. Use these to compute the output of the system, and to discover other important system properties.

• Represent signals and systems in the frequency domain. Choose between time-domain and frequency-domain techniques to simplify the analysis of specific problems.

• Use graphical and matrix math tools of Matlab to try out and refine solutions to engineering problems.

• Choose appropriate methods to verify that a solution to an engineering problem is correct.


• Signal, system properties • Differential, difference equations • Continuous-time and discrete-time convolution • Fourier representations • Frequency response

• Laplace transforms

Meetings: Tuesday, Thursday, 8:55 a.m. to 10:10 a.m., T&B 104

Labs: Register for one meeting per week (T&B 304):

Monday, Wednesday, 2:30 p.m. to 5:00 p.m.

Tuesday, 1:10 p.m. to 3:40 p.m.



Linear system theory and Fourier analysis, together with the mathematical modeling of physical systems, build toward an understanding of frequency response, the core concept of the course. This provides a bridge between the mathematical concepts learned in algebra, trigonometry and calculus, and the design of control, signal processing and communication systems as taught in later course work.




1 x x

2 x x

3 x x

4 x x

5 x x x

6 x x

7 x x x x

8 x x


I b. Use of computers.

II e. Knowledge of advanced mathematics.

II f. Knowledge of engineering sciences.

III a. Ability to apply knowledge of mathematics, science and engineering.

III k. Use of engineering tools.

EE 324 Introduction to VLSI

Required? No

Description: Introduction to analog and digital VLSI circuits and MOS technology. Design of differential amplifiers, opamps, CMOS logic, and flip-flops. Introduction to VLSI CAD tools.

Pre-requisites: C or better in EE 221 and EE 261.

Text: John P. Uyemura, Introduction to VLSI Circuits and Systems, John Wiley & Sons, 2002 Adel S. Sedra and Kenneth C. Smith, Microelectronic Circuits, 5th ed., Oxford University Press, 2004


Objectives: The objectives of this class are as follows: 1. Complex CMOS logic design techniques, including standard complementary-CMOS,

transmission gate, and pseudo-nMOS 2. Describing integrated circuit (IC) layers and IC fabrication process 3. Applying MOS I-V equations and small-signal models to circuits 4. Designing current sources and analyzing differential amplifiers 5. Analysis and design of CMOS 2-stage and folded-cascade op-amps 6. Design of digital blocks: multiplexer, decoder, latch, flip-flop, adder 7. Analyzing switching characteristics and power of the CMOS inverter 8. Analyzing and designing complex CMOS gates for speed 9. Schematic entry and simulation using Cadence 10. Layout entry and verification using Cadence 11. Proto-typing and testing digital and analog circuits 12. Working and learning in teams 13. Presenting a team project in front of peers 14. Writing an essay in the area of integrated circuits and devices

Topics: The topics covered in this class are: • Overview and Logic Design with MOSFETs • Physical Structure and Fabrication of CMOS Integrated Circuits • Current Sources and Small-Signal Analysis • Introduction to CMOS OpAamp Analysis and Design • Digital VLSI System Components • Analysis of MOSFET Circuits and High-Speed Design

Meetings: Monday – Thursday, 8:00 a.m. to 10:00 a.m., T&B 307

Labs: Tuesday and Thursday, 12:20 – 4:20 p.m. (T&B 308/309)


This course contributes 2.5 semester hours of engineering topics and 1.5 semester hours of engineering design. This course lays the foundation for the design of analog and digital VLSI systems. Students learn to analyze and design circuits, simulate circuits with SPICE, generate layout files, verify layout files, and test MOS circuits. Student teams prepare a final project presentation on the design of a small analog/digital VLSI system.



Objective I a II b II a II g III a III c III d III e III f III g III h III i III j III k

1 X X X X X

2 X X X

3 X X X X X

4 X X X X X

5 X X X X X

6 X X X X X

7 X X X X X

8 X X X X X

9 X X X X

10 X X X X

11 X X X

12 X

13 X X X X

14 X X X X X X X


I a. Apply critical thinking skills to solve engineering problems. I.b. Apply computers to assist in solving engineering problems. II.a. Breadth and depth across the range of EE topics II g. Ability to analyze and design complex electronic systems. III a. Ability to apply knowledge of mathematics, science and engineering. III c. Ability to design a system or component to meet desired needs III d. Ability to function on multi-disciplinary teams. III e. Ability to identify, formulate and solve engineering problems. III.f. Understanding of professional and ethical responsibilities. III g. Ability to communicate effectively. III.h. Broad education to understand the impact of engineering solutions. III.i. Recognition of the need for and engaging in life-long learning. III.j. Knowledge of contemporary issues. III k. Ability to use modern techniques, skills and engineering tools.

EE 361 Digital Design II

Required? Yes

Description:

Sequential digital logic design technique. Classical and modern design of synchronous and asynchronous machines. Design using SSI and MSI technology

Prerequisites: C or better in E E 261

Texts: Fundamentals of Digital Logic with VHDL Design 2nd Ed. Stephen Brown and Zvonko Vranesic, JMcGraw Hill, 2005.

Software: Quartus and/or MaxPlus II VHDL simulation software, student edition from Altera.


1. Compare combinational and sequential logic systems. 2. Describe the components of a FSM. 3. Construct state diagrams and next-state tables. 4. Starting with a sequential circuit, generate the corresponding next-state

table and associated state diagram. 5. Starting with a description of a problem, construct the state diagram

solution. 6. Design a FSM from a state diagram. 7. Design an Asynchronous sequential systems. 8. Compare Mealy and Moore FSM's. 9. Compare asynchronous and synchronous state machines. 10. Write VHDL code to execute state-diagrams. 11. Connect FSM design principles with real-world engineering products. 12. Understand the connection between FPGA programming and engineering

solutions. 13. Research attributes and applications of FPGA's and other programmable

devices. 14. Understand the professional and ethical responsibilities of digital design

engineers. Topics: The topics covered in this class are:

1. Short review of combinational digital design,

2. Synchronous and a synchronous digital design

3. FPGA's and VHDL

4. Simulation and Coding



This course contributes three semester hours of engineering topics.

The purpose of EE 361 Digital Design II is to develop in-depth and practical knowledge of digital logic design. The course begins with a short review of combinational digital design, proceeds through a thorough treatment of synchronous and a synchronous digital design and concludes with an introduction to

modern digital design. The selected text emphasize a practical approach to digital design which allows presentation of advanced MSI concepts. The Altera Student Edition Programmable Logic Development software tools introduces the use of modern digital design, analysis, simulation and a hardware description language.


Program Outcomes Course Obj.

I.a I.b I.c II.a II.f III.a III.e III.f III.g III.h III.i III.j III.k

1 x x

2 x x

3

4

5 x x

6 x x

7 x

8 x x

9 x x

10 x x x x

11 x x x x x x x

12 x x

13 x x x

14 x


I.a. Apply critical thinking skills to solve problems in EE

I.b. Apply computers to assist in solving EE problems I.c. Explore specialties pertinent to their career choices II.a. Breadth and Depth across the range of EE topics II.f. Knowledge of engineering science III.a. Apply knowledge of math, science and engineering III.e. Ability to identify, formulate and solve engineering problems III.f. Understand professional and ethical responsibilities III.g. Ability to communicate effectively III.h. Broad education necessary to understand the impact of engineering solutions in a global and societal context. III.i. Recognition of the need for and the ability to engage in life-long learning III.j. Knowledge of contemporary issues III.k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice.

EE/PHYS 370 – Geometrical Optics (Optics I)

Required? No

Description: Covers lenses, prisms, image formation, aberrations, stops and pupils, photometry, optical instrumentation, reflection, and refraction.

Corequisites: PHYS 216, 216L or PHYS 217, 217L

Texts: Modern Geometrical Optics by Richard Ditteon, John Wiley & Sons, Inc. (1998), ISBN: 0-471-16922-6

Software: Rose6 (ray tracing program) and ZEMAX (lens design program)


1. To provide an up-to-date treatment of the introductory aspects of optics and photonics with an emphasis on the analysis and design methods of modern geometrical optics.

2. To help students develop an understanding of optics and photonics that will enable them to keep pace with new technologies and to develop future technologies that utilize photonics systems.

3. To gain hands-on laboratory experience in the design, implementation, and characterization of imaging and nonimaging optical systems.


• The nature of light; notes on optical fibers, plane mirrors and nondispersing prisms, thin lens equation, plane/spherical refracting/reflecting surfaces.

• Thin lens derivation, human eye, microscopes, telescopes • Paraxial ray tracing and first-order design. • Third-order optics; notes on aberrations, image quality.

Meetings: Monday, Wednesday, 10:30 a.m. to 11:20 a.m., Gardiner 116.

Labs: Register for one meeting per week (Gardiner 265)

Monday, Tuesday, Wednesday, Thursday, 2:30 p.m. to 5:00 p.m.


This course contains 1 hour of engineering science (basic concepts of geometrical optics and photonics) and 2 hours of engineering design (specific applications of geometrical optics and photonics for which there may be more than one correct answer). It builds on the foundation

obtained by the students in their fundamental courses in math, physics, electronics, and computers and teaches them the skills needed to analyze and design a first-order optical system and to recognize the degrading effects of higher-order aberrations in the system. Since many modern photonics systems integrate electronics and computers with optical devices such as cameras, lasers, and optical fibers, examples of these modern systems are discussed in the classroom lectures, and some are demonstrated in the laboratory sessions

Tools such as ray sketching for simple systems and paraxial ray tracing for more complex multiple-lens systems are used in this class to design and analyze the optics needed to collect photons and form images. After performing several ray traces by hand, the students download the Rose6 ray tracing program and use it extensively to analyze and design complex first-order optical systems consisting of many lenses. They are also introduced to the ZEMAX lens design code, and they use ZEMAX in two laboratory workshops toward the end of the semester. Eight laboratory experiments require the students to work in teams to build and test optical systems, many of which they have designed and analyzed in their homework assignments.



Objective I

b

II

c

II

d

II

f

III

a

III

b

III

c

III e

III k

1 x x x x x x x x x

2 x x x x x x x

3 x x x x x x x x



II c. Knowledge of calculus.



III b. Ability to design and conduct experiments and analyze data.

III c. Ability to sign a system to meet desired needs.

III e. Ability to identify, formulate,and solve engineering problems.


EE 431/542: Power Systems II

Required? No.

Description: Analysis of power systems in the steady state. Includes the development of models and analysis procedures for major power system components and for power networks.

Prerequisite: EE 332 or equivalent, with grade C or better; EE 542 students require instructor’s consent.

Course Text: A. R. Bergen and V. Vittal, Power Systems Analysis. Second Edition: Prentice Hall, 2000.

Other supplementary reading material will be provided.

Topics: The topics covered in this course are as follows.

• Introduction and Review • Single-phase and three-phase circuits • Transmission line parameters — inductance and capacitance • Electric and Magnetic Fields, induced voltages • Transmission line performance and analysis • Series and shunt compensation • Per phase analysis and the per-unit system • Transformers — single-phase, three-phase, auto and multi-winding • Power flow analysis and control • Unit commitment and generation dispatch; economic dispatch • Overview of competitive markets and issues

Objectives: The objectives of this course are as follows.

1. To develop an understanding of the physics (electric and magnetic fields, electrostatic and electromagnetic principles) of some of the basic components of an electric power system.

2. To develop an understanding of the steady state operation of an electric power system (single- and three-phase circuits, power flow analysis).

3. To promote insight into engineering and economic aspects of power system modeling and design.

4. To promote understanding of the engineering and economic aspects of power system operation and control.

5. To provide an understanding of and familiarity with the mathematical tools used in the steady-state analysis, operation and control of power systems.

6. To provide an opportunity to apply the above skills, as well as basic programming skills, through a transmission line design project. This project also emphasizes teamwork, report-writing and presentation skills.

7. To provide an awareness of contemporary issues in the power industry, and an introduction to the social and professional responsibilities of a power system engineer. This is expressed through a written essay written individually and submitted by every student.

Contribution to the Professional Component:

This one-semester, three-credit course initiates the student into serious study of power systems engineering as a profession. In this class, students will learn analytical techniques and tools that they can apply to power system design, and electrical design in general. The project affords them further opportunity to apply concepts learned in the classroom and continue to learn to work in a team setting. This course consists of three credits of engineering topics.

Relationship of the Course to Program Outcomes1

Course Objective 1 2 3 4 5 6 7

I.a.

I.b.

II.a.

II.c.

II.d.

II.f.

III.a

III.b.

III.c.

III.f.

III.g.

III.h.

III.i.

III.j.

Prog

ram

Out

com

e

III.k.

EE 460 Space Mission Analysis and Design

Required? No

Description: Course Description: This practical introduction to Space Mission Analysis and Design provides the student with the overview concepts, methodologies, models and tools needed to understand the satellite from a top-down, integrated, life-cycle perspective, evolving in coverage from the identification of customer requirements to design and development, production/construction, launch, system operations and life cycle support. The purpose of the class is to give the student an overview of satellite and launch systems plus the systems engineering approach involved in a generic, cradle to grave space program. All space program segments will be included: spacecraft system development and fabrication, launch and spacecraft and ground operations.

Prerequisites: Junior or higher engineering student in good standing.

Texts: James R. Wertz and Wiley J. Larson (editors), Space Mission Analysis and Design, 3nd ed., Wiley .

Software: STK, Student Version

Course Objectives: Upon successful completion of the course, the student should be able to understand:

1. The process of space mission analysis and design

2. Space mission characterization and evaluation

3. Space mission requirements definition

4. Space mission geometry, orbit selection and launch systems

5. An introduction to astrodynamics, the space environment and mission survivability.

6. Spacecraft subsystem design

7. Spacecraft payloads

8. Spacecraft missions operations and ground systems.

9. Participate in a team environment to design and present an engineering project

10. Use Satellite Tool Kit to solve simple orbital problems.


- Historical perspective of space programs and their contributions. - System requirements and flow down - Orbital Mechanics - Use of Satellite Tool Kit - Subsystem Design (attitude determination and control, propulsion, structure, power,

payloads, communications, and launch systems) - Space Environments - Mission analysis and mission constellations - Integration and Test - Manufacturing - Spacecraft operations - Project presentation techniques

Meetings: Tuesday, Thursday, 4:00 pm to 5:15 pm, T&B 104


This course contributes three semester hours of engineering topics.


Program Outcomes

Course

Objective Ia I b Ic IIa IIId IIIg

1 x x x

2 x x x

3 x x x

4 x x x x

5 x x x

6 x x x

7 x x x

8 x x x

9 x x x x x x

10 x


I a. Apply critical skills to integrate course information and apply it to design project. I b. Use STK to solve practical satellite problems. I c. Knowledge of spacecraft subsystems, environments and accepted processes. II a. Ability to apply knowledge of engineering application to several spacecraft functions. III d. Function in a project team for a complex engineering problem. III g. Communicate effectively during team meetings and project brief outs.

EE-461 Systems Engineering and Program Management

Required? Yes

Description: The purpose of the course is to give the student an overview of Systems Engineering from a major program perspective including the societal impact of engineering solutions to today’s problems. The course demonstrates the systems engineering discipline that is required to establish an effective configuration and size of system hardware, software, facilities, and personnel through an interactive process of analysis and design, satisfying an operational mission need in the most cost effective manner. The course provides a guide for systems engineering functions in program development, fabrication, operations, maintenance and life cycle support The student learns the fundamentals and principles of program management including program structure, cost and schedule control, staffing and subcontract management. They also learn the societal implications of a major program including environmental, health, safety and political impacts. The professional and ethical responsibilities of managing a major program are also addressed. Students are also required to do a design project of a major system.

Prerequisites: Junior or higher engineering student in good standing

Texts: Systems Engineering: Principles and Practices, Alexander Kossiakoff, Wiley, 2003

Software: N/A

Objectives: A student who completes this class should be able to understand:

(1) The fundamentals and "best practices" of systems engineering, as applied to all segments of a typical engineering program

(2) The product development life cycle and sustainability of a program (3) Systems engineering functions including requirements analysis, functional analysis and

allocation, trade studies and criteria, synthesis and design, verification and test planning, and integration and control.

(4) Integration of engineering specialties into systems engineering (reliability, materials and process, manufacturability, maintainability and testing, system safety, human factors, including health and safety, producibility, EMC/EMI, survivability, integrated logistic support, etc)

(5) The fundamentals of successful program management

(6) Professional and ethical responsibilities.

(7) Participate in a team environment to design and present a systems engineering project.


• System Engineering Processes • Systems Engineering Managment • Program Life Cycles • Introduction to Program Management • Contract Management • Cost and Schedule Management

• Risk Management • Ethics and Ethics' Case Studies

Meetings: Tuesday, Thursday, 4:00pm to 5:15pm., T&B 104

Labs: N/A



Systems engineering and program management provide a realistic bridge between the academic and professional world.



Objective I a I b I c II a III d

1 x x x x

2 x x x x

3 x x x x

4 x x x x

5 x x x x

6 x x x

7 x x x x x

8


I a. Apply critical skills to integrate course information and apply it to design project..

I b. Use course information to solve basic systems engineering problems.

I c. Knowledge of the systems engineering process.

II a. Ability to apply knowledge to specific systems engineering and program management problems and issues.

III d. Ability to apply lessons learned to ethical case studies.

EE 475 Control Systems II

Required? No.

Description: Analysis, design and control of linear systems.

Prerequisites: Senior standing or consent of instructor.

Texts: Industrial Control Electronics: Devices, Systems and Applications, 3/e (2006) by T. Bartelt,

Clifton Park, NY: Thomson and Delmar Learning.

Software: MATLAB, Student Version, SIMULINK Student Version

Objectives: The objectives of this class are as follows: • To understand basic properties for linear, time-invariant systems. • To understand how to analyze and simulate linear and nonlinear systems. • To understand performance limitations and tradeoffs in linear feedback systems. • To learn how to design controllers which may include observers for linear systems. • To learn the basics of controlling nonlinear systems. • To provide the students an opportunity to apply the knowledge of the above material in a practical

(project) experience. A small project will help the students grow in competence with the elements of motion control.

• To write an essay based on a current article in the area of control systems. This will include how engineering was used to solve a problem and advance the state of the art, how the solution will impact society, and how professional and ethical standards must be applied to obtain an engineering solution.

Topics: The topics covered in this class are: • Introduction & Background • Analysis of Linear and Nonlinear Systems • Observers • Model Reference Design and The Robust Servomechanism • Introduction to Nonlinear Controls


Contribution to the Professional Component:

This course provides an in-depth view of linear system analysis, and design. In class, the students will be expected to attain a level of competence in each step of the process of a control design. This progresses from the modeling, to the analysis, to the design, to the testing steps for a particular problem. Attention will be given to understanding and handling problem specifications and constraints. The material and the laboratory experience (projects) provide students with opportunities to apply theories to real problems. The multi-disciplinary material in this course lends itself well to its application in capstone courses, and many industrial settings. This course fills the contribution of three engineering depth or breadth credits.


Course Objective

1 2 3 4 5 6 7

I.a 4 4 4 4

I.b 4 4

II.a 4

II.c 4 4 4

II.e 4 4 4

II.f 4 4 4 4

II.g 4 4 4 4

III.a 4 4 4 4

III.c 4 4 4

III.e 4 4 4

III.f 4

III.g 4 4

III.h

4

III.i 4

III.j 4

Prog

ram

Obj

ectiv

e

III.k

4 4 4

Relevant program Outcomes I.a. Apply critical thinking skills to solve problems in EE I.b. Apply computers to assist in solving EE problems II.a. Breadth and Depth across the range of EE topics II.c. Knowledge of Math through differential and integral calculus II.e. Knowledge of advanced Math, Diff. Eq. and vector calculus II.f. Knowledge of engineering science II.g. Ability to analyze and design complex electrical and electronic devices and system that contain hardware and software components. III.a. Apply knowledge of math, science and engineering III.c. Ability to design a system, component or process to meet desired needs III.e. Ability to identify, formulate and solve engineering problems III.f. Understand professional and ethical responsibly III.g. Ability to communicate effectively III.h. Broad education necessary to understand the impact of engineering solution in a global and societal context. III.i. Recognition of the need for and the ability to engage in life-long learning III.j. Knowledge of contemporary issues III.k. Ability to use the techniques, skills and modern engineering tools necessary to engineering practice.

EE/PHYS 477/527 – Fiber Optics I

Required? No

Description: Covers the fundamental characteristics of individual elements (transmitters, detectors, and fibers) of fiber optic communication systems.

Prerequisites: Grade of C or better in EE 315 or PHYS 461

Texts: Fiber Optic Communications, Fifth edition, by Joseph C. Palais, Pearson Prentice-Hall (2005). ISBN: 0-13-008510-3

Software: Mathcad


1. To introduce class participants to the fundamentals of fiber optics communication systems.

2. To learn mathematical techniques for analyzing and designing optical fiber communications links.

3. To learn mathematical techniques for analyzing optical sources for fiber optics. 4. To learn mathematical techniques for analyzing optical detection systems. 5. To learn mathematical techniques for analyzing optical digital transmission performance

(to calculate signal-to-noise ratio, bit error rates, and data rates for a point-to-point system). 6. To learn to design a point-to-point fiber optic communication system.


• Basic properties of fiber optic communication systems • Optics review and lightwave fundamentals • Integrated optic waveguides • Optic fiber waveguides • Optical Sources and Detectors • Couplers and connectors • Noise and detection • System design

Meetings: Monday, Wednesday, 9:30 a.m. to 10:20 a.m., T&B 303

Labs: Register for one meeting per week (T&B 10C)

Monday, Tuesday, Wednesday, Thursday, 2:30 p.m. to 5:00 p.m.


This course contributes 3 semester hours of engineering topics.

It introduces the students to fiber optic communications. In this class the students learn to design and analyze the subsections of fiber optic systems and to design a point-to-point fiber optic communications system. They will learn by doing both analysis and design problems. The design of a point-to-point fiber optic communications system is required.



Objective I

b

II

b

II

c

II

f

III

a

III

b

III

c

III e

III k

1 x x x x x x

2 x x x x x x x x

3 x x x x x x

4 x x x x x x x

5 x x x x x x x x x

6 x x x x x x x x x



II b. Knowledge of Prob. and Stats. snd EE applications.

II c. Knowledge of calculus.



III b. Ability to design and conduct experiments and analyze data.

III c. Ability to sign a system to meet desired needs.

III e. Ability to identify, formulate,and solve engineering problems.


EE 486/524 Digital VLSI Design

Required? No

Description: Digital CMOS system design, including hardware description, circuit simulation, schematic generation, physical layout, design verification using software tools. Introduction to VLSI testing.

Pre-requisites: C or better in EE 324 and EE 361.

Text: R. Jacob Baker and David E. Boyce, CMOS Circuit Design, Layout, and Simulation, 2nd ed., IEEE Press, 2005.



1. Applying MOS device equations to analyze circuits 2. Identifying CMOS process layers and drawing cross-sectional views 3. Analysis and design of the CMOS inverter and static logic gates 4. Design of dynamic logic gates, transmission gates and flip-flops 5. Floorplan and design of memory circuits 6. Design of digital phase-locked loops 7. Design of arithmetic operators, such as adders and subtractors 8. Design of special-purpose circuits, such as Schmitt triggers and charge pumps 9. Using VLSI CAD tools to simulate, lay out, and verify digital integrated circuits 10. Building and testing small prototype circuits with discrete MOS transistors 11. Writing laboratory reports and project documentation 12. Presenting a team laboratory project in front of peers 13. Writing an essay in the area integrated circuits and devices


• MOSFET Layers, Device Equations, and Models • Static Logic • Transmission Gate Logic and Flip-flops • Dynamic Logic • High-Speed Adders and Multipliers • SRAM and DRAM Memory Circuits • Digital Phase-Locked Loops • Introduction to Test Methods

Meetings: Monday and Wednesday, 12:30 – 1:30 p.m., T&B 307

Labs: Monday or Wednesday, 2:30 – 5:00 p.m. (T&B 308/208)


This course contributes 1.5 semester hours of engineering topics and 1.5 semester hours of engineering design. Digital VLSI Design challenges students to design digital integrated circuit building blocks with real-world constraints of power supply voltage, power consumption, silicon area, and fabrication technology. Students develop graduate-level skills in VLSI: CMOS logic design and VLSI CAD tools for simulation and layout.



Objective I a II b II a II g III a III c III d III e III f III g III h III i III j III k

1 X X X X X

2 X

3 X X X X X

4 X X X X X

5 X X X X X

6 X X X X X

7 X X X X X

8 X X X X X

9 X X X X

10 X X X

11 X

12 X X X X

13 X X X X X X X


I a. Apply critical thinking skills to solve engineering problems. I.b. Apply computers to assist in solving engineering problems. II.a. Breadth and depth across the range of EE topics II g. Ability to analyze and design complex electronic systems. III a. Ability to apply knowledge of mathematics, science and engineering. III c. Ability to design a system or component to meet desired needs III d. Ability to function on multi-disciplinary teams. III e. Ability to identify, formulate and solve engineering problems. III.f. Understanding of professional and ethical responsibilities. III g. Ability to communicate effectively. III.h. Broad education to understand the impact of engineering solutions. III.i. Recognition of the need for and engaging in life-long learning. III.j. Knowledge of contemporary issues. III k. Ability to use modern techniques, skills and engineering tools.

EE 493 Power Systems III

Required? No

Description: Analysis of a power system under abnormal operating conditions. Topics include symmetrical three-phase faults, theory of symmetrical components, unsymmetrical faults, system protection, and power system stability.

Prerequisite: C or better in EE 332 - Power Systems I

Text: Power System Analysis and Design, (3rd edition), by J. Duncan Glover and Mulukutla Sarma, PWS Publishing Company

Software: In addition to studying the theory of abnormal system operation, the students will use several software packages to analyze typical problems in electric power system design and operation, and to conduct planning studies.

A solver such as Mathcad will be a very helpful tool for many of the homework problems.

Objectives:

1. To introduce students to the most essential abnormal power-system studies, including short-circuit analysis and stability.

2. To allow the students to use fundamental circuit analysis laws for the solution of power network problems. 3. To introduce the students to the method of symmetrical components and the use of this analysis technique to

analyze a variety of unbalanced three-phase problems. 4. To instill in the students a sense of professional ethics.

Topics:

• Course introduction; steady-state ac review • Review of power-system device models and solution techniques, • Three-phase circuits, electrical history, etc. • Symmetrical (balanced) faults (and general fault-analysis concepts) • Symmetrical components (theory and use) • Unsymmetrical (unbalanced) faults • Power system stability • Special topics (which may include detailed follow-up of previous

material, introduction to power-system control and economic

operation of power systems, power-quality analysis, etc.)

Meetings: 11:45 AM - 1:00 PM TTh, T&B 307

Contribution of EE 493 to Meeting the Professional Component:

In this course, the students study in detail the design, analysis and operation of an interconnected power system in the steady-state, as well as the analysis of the system in the short-circuit and transient-stability states. Students assemble the component models (for rotating machines, transformers, transmission lines, loads, etc.) studied in previous courses in order to achieve an understanding of how an entire electric power system functions, and in particular, how it can be analyzed in various abnormal states.

Relationship of the Course to Program Outcomes



1 X x x x

2 x x

3 X x x x x

4 x x



II e. Knowledge of advanced mathematics.




EE 498/499 - Senior Capstone – Satellite Design Required? Yes Description: Application of engineering principles to a significant design project. Includes teamwork, written

and oral communications, and realistic technical, economic, and public safety requirements. Prerequisite: Senior standing and consent of instructor. Textbook: Capstone Design Class Student Handbook.

Additional References: NASA and Air Force design documents that are available via the WebCT page

Software: Students will also need to know how to access the class Web page via a Web browser. Objectives: 1. To be able to determine performance requirements for a design

2. To be able to test a design to validate meeting those requirements 3. To make the design meet the constraints imposed by safety, materials, and related factors. 4. To be able to document the design and test. 5. To be able to make the design interface properly with other hardware and software entities. 6. To be able to communicate the design and validation both orally and in writing.

Topics: Topics covered in this class include:

1. Exercises on defining requirements with the customer. 2. Formal requirements definition. 3. System Concept Review and Preliminary Design Review presentations. 4. Developing design concepts to meet customer needs and constraints. 5. Formal reviews with the Air Force customers

Meetings: Formal meeting times are Monday 6:00 - 7:00 pm; Friday 2:30 - 3:20 pm.

Students meet outside of class as necessary. Labs: Students may use the Telemetry Lab facilities as necessary for device prototyping and testing. Contribution to the Professional Component: The capstone design experience is intended to give the students an opportunity to learn how to organize and execute an open-ended project that calls on their skills in analysis, critical thinking, and engineering and physical science to produce a specified product. This product must conform to appropriate constraints dictated by the customer or applicable standards. The students will work in an engineering team environment to produce the design and communicate the design concepts through written and oral reports.

Relevant Program Outcomes:

1. Ia – Apply critical thinking 2. IIf – Knowledge of engineering science 3. IIg – Ability to analyze and design complex systems 4. IIIc – Ability to design a system or component 5. IIId – Ability to function on teams 6. IIIe – Ability to formulate and solve problems

7. IIIf – Ability to understand professional ethics 8. IIIg – Ability to communicate effectively 9. IIIk – Ability to use tools and techniques for modern engineering practice

Relationship of Course to Program Outcomes:

EE 498 - Senior Capstone – Parrot Telemetry Required? Yes Description: Application of engineering principles to a significant design project.

Includes teamwork, written and oral communications, and realistic technical, economic, and public safety requirements.

Prerequisite: Senior standing and consent of instructor. Textbook: Capstone Design Class Student Handbook. Software: Students will also need to know how to access the class Web page via a

Web browser.

Objectives: 1. To be able to determine performance requirements for a design 2. To be able to test a design to validate meeting those requirements 3. To make the design meet the constraints imposed by safety, materials, and related factors. 4. To be able to document the design and test. 5. To be able to make the design interface properly with other hardware and software entities. 6. To be able to communicate the design and validation both orally and in writing.

Topics: Topics covered in this class include:

1. Exercises on defining requirements with the customer. 2. Formal requirements definition. 3. System Concept Review and Preliminary Design Review presentations. 4. Developing design concepts to meet customer needs and constraints.

Meetings: Formal meeting times are Monday 6:00 - 7:00 pm; Friday 2:30 - 3:20 pm.

Students meet outside of class as necessary. Labs: Students may use the Telemetry Lab facilities as necessary for device

prototyping. Contribution to the Professional Component:

The capstone design experience is intended to give the students an opportunity to learn how to organize and execute an open-ended project that calls on their skills in analysis, critical thinking, and engineering and physical science to produce a specified product. This product must conform to appropriate constraints dictated by the customer or applicable standards. The students will work in an engineering team environment to produce the design and communicate the design concepts through written and oral reports.

Relevant Program Outcomes:

1. Ia – Apply critical thinking 2. IIf – Knowledge of engineering science 3. IIg – Ability to analyze and design complex systems 4. IIIc – Ability to design a system or component 5. IIId – Ability to function on teams 6. IIIe – Ability to formulate and solve problems 7. IIIf – Ability to understand professional ethics

8. IIIg – Ability to communicate effectively 9. IIIk – Ability to use tools and techniques for modern engineering practice

Relationship of Course to Program Outcomes:

ENGL 111G Rhetoric and Composition

Course (catalog) description

Skills and methods used in writing university-level essays.

Prerequisites(s)

ACT standard English score in English of 16 or higher during regular semester (20 or above during summer) or successful completion of a developmental writing course or the equivalent.

Textbook(s) and/or other required material

Ramage, John D., and John C. Bean. Writing Arguments: A Rhetoric with Readings (Brief Edition). Fourth Edition. Boston: Allyn and Bacon, 1998.

NMSU English 111 text: Paideia Editors: Kimberly Whitehead and Kristina Fury. 1999.

A three-inch, three-ring binder with cover pockets or an accordion file with pockets.

A manilla folder.

A package of at least 12 3X5 index cards.

A floppy disk.

Course objectives

· Become familiar with the composing process and learn to adjust it to accomplish various writing tasks.

· Develop analytical reading and critical thinking skills.

· Develop expository and argumentative writing skills.

· Develop research skills.

· Use collaborative learning in various contexts.

Topics covered

This course includes 5 essay assignments: Essay 1: A Critique of Self, Essay 2: Writing in a Major, Essay 3: Documented White Paper, Essay 4: Editorial, Essay 5: Reflective Self-Assessment. The portfolio assignment requires students to revise these essays and submit them at the end of the semester. In addition, students are required to take the Common Essay exam at the end of the semester.

Class/laboratory schedule

This 4-credit course meets for 210 minutes per week and includes at least one block of 110 minutes. The course meets for 15 weeks plus an additional meeting during final exam week.

Contribution of course to meeting the professional component.

This course is required to meet part of the University’s General Education English Composition requirements.

Relationship of course to program objectives.

The knowledge and experience gained in this course is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.

This course addresses the critical thinking portion of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

Person(s) who prepared this description & date of preparation.

Julie Dyke of the English Department prepared this syllabus on February 23, 2000.

ENGL 111H Rhetoric and Composition- Honors


Individualized assignments and independent study.

Prerequisites(s)

ACT standard English score in English of 25 or higher and departmental approval.


Ramage, John D., and John C. Bean. Writing Arguments: A Rhetoric with Readings (Brief Edition). Fourth Edition. Boston: Allyn and Bacon, 1998.

NMSU English 111 text: Paideia Editors: Kimberly Whitehead and Kristina Fury. 1999.

A three-inch, three-ring binder with cover pockets or an accordion file with pockets.

A manilla folder.

A package of at least 12 3X5 index cards.

A floppy disk.

Course objectives

· Become familiar with the composing process and learn to adjust it to accomplish various writing tasks.

· Develop analytical reading and critical thinking skills.

· Develop expository and argumentative writing skills.

· Develop research skills.

· Use collaborative learning in various contexts.

Topics covered

This course includes 5 essay assignments: Essay 1: A Critique of Self, Essay 2: Writing in a Major, Essay 3: Documented White Paper, Essay 4: Editorial, Essay 5: Reflective Self-Assessment. The portfolio assignment requires students to revise these essays and submit them at the end of the semester.


This 4-credit course meets 2.5 hours per week for 15 weeks plus an additional meeting during final exam week.


This course meets part of the University’s General Education English Composition requirements.




ENGL 218G. Technical and Scientific Communication


Effective writing for courses and careers in sciences, engineering, and agriculture. Strategies

for understanding and presenting technical information for various purposes to various

audiences.

Prerequisites(s)

ENGL 111G


Anderson, Paul V. Technical Communication: A Reader Centered Approach. Harcourt Brace College publishers, 1998

Course objectives

· Identify and define audience and purpose.

· Learn about ethics and professional ism in the workplace.

· Employ technology in the writing process.

· Plan, draft, and revise oral and written communication.

· Learn about professional and user-friendly style in technical communication.

· Work effectively as team members in writing situations.

· Identify basic elements of design for technical communication.

· Learn to work under time constraints and deadline situations.

Topics covered

Introduction Memo, Technical Communications in my Field, Computer Usage, Collaborative Technical Project, Project Proposal Memo, Annotated Bibliography, Project Presentation, Written Report, Transmittal Memo, Group Evaluation Memo.


This 3 credit course has multiple sections all of which meet for 2.5 hours per week for 15 weeks plus a 2 hour final exam.


This course or ENGL318G Advanced Technical Writing and Scientific Writing is required to meet the University’s General Education English Composition requirements.





Clint Lanier of the English Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on October 29, 1999.

Comm. 265G. Principles of Human Communication.

Course (catalog) description.

Study and practice of interpersonal, small group, and presentational skills essential to effective social, business, and professional interaction.

Prerequisites(s)

None


Joseph A. Devito, Human Communication: The Basic Course (7th ed.). Longman, 1997.

Walter R. Zakahi and A. E. Lindsey, A Basic Course In Human Communication: Student Workbook, Kendall/Hunt, 1998.

Course objectives.

a. Develop and improve students’ critical thinking skills

b. Develop and improve students’ ability to integrate and synthesize information.

c. Develop and improve students’ ability to present cogent arguments during an

oral/verbal presentation.

Topics Covered

a. Informative Speaking: The purpose of this assignment is to inform your audience by clarifying a concept or process, demonstrating a process, or in general, widening your audience’s knowledge base.

b. Persuasive Speaking: To bring about a change in your audience’s attitudes and/or action; to align your audience’s attitudes and/or actions with your desired attitudes/actions.

c. Relational Analysis

i. Attraction

ii. Development

iii. Maintenance

iv. Conflict

.


The class meets for 15 weeks on each Friday in a mass-lecture format taught by tenure-track faculty. It also meets two days per week (either Monday and Wednesday or Tuesday and Thursday) in lab sections run by graduate teaching assistants. The class also includes a 2-hour final exam.

Contributions of course to meeting the professional component.

This course is included in University’s Critical Thinking/Analysis General Education requirement.

Relationship of course to program objectives

The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.

This course directly addresses the critical thinking portion of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

Person(s) who prepared this description and date of preparation.

Walter R. Zakahi, Professor and Academic Head, Communication Studies Department and J Eldon Steelman of the College of Engineering prepared this syllabus on October 20, 1999.

CHEM 111. General Chemistry I


Descriptive and theoretical chemistry. CHEM 111/112 are General Education alternatives to CHEM 110G.

Prerequisites(s):

a. "C" or better on Math 115 or a math placement score that places you out of Math 115.

b. One of the following:

i. "B" or better in the second semester of high school chemistry.

ii. "C" or better in Chemistry 100.

iii. Composite ACT score of at least 22.


• “Chemistry,” 3rd Ed. by Masterton and Hurley (bundled with Study Guide) • “Global Warming” by Anthony et.al. • Calculator: • You will need a calculator with exponential notation and logs. Alpha-numeric calculators are NOT

permitted during exams. • Lab: • “Chemtrek” by Stephen Thompson • Small Scale Lab Kit • Laboratory Notebook (Hayden & McNeil)

Course objectives

Chemistry 111 is taught with four objectives in mind.

a. Prepares you for Chem 112 and subsequent chemistry courses by introducing the important facts and concepts necessary to all facets of chemistry.

b. To introduce the student to the scientific method; how facts are related to theories and how it increases understanding of nature and evolves.

c. To improve the student's ability to analyze and solve problems in a quantitative manner, essential to chemistry and other applied sciences.

d. Provides a molecular world view, an outlook unique to chemistry and essential to an educated person.

Topics covered in lecture

Introduction

Matter & Measurement

Atom, Molecules, and Ions

Stoichiometry

Reactions in Solution

Gases

Electronic Structure & Periodic Table

Covalant Bonding

Global Warming Project

Thermochemistry

Topics covered in lab

The System

Small Scale Techniques

Use and Abuse of Aluminum

Solutions & Reactions

Stoichiometry

Introduction to Acids & Bases

Greenhouse Gases

Sources of CO2

Thermochemistry


This 4-credit course has a lecture component, which meets for 2.5 hours per week for 15 weeks plus a 2-hour final exam, and a laboratory component, which meets for 2.5 hours per week for 15 weeks.


The course is included in the ABET category ‘one year of mathematics and basic sciences’.


By mastering the material included in the lecture portion of the course and completing the required assignments, students gain the following: 3(a) an ability to apply knowledge of mathematics, science, and engineering, 3(e) an ability to identify, formulate, and solve engineering problems, and 3(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. By working in teams and performing experiments as required in the laboratory portion of the courses, students gain the following: 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data and 3(d) an ability to function on multi-disciplinary teams.


ECON 251G. Principles of Macroeconomics


Macroeconomic theory and public policy: national income concepts, unemployment, inflation, inappropriate economic growth, and international payment problems.

Prerequisites(s)

None


Macroeconomics for Today, by Irvin B. Tucker, 2nd ed.

Course objectives

Economics is a social science that deals with people, the problems they face (such as unemployment, inflation, and high interest rates), and how these problems can be reduced. Thus the ultimate objectives of economics are to formulate and evaluate policies dealing with society's problems.

Topics covered

• Demand and Supply • Measuring the Nation’s Output • Keynesian Economics • Fiscal Policy • Money and Banking • Monetary Policy and the Fed


This 3-credit course meets 2.5 hours per week for 15 weeks plus a 2-hour final exam.


This course is one of several that satisfy the University’s General Education Social Analysis requirement.


The knowledge gained in this course helps to prepare students to meet

Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and to provide graduates with the economics background required to include economic constraints in design requirements as specified in Criterion 4.

This course directly addresses the societal awareness portion of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement,

professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

ECON 252G. Principles of Microeconomics


Microeconomic theory and public policy: supply and demand, theory of the firm, market allocation of resources, income distribution, competition and monopoly, governmental regulation of businesses and unions.

Prerequisites(s)

None


MICROECONOMICS, David C. Colander

Course objectives

Economics is a social science that deals with people, the problems they face (such as unemployment, inflation, and high interest rates), and how these problems can be reduced. Thus the ultimate objectives of economics are to formulate and evaluate policies dealing with society's problems.

Topics covered

Micro-economic theory and public policy, supply and demand concepts, theory of the firm, allocation of resources through markets, market structures, government regulation, unions, income distribution, taxation, comparative economic systems, socioeconomic issues. Examples often drawn from cases pertaining to New Mexico.




This course is one of several that satisfy the University’s General Education Social Analysis requirement.


The knowledge gained in this course helps to prepare students to meet

Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and to provide graduates with the economics background required to include economic constraints in design requirements as specified in Criterion 4.

This course directly addresses the societal awareness portion of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

PHYS 215. Engineering Physics I


Calculus level treatment of kinematics, work and energy, particle dynamics, conservation principles, simple harmonic motion.

Prerequisites(s)

MATH 191


Physics for Scientists and Engineers, Vol. 1, by Paul A. Tipler

Study Guide, Vol. 1, by G. Mosca, G.C. Kyker, Jr., and R. Gautreau can also

help in studying the material

Course objectives

The main aim of the course is that the student will become familiar with the concepts and methods used to find a workable description of the physical world. We will cover the main principles of mechanics and oscillations and show how these principles can be applied to solve particular problems. Understanding of the concepts is stressed more than memorization of mathematical formulas, and the meaning behind the formulas is explained. The students are expected to develop skills and to acquire knowledge to approach typical problems that are found in many engineering and scientific applications.

Topics covered

Mechanics, including motion concepts, forces, energy concepts, momentum, rotational motion, angular momentum, gravity, static equilibrium and oscillations.


This 3-credit course has multiple sections all of which meet for 2.5 hours per week for 15 weeks plus a 2-hour final exam.




The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(a): an ability to apply knowledge of mathematics, science, and engineering.

PHYS 215L. Engineering Physics I Laboratory


Laboratory experiments associated with the material presented in Phys 215

Prerequisites(s):

None

Corequisite:

Phys 215


Laboratory Manual for Phys 211L, General Physics I, Phys 213L,

Mechanics, and Phys 215L, Engineering Physics I; New Mexico State University,

Kendall/Hunt Publishing Company, 1998

Course objectives

To teach the techniques of measurement and the interpretation of experimental data, and to illustrate the physical principles discussed in the lecture course

Topics covered:

The techniques of measurement and the interpretation of experimental data, illustrating the physical principles discussed in the lecture course.


This 1 credit laboratory course has multiple sections, all of which meet for 2.5 hours per week for 15 weeks plus a 2-hour final exam.




By working in teams and completing lab reports as required in this laboratory course, students gain the following: 3(a) an ability to apply knowledge of mathematics, science, and engineering, 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data, 3(e) an ability to identify, formulate, and solve engineering

problems, 3(g) an ability to communicate effectively, 3(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice and 3(d) an ability to function on multi-disciplinary teams.


PHYS 216. Engineering Physics II

2. Course (catalog) description

A calculus-based treatment of topics in electricity, magnetism, and optics.

Prerequisites(s)

Math 192 and Physics 215.


Physics for Scientists and Engineers, Vol. 2, by Paul A. Tipler

Course objectives:

Students are expected to develop a solid conceptual foundation in electricity and magnetism and to develop skill in the application of underlying concepts to the quantitative solution of electricity and magnetism problems.

Topics covered

Electric forces, electric fields, superposition in electrostatics, conductors and insulators, distributed charges, polarization and induced charge, electric flux, Gauss¹ law, work in electric fields, electric potential difference, electric potential, capacitance, current, DC circuits, RC circuits, magnets and magnetic fields, magnetic forces, Ampere¹s law, Gauss¹ law for magnetism, Faraday¹s law and applications, Maxwell equations, electromagnetic waves, reflection, refraction, Snell¹s law, lenses and optical systems, interference and diffraction.








PHYS 216L. Engineering Physics II Laboratory



Prerequisites(s):

Corequisite: Phys 216

Textbook(s) and/or other required material:

None

Course objectives


Topics covered:

Electric field, basic electrical measurements and Ohm’s Law, characteristic curves of conductors, temperature coefficient of conductors, magnetic forces and the current balance, reflection and refraction, image formation from spherical mirrors, converging lenses, double slit interference pattern, and diffraction grating .






By working in teams and completing lab reports as required in this laboratory course, students gain the following: 3(a) an ability to apply knowledge of mathematics, science, and engineering, 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data, 3(e) an ability to identify, formulate, and solve engineering problems, 3(g) an ability to communicate effectively, 3(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice and 3(d) an ability to function on multi-disciplinary teams.


PHYS 217. Heat, Light and Sound


Calculus-level treatment of thermodynamics, geometrical and physical optics, and sound.

Prerequisites(s)

PHYS 213 or 215


Physics for Scientists and Engineers, Vol. 1 & 2, by Paul A. Tipler

Course objectives

The purpose of this course is to give a student an understanding of the many topics included in the three main subject areas of the course.

Topics covered

Wave motion, superposition and standing waves, temperature and the kinetic theory of gases, heat and the first law of thermodynamics, thermal properties and processes, properties of light, optical images, and interference and diffraction.




This course is one of several required courses in the mathematics and basic science requirements to satisfy Criterion 4(a).




PHYS 217L. Experimental Heat, Light and Sound



Prerequisites(s): Science majors

Corequisite: Phys 217

Textbook(s) and/or other required material:

None

Course objectives


Topics covered:

Mechanical resonance, sound resonance, mechanical equivalent of heat, thermal expansion coefficient , calorimetry, thermal conductivity, reflection and refraction, image formation from spherical mirrors, image formation from converging lenses, double slit interference pattern (microwaves), and diffraction grating (microwaves).






By working in teams and completing lab reports as required in this laboratory course, students gain the following: 3(a) an ability to apply knowledge of mathematics, science, and engineering, 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data, 3(e) an ability to identify, formulate, and solve engineering problems, 3(g) an ability to communicate effectively, 3(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice and 3(d) an ability to function on multi-disciplinary teams.


Math 191 - Calculus and Analytic Geometry I


Functions and modeling, limits and derivatives, differentiation rules and applications of differentiation.

Prerequisites(s)

Grade of C or better in Math 180 and 185.


James Stewart, “Calculus: Concepts and Contexts”, Brooks/Cole

Course objectives

The goals are to present the concepts of calculus, to stress techniques, applications, and problem solving, and to emphasize numerical aspects such as approximations and order of magnitude. Overall, the goals are to illustrate the power of calculus as a tool for modeling situations arising in physics, science, engineering and other fields. In fulfillment of these goals, this and later courses will stress topics such as polynomial approximation, setting up integrals, differential equations, as well as the use of calculators and, when reasonable, the use of computer

Topics covered

Polynomial and exponential functions, graphing calculators, logarithms, tangent and velocity problems, limit of a function, continuity, other rates of change, derivatives, product and quotient rules, the chain rule, linear approximations, differentials, maxima & minima, derivatives and the shapes of curves, graphing, indeterminate forms and L’Hospital’s rule, optimization, Newton’s method, antiderivatives.






The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(a): an ability to apply knowledge of mathematics, science, and engineering. Most sections of the course require writing assignments which contribute to the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.


Math 192. Calculus and Analytic Geometry II


Functions and modelling, limits and derivatives, differentiation rules and applications of differentiation.

Prerequisites(s)

Grade of C or better in Math 191.



Course objectives

The goals are to present the concepts of integral calculus, to stress techniques, applications, and problem solving, and to emphasize numerical aspects such as approximations and order of magnitude. Overall, the goals are to illustrate the power of calculus as a tool for modeling situations arising in physics, science, engineering, and other fields. In fulfillment of these goals, this and later courses will stress topics such as polynomial approximation, setting up integrals, differential equations, as well as the use of calculators, and, whenever appropriate and possible, the use of computers.

Topics covered

Areas and distances, the definite integral, the Fundamental Theorem of Calculus, the substitution rule, integration by parts, integration by tables and computer algebra systems, approximate integration, improper integrals, volumes, arc length, applications to physics and engineering, probability, differential equations, direction fields, separable equations, exponential growth and decay, predator-prey systems, sequences, series, convergence tests, power series, representations of functions as power series, Taylor and Maclaurin series, the binomial series, series solutions of differential equations.







Math 291. Calculus and Analytic Geometry III


Functions and modelling, limits and derivatives, differentiation rules and applications of differentiation.

Prerequisites(s)

Grade of C or better in Math 180 and 185.



Course objectives

To introduce basic concepts and tools of Analytic Geometry and Multivariable Calculus with strong emphasis on conceptual understanding and applications.

Topics covered

Three-dimensional coordinate systems, vectors, dot product, cross product, equations of lines and planes, functions and surfaces, cylindrical and spherical coordinates, vector functions and space curves, derivatives and integrals of vectors, arc length and curvature, motion in space, parametric surfaces, functions of several variables, limits and continuity, partial derivatives, tangent planes and linear approximations, the chain rule, directional derivatives and the gradient vector, maxima and minima, Lagrange multipliers, double and iterated integrals, application of double integrals, triple integrals.








Math 391 - Vector Analysis


Calculus of vector-valued functions, Green's and Stoke's theorems, and applications.

Prerequisites(s)

Grade of C or better in MATH 291.


Davis and Snider, “Introduction to Vector Analysis”, 7th ed., W. C. Brown, Publishers.

Course objectives

The students' primary objective should be to understand basic concepts of vector calculus through its applications. Fluid flow and electromagnetism should be used to illustrate each theoretical point, and provide real-world problems. The student should be encouraged to develop geometric intuition while using algebra and calculus for computation. To pave the way for Stoke's theorem, the curl should be introduced as the limit of circulation per unit area (e.g. about an infinitesimal rectangle or circle). Divergence should be introduced as the limit of outflow per unit volume. Students may then discover their coordinate expressions through projects or exercises. The instructor will have to create these or rely on other sources; there are some examples in the project drawer in the math reading room.

Topics covered

Vector Algebra; Vector Functions of a Single Variable; Scalar and

Vector Fields; Line, Surface, and Volume Integrals.








Math 392 - Ordinary Differential Equations


First order equations, models for growth and decay, linear equations, systems of linear equations, oscillations, graphical and numerical methods, nonlinear equations.

Prerequisites(s)

Grade of C or better in MATH 291.


Devaney and Hall, “Differential Equations”, Blanchard, , Brooks-Cole, 1998

Course objectives

To introduce basic concepts, theory, methods and applications of ordinary differential equations with emphasis on modeling and dynamics.

Topics covered

Models of growth and decay, comparison of analytic, numerical and graphical methods, basic idea of existence/uniqueness, equilibria and bifurcations, linear equations, first order systems, more than one dependent variable, second order equations, oscillations,

Euler's method, special analytic techniques, qualitative analysis, Linear systems, superposition, real and complex eigenvalues, behavior along eigenvectors, repeated eigenvalues, zero eigenvalues, trace-determinant plane, forced oscillations and resonance, periodically forced harmonic oscillator, amplitude and phase of asymptotic solution.







STAT 371 - Statistics for Engineers and Scientists


Modern probability and statistics with applications to the engineering sciences.

Prerequisites(s)

Math 192.


Applied Statistics and Probability for Engineers, 2nd ed., C. D. Montgomery and G. C. Runger, 1999.

Course objectives

The subject of "statistics'' is, in a sense, a foreign language and the main purpose of this course is for students to learn to read that language with comprehension. Students should also learn to write respectable explanations of the solutions to the problems such as "hypothesis testing.''

Topics covered

Introduction to Statistics and Data Analysis, Probability, Random Variables and Probability (discrete and continuous), Distributions, Sampling Distributions, Estimation, Hypothesis Testing, and Simple Linear Regression and Correlation.




The elective course is included in the ABET category ‘one year of mathematics and basic sciences’.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(a): an ability to apply knowledge of mathematics, science, and engineering and 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data.



Hung Nguyen of the Mathematics Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on November 18, 1999.

IE 310 G: Continuous Quality Improvement

Catalog Description

Deming's philosophy, Malcolm Baldrige national quality award, probability theory, discrete and continuous distributions, parameter estimation, hypothesis testing, control charts, design of experiments, analysis of variance, factorial experiments. 3 Credits.

Prerequisites

MATH 192

Text

Kiemele, Mark J. and Schmidt, Stephen R. (1997). Basic Statistics: Tools for Continuous Improvement, 4th Edition, Colorado Springs, CO: Air Academy Press. This text includes a set of software programs for statistics, process capability analysis, and statistical process control that will be used in class.

Course Objectives

1.To learn the strategies and tactics of continuous quality improvement and statistical thinking.

2.To learn the quantitative and qualitative techniques used to improve quality and their application in a variety of engineering, manufacturing, and other environments.

3.To develop skills in teams and teamwork that are based on current industry best practices.

Topics

1.Introduction and Background, including why continuous quality improvement.

2.Quality Improvement in industry.

3.The role of quality awards such as the Malcolm Baldrige National Quality Award and New Mexico Quality Awards.

4.Quality Standards such as ISO 9000 and QS 9000 as currently used in industry.

5.Basic Quality Improvement Tools: Flowcharts, Pareto Charts, Cost-of-Poor Quality Analysis, Matrix Charts, Statistics, Process Capability Analysis, and much, much more.

6.Statistical Applications in CQI: Hypothesis testing, Statistical Process Control (SPC), Design of Experiments, including Graphical Methods, and design optimization for product and process improvement.

Class Schedule

Two 75-minute sessions per week.

Contribution to Meeting the Professional Component

This course introduces you to the application of statistical thinking (including probability, statistics and design of experiments) to engineering problem solving. For ABET purposes, this course offers two credits of mathematics.

Relationship to Program Objectives

This course relates to your department's program objectives by introducing concepts of design and analysis of experiments, communication of experimental results, working in teams, and product/process analysis using quality improvement as a strategy.

Math 471 - Complex Variables


A first course in complex function theory, with emphasis on applications.

Prerequisites(s)

Math 391.


Churchill and Brown, Complex Variables and Applications, Sixth Ed

.

Course objectives

Complex functions lie at the core of physical and engineering mathematics, and their

study builds bridges to and among subjects in higher mathematics such as topology and analysis. While the theory has become elegant and simple, it was developed historically as a toolkit for solving applied problems. The goal of this course is to develop skills in applying the theory to real-world problems. Topics particularly appropriate for applied projects or exercise sets include:

The geometry of complex arithmetic, complex powers, and conformal mappings, plane symmetries, and stereographic projection.

The "rotating phasor'' and oscillatory systems.

Analyticity. the Cauchy integral formula and representations of functions; the relationship between the Cauchy-Riemann equations and Laplace's equation,.

Applications to Pie’s such as heat flow and wave propagation.

The relationship between Laurent series and Fourier series and transforms and Laplace transforms, the relationship between causality and analyticity,

Applications of inversion through contour integrals.

Topics covered:

• Arithmetic and Geometry of complex numbers • Differentiation • Elementary functions • Integration • Series • Poles and residues • Selected applications • Applications of residues • Basic mappings • Conformal mappings • Applications of conformal mappings


This 3-credit course meets for 2.5 hours per week for 15 weeks plus a 2-hour final exam.






Math 480 - Vector Spaces and Matrix Algebra


Matrices, determinants, vector spaces, characteristic values, canonical forms; applications.

Prerequisites(s)

Math 391.


Gilbert Strang, Introduction to Linear Algebra, Second Edition.

Course objectives

The objective of the course is for students to learn the concepts underlying the uses of matrices, vector spaces, and eigenvalues, and to see how those tools work in real-life situations. Students will study the basic techniques of matrix algebra and will learn how to use them in various applications. They will gain skills in solving applied problems and in dealing with abstract mathematical concepts. Theoretical considerations should be treated so as to enhance conceptual understanding, not just formal theorems and proofs. The theory has to be motivated and reinforced by a variety of applications. Emphasize use of computers in matrix calculations. Take the class to the student computer lab and introduce them to Scientific Workplace and Maple. (Many students will already have their favorite computer package, but they may want to use Scientific Workplace after they have seen it.)

Topics covered:

Relationships between matrix algebra and Gaussian elimination; Vector spaces and linear equations; Spaces with inner products and applications. Determinants; Eigenvalues and applications. The applications are integrated along the way with corresponding theoretical concepts. (Applications chosen will depend on student interests.)









Frank Williams of the Mathematics Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on November 18, 1999.

Statistics 470 - Probability: Theory and Applications


Basic probability distributions including binomial, normal; random variables, expectation; laws of large numbers; central limit theorem.

3. Prerequisites(s)

Math 291 and at least one 300-level Math course.


Probability and Statistical Inference, R. Bartoszynski and M. Niewiadomska-Bugaj, J. Wiley, 1996

.

Course objectives

The primary objectives are mathematical: to understand the basic concepts of probability and to appreciate the nature of its applications; to develop some facility in reading material of this type. The secondary objectives appear as an overall improvement in problem solving skills and the ability to organize and present material efficiently.

Topics covered:

Sample spaces, events, probability. Classical probability (combinatorial probability). Conditioning and independence. Random variables (discrete, continuous, multivariate). Expectation. Some probability models. Limit theorems (laws of large numbers and central limit theorem).




The elective course is included in the ABET category ‘one year of mathematics and basic sciences’.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(a): an ability to apply knowledge of mathematics, science, and engineering and 3(b) an ability to design and conduct experiments, as well as to analyze and interpret data.


ANTH 201G INTRODUCTION TO ANTHROPOLOGY


Exploration of human origins and the development of cultural diversity. Topics include biological and cultural evolution, the structure and functions of social institutions, belief systems, language and culture, human-environmental relationships, methods of prehistoric and contemporary cultural analysis, and theories of culture..

Prerequisites(s)

None


Ferraro, Trevathan, and Levy Anthropology: An Applied Perspective 1994

Course objectives

After completing this course, students will be able to give a brief overview of the subdisciplines of biological, archaeological, cultural, and linguistic anthropology. Students will also be able to outline evolutionary theory, human prehistory, and compare

different world cultures.

Topics covered

• What is Anthropology? • The Concept of Culture • Applied Anthropology • Biology, Genes, and Evolutionary Theory • Our Place in Nature • Early Evolutionary History of Primates and Hominoids • Origin, Spread, and Variation of Homo Sapiens • Biocultural Adaptation • Anthropological Archaeology • Great Transformations in Prehistory • Prehistoric Cultures in North America • Doing Cultural Anthropology • Language • Getting Food • Economics • Kinship and Descent • Marriage and the Family • Religion • Art




This course is one of several that satisfy the University’s General Education Human Thought and Behavior requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context.


ART 101G. Orientation in Art


A multi-cultural examination of the principles and philosophies of the visual arts and the ideas expressed through them.

Prerequisites(s)

None


Preble, Preble and Frank, Art Forms (6th edition), Longman Press, 1999

Course objectives

The objective for this course are to explore the visual language of art, and to examine, through slide lectures, gallery visits/excursions, discussion groups et. al., the major visual and multi-cultural achievements that have shaped our culture and to arrive at an understanding and appreciation of the visual arts within social, cultural and historical perspectives.

Topics covered

• Art Is… • Manhattan Experience • Elements • Principles • Style • Evaluation (writing about art) • Drawing • Printmaking • Camera Arts • Graphics • Crafts • Sculpture • Architecture • Art as Cultural Heritage • The Modern World




This course is one of several that satisfy the University’s General Education Literature and Fine Arts requirement.

CEP 110G. Human Growth and Behavior


Introduction to the principles of human growth and development throughout the life span.

Prerequisites(s)

None


Papalia, D.E., S. W. Olds & R.D. Feldman Human Development (7th ed.) (1998) McGraw Hill: Boston

Crandall, T. L. and Crandell, C. H. Study guide with readings to accompany “Human Development McGraw Hill: Boston

Course objectives

i.The course member will demonstrate an understanding of the similarities and differences among the major theories of human development.

ii.The course member will demonstrate a familiarity with the generally recognized stages of human development from conception to death.

iii. The course member will demonstrate a comprehension of the normal and exceptional patterns of human development as they occur within the physical, cognitive, and psychosocial domains.

Topics covered

• About Human Development • Forming a New Life • The First Three Years: Physical Development • The First Three Years: Cognitive Development • The First Three Years: Psychosocial Development • Early Childhood: Physical and Cognitive Development • Early Childhood: Psychosocial Development • Middle Childhood: Physical and Cognitive Development • Middle Childhood: Psychosocial Development • Adolescence: Physical and Cognitive Development • Adolescence: Psychosocial Development • Young Adulthood: Physical and Cognitive Development • Young Adulthood: Psychosocial Development • Middle Adulthood: Physical and Cognitive Development • Middle Adulthood: Psychosocial Development • Late Adulthood: Physical and Cognitive Development • Late Adulthood: Psychosocial Development

Students are also required to participate in Service Learning by volunteering for a minimum of four hours during the semester at a daycare center, youth club, university service organization, senior citizen residence or related settings. Oral reports on these activities are required.






The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context. The written and oral reports are part of the preparation for students who meet Criterion 3(g): an ability to communicate effectively. Participation as a team in various off-campus social work activities helps to prepare graduates who meet Criteria 3(d): an ability to function on multi-disciplinary teams and 3(j): a knowledge of contemporary issues.

This course directly addresses the societal awareness, student involvement, professional and ethical awareness portions of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

Econ 450G/ IB 450G International Economics


Trade and capital flows between countries, international payments, government policy in balance-of-payments and tariff matters, international organizations.

Prerequisites(s)

Economics 201G or equivalent.


Steven Husted and Michael Melvin, International Economics, 4th Ed. New York: HarperCollins (1998).

Course objectives

The purpose of the course is for students to gain an understanding of international trade, exchange rates, balance of trade, and the impact of government policies on international trade.

Topics covered

• Review of Economic Principles, • The Pure Theory of International Trade, • Commercial Policy • Exchange Rates, • International Finance, and • Open Economy Macroeconomics




This course is one of several that satisfy the University’s General Education Viewing a Wider World requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and 3(j): a knowledge of contemporary issues. The significant writing assignment required in all Viewing a Wider World courses is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.

This course directly addresses the societal awareness and professional and ethical awareness portions of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

HIST 101-G: ROOTS OF MODERN EUROPE


Economic, social, political, and cultural development from earliest times to about 1700.

Prerequisites(s)

None


-- Kagan, Ozment, and Turner, The Western Heritage, Vol. 1 (to 1715) is at

the NMSU bookstore

-- Adams, Wallace E., et. al., The Western World, Vol. I, is at The Print

Shop, 1114 Espanola St.,

Course objectives

After completing this course, the student should be able to trace the development of Western civilization from the Egypt and Mesopotamia to the time of Shakespeare with a special emphasis on intellectual history and including the impact of religion, the development of art and the roots of democracy.

The goal of this course is to raise the students' sense of human understanding and to familiarize them with the background of their own and other civilizations. It is part of the Writing Across the Curriculum program. Its focus is on the ideas developed during each period of Western development and the relationship of those ideas to the economic and social structure and to the political system of the age. Students are asked to examine how the world-view of a particular society affected its activities, from the making of money to the choosing of marriage partners to tastes in art.

Topics covered

• THE THEORIES OF SPENGLER, MARX AND PIRENNE. • EGYPT AND MESOPOTAMIA • ATHENS AND SPARTA • ATHENIAN PHILOSOPHY • THE HELLENISTIC PERIOD • THE ROMAN REPUBLIC • THE ROMAN EMPIRE AND CHRISTIANITY • SUCCESSORS OF ROME: ISLAM, BYZANTIUM AND CHRISTIAN EUROPE • THE MIDDLE AGES--ROMANESQUE AND GOTHIC • THE RENAISSANCE IN ITALY AND NORTHERN EUROPE • ECONOMIC, SOCIAL, POLITICAL AND INTELLECTUAL CHALLENGES TO THE OLD ORDER: • THE RISE OF THE CITY, OF CAPITALISM, OF THE MIDDLE CLASS AND THE NATION-STATE

IN • THE FIFTEENTH AND SIXTEENTH CENTURIES • THE PROTESTANT AND CATHOLIC REFORMATIONS • THE ENGLISH REVOLUTION

• THE BAROQUE • THE AGE OF ABSOLUTISM




This course is one of several that satisfy the General Education Historical Perspective requirement. The knowledge and writing experience gained in this course are important parts of the preparation of graduates who meet Criterion 3(g) and 3(h).


HIST 201G. American History Before 1877


History of the United States to 1877, with varying emphasis on social, political, economic, diplomatic, and cultural development.

Prerequisites(s)

None


Blassingame, John W. The Slave Community. Oxford.

Edmunds, R. David. Tecumseh and the Quest for Indian Leadership. Little, Brown.

Lecture Outlines Packet. Corbett Copy Center. Corbett Center.

Lockridge, Kenneth A. A New England Town: The First Hundred Years.

W.W. Norton.

Tindall, George Brown. America: A Narrative History. Volume I. W.W. Norton.

Course objectives

History 201G will attempt to provide the student with a basic understanding of the growth and development of the United States from the colonial period through Reconstruction. It will focus attention on factual information and the complexity of causal relationships in explaining historical events. To an extent, the course also will educate the student to the variety of scholarly interpretations that exist regarding specific issues and overall trends in early American history.




This course is one of several that satisfy the General Education Historical Perspective requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context. The writing assignments required are an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.


HIST202G. Recent American History


History of the United States since 1877, with varying emphasis on social, political, economic, diplomatic, and cultural development.

Prerequisites(s)

None


Mary Beth Norton, et al, A People and A Nation, vol. 2

John A. Garraty, Historical Viewpoints, vol. 2

Course objectives

History 202G will attempt to provide the student with a basic understanding of the growth and development of the United States from Reconstruction to Watergate. It will focus attention on factual information and the complexity of causal relationships in explaining historical events. To an extent, the course also will educate the student to the variety of scholarly interpretations that exist regarding specific issues and overall trends in early American history.

Topics covered

Post-Civil War through Progressivism

World War I through First New Deal

Second New Deal through Watergate




This course is one of several that satisfy the General Education Historical Perspective requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context. The writing assignments required are an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.

This course directly addresses the societal awareness and professional and ethical awareness portions of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and

critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

HLS301G. Human Sexuality


Examination of human sexuality from a variety of perspectives: cultural, sociological, physiological and psychological. Issues will be examined from a number of viewpoints, such as gender, individual, family, and professional roles.

Prerequisites(s)

None


Our Sexuality, by Crooks and Baur, Seventh Edition

Course objectives

The student will:

� experience an atmosphere of openness and genuineness for discussion;

� differentiate between sex and sexuality;

� explore aspects that contribute to our sexuality;

� understand and expose biases and myths concerning sexuality;

� compare perspectives to understand differences; and

� discover answers for personal questions and independent thinking to issues of sexuality.

� visiting your local library (community or university) and reporting

on the inventory of human sexuality resources;

� interviewing a minister, priest, rabbi, medicine man/woman, etc.

about teaching family life/sexuality issues;

� visiting a planned parenthood/family planning agency/private

physician and finding out about how each entity discusses human sexuality

with its clients;

� talking with family members (parents, step-parents, grandparents,

etc.) about their “first” education on sexuality;

� tallying the number of articles related to human sexuality in

various newspapers over a period of time;

� surveying classmates and other college friends on topics related to

sexuality of your choice.






The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context. The significant writing assignment required in all Viewing a Wider World courses and the oral presentation required in this course is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.


MUS 101G – An Introduction to Music


Introduction to music for the non-music major to encourage the enjoyment of listening to and understanding the world’s great music from the past to the present.

Prerequisites(s)

None


Really Listening by Dr. Marianna Gabbi (Available at Kinko's) with three listening tapes

(available at the Listening Library located on the 2nd floor of the Music Center on the corner of Espina and University).

Course objectives

To obtain a better understanding of Western art music.

Topics covered

The main purpose of this class is to gain a better understanding of how music functions. While the major focus of this class is "classical music", we will examine many different musical styles. Please do not hesitate to inquire about a specific type of music

that may be of interest to you. This is not a "music appreciation" course. Instead, this will be a “learning new respect for a type of music that I didn't understand before” course. YOU DON'T HAVE TO LIKE IT—YOU JUST HAVE TO GIVE IT A FAIR CHANCE.




This course is one of several that satisfy the General Education Human Literature or Fine Arts requirement.



This course directly addresses the societal awareness portion of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement,

professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

MUS 201G. History of Jazz in Popular Music: A Blending of Cultures


Jazz in popular music as it relates to music history and the development of world cultures.

Prerequisites(s)

None


Popular-Music Culture in America, by Prince Dorough.

All recordings are on reserve in the music library.

Course objectives

The main purpose of this class is to gain a better understanding of how music functions. While the major focus of this class will be on jazz, we will examine many different types of music. Please do not hesitate to inquire about a specific type of music that you are interested in. This is not a Òmusic appreciationÓ course. Instead, this will be a Òlearning new respect for a type of music that I didn’t understand beforeÓ course. YOU DON’T HAVE TO LIKE IT—YOU JUST HAVE TO GIVE IT A FAIR CHANCE.

Topics covered

Overview of popular music. Styles, Forms and Techniques.

Popular music ca. 1850 - 1900. Ragtime / blues. The blues and Dixieland.

Louis Armstrong . Other Dixieland. Swing, Duke Ellington., Benny Goodman.

Charlie Parker. Bebop, West Coast, Cool School, Free Jazz.

Miles Davis, Bebop, West Coast, Cool School, Free Jazz., Fusion.

Folk and Country Music. Prelude to the Rock Era.,Rock Foundations.

Elvis., The Beatles, Motown and Soul Music, Album Oriented Rock.

Woodstock and Hendrix. Chapter 19. The late 60’s/early 70’s.

The late 60’s/early 70’s., Popular music in the last 15 years.









James E. Shearer of the Music Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on November 9, 1999.

PSY 201G. Introduction to Psychology


Methods and principles of behavior. Topics include human evolution and development, biopsychology, perception, learning, thinking, motivation, social interaction, and the diagnosis and treatment of abnormal behavior.

Prerequisites(s)

None


Myers, Exploring Psychology (3rd Edition), Worth Publishers, New York, NY

Course objectives

Psychology is the science of behavior, emotion, and thought. It has experimental branches which seek to understand every day (as well as abnormal) behavior, and applied branches which attempt to utilize this knowledge in many settings (interpersonal behavior, sales techniques, management, health care, law personal adjustment, to name just a few). The objective of this course is to introduce students to the basic concepts, the many experimental branches and some of the potential applications of psychology.

Topics covered

Overview of psychology, learning theory, personality

Abnormal psychology, health psychology, developmental psychology

Social psychology, cognitive psychology, legal psychology

Consciousness, biopsychology, sensation & perception

Methodology requirements: As part of the departmental requirements for this course, you must earn 4 research credits by either participating in research or writing very brief research reports based on your reading of articles in scientific psychology journals or a combination of these two. ("Psychology Today" magazine is not a scientific journal, and is not acceptable). Failure to fulfill this requirement will result in a lowering of your final grade.






The knowledge gained in this course is an important part of the preparation of graduates who meet Criterion 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context. The written reports are part of the preparation of students who meet Criterion 3(g): an ability to communicate effectively. Participation in research activities helps to prepare graduates who meet Criterion 3(j): a knowledge of contemporary issues.

This course directly addresses the societal awareness, professional and ethical awareness portions of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

THTR 101G - Introduction to Theatre


An appreciation class introducing the non-major to all aspects of theatre. Playwrights, directors, actors, and designers visit the class. Students attend and report on main-stage productions.

Prerequisites(s)

None


The Creative Spirit, 1998 - Arnold (Book Store)

Required reading:

Oedipus Rex - Sophocles

Henry the Fifth - Shakespeare

Death of a Salesman - Miller

Waiting for Godot - Beckett

Equus - Shaffer

Course objectives

We will explore the world of theatre arts. Students will learn the complexities of the art beginning with elements of production to the final realization of the playwright's work. We will examine aspects of the contributions made by designers, actors, directors, critics, dramaturgs/historians, and playwrights to the performance of dramatic literature. This course will examine the nature of theatre arts as it emerged from a ritualistic or primitive form of human expression to a multimillion dollar entertainment industry today. Class discussions are extremely important to this examination and, ultimately, to the students' success in the class.

Topics covered

Defining the Art; The Relationship to Other Fine Arts.

The Impulse to Perform. The Critic's Choices: The Audience and Criticism of the Art. Critical Preferences, The Occupation of Theatre, Theatre and Society, How to Read a Play, The Play as (static) Literature, Historical Perspectives, The Greeks, Oedipus Rex,

Wm. Shakespeare, English Renaissance. Theatres, Plays, Players, The Middle Ages. Out of the Church, The Cycles, Henry the Fifth, Beckett, and Waiting for Godot, The French Avant-Garde, Expressionism, Theatricalism, The Creators: The Practitioners. The Actor. The Evolution, The Routine, The Life, The Designer's Choices: Set, Lights, Costumes, Make up, Death of a Salesman, Modern American Realism Influences (O'Neill, Miller, Williams, and the gang), Dramatic Structure, Theatrical Space and Time,

The Director's Choices, The Directorial Vision, Theatres of Cruelty, Absurd, Alienation,

The Contemporary Playwrights; Mamet, Wilson, Churchill, Shepard and the Gang.

Equus, The New Order, Where It's Happening, Amateur Theatre, The Musical, The One Person Show.









Frank Pickard of the Theatre Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on November 9, 1999.

HON388G. Leadership & Society


Exploration of the multifaceted nature of leadership in modern society through readings and seminar discussion.

Prerequisites(s)

None


Practicing Leadership, Principles and Applications, Shriberg, 1997.

In addition, a number of outside readings, cases & exercises will be required.

Course objectives

The objective of this course is twofold. First, we will investigate and review a wide variety of leadership concepts, practices, and theories. Second, the role of leadership in a highly organized society such as ours is often misunderstood. This course will examine the role of leadership in an organized society in an attempt to better appreciate the important and essential contributions of leaders to modern society.

The specific learning objectives are:

To increase understanding of micro and macro leadership processes as they occur in society and in different organizational settings.

To increase ability to analyze the relationships between leadership and organizational effectiveness.

To increase ability to identify and solve problems related to leadership in a variety of organizations, both public and private.

To increase ability to design and implement effective leadership systems.

To develop specific leadership skills related to different situations and career objectives.

To understand leadership across diverse groups and cultures.




This course is one of several that satisfy the General Education Viewing a Wider World requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and 3(j): a knowledge of contemporary issues. The significant writing assignment required in all Viewing a Wider

World courses is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.



John Loveland of the Management Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on September 16, 1999.

HON385G. Consumers and the Law


A study of the multidisciplinary synergism of law, societal concerns, business, and ethics of consumer issues and attendant liability and remedies of the domestic and international markets.

Prerequisites(s)

None


Nina Compton, Honors385, Available at University Publications.

Course objectives

The purpose of the course is to contribute to the liberal education of the student in the legal area with instruction oriented in such a way as to be beneficial and relevant to the businessman as well as the consumer, and to develop a respect and appreciation of the law and its application. This course introduces students to some of the ends a society seeks in its relations between business and the consumer, and discusses some of the legal means which have been devised to accomplish these purposes. This class employs a multi-disciplinary approach inquiry into the rights of the consumer interests in the overseas markets which will enable the students to make comparisons of legal remedies available in the international arena.

Topics covered

a. Introduction to Law & Legal Analysis

b. Law Related Multi-disciplinary Concerns

c. Introduction to Legal Research

d. Production Liability:

i. Toxic Substance Litigation

Lead Paint/Mercury Poisoning

Formaldehyde

Safety in Workplace Issues- Asbestos

Agent Orange

ii. Global and Ethical Concerns

Acid Rain

Pesticides

e. Drug and Pharmaceutical Recovery

i. National Childhood Vaccine Injury Act

ii. DPT Litigation and Federal Pre-emption Doctrine

iii. Food and Drug Administration Regulations




This course is one of several that satisfy the General Education Viewing a Wider World requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and 3(j): a knowledge of contemporary issues. The significant writing assignment required in all Viewing a Wider World courses is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.



Nina Compton of the Finance Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on October 19, 1999.

MGT 315G. Human Relations in Organizations


Interactions among people and groups in societies where organizations abound. Focus on the behavior of people in the organizational situations and approaches for understanding that behavior. Explores motivation, communication, leadership and team processes. Restricted to non-business majors.

Prerequisites(s)

None


Human Relations in Organizations(5th edition) by Dan Costley, Carmen Santana-Melgoza & Ralph Todd

Course objectives

. Develop a greater understanding of human behavior in organizations.

Develop an understanding of some major findings in the study of motivation, leadership, perception, communication, conflict, and change in organizations.

Begin to develop team skills in problem solving, decision making, and communication.

Gain a greater appreciation of individual differences, including the impact of cultural differences and diversity on human interactions in organizations.

Gain knowledge of certain terminology often used in studying and working in organizations.

Topics covered

Experiential Exercise: Defining Human Relations

Experiential Exercise: Building the Learning Climate

Characteristics of an Open Climate

Definition and Functions of Management

Psychological/Social Distance and Psychological Contracts

Organizational Structure: Differentiation & Integration; Responsibility & Delegation; Line & Staff

Perception: Determinants, Problems & Human Tendencies

Communication - Definition & Barriers

Experiential Exercise: Assertive, Aggressive & Passive Communication

Management Beliefs about Human Behavior

The Design of Work: From Frederick Taylor to Modern Work Redesign

B.F. Skinner to Modern Behavior Modification

Experiential Exercise: Leadership Style & Philosophy

Characteristics of Groups

Status, Power, Empowerment & Politics in Organizations

Social Changes Affecting Organizations: Types, Implications, and Management Techniques

Improving Individual Performance through Goal Setting, Constructive Discipline & Delegation

Diversity in the Workplace and Legal Issues in Human Relations

Social & Ethical Responsibilities of Managers




This course is one of several which satisfy the University’s General Education Viewing a Wider World requirement.


The knowledge gained in this course is an important part of the preparation of graduates who meet Criteria 3(d): an ability to function on multi-disciplinary teams, 3(h): the broad education necessary to understand the impact of engineering solutions in a global and societal context and 3(j): a knowledge of contemporary issues. The significant writing assignment required in all Viewing a Wider World courses is an important part of the preparation of graduates who meet Criterion 3(g): an ability to communicate effectively.



Jon Howell of the Management Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on September 15, 1999.

MGT 345G Quality & Competitiveness: An International Perspective


Quality management & competitiveness are in manufacturing, services, and the public sector with an international perspective. Topics include: global history of quality, foreign competition and its impact on quality and productivity, quality management and continuous improvement, international operations management, quality assessment, and a review of the emergence of quality and competitiveness in government, education and health care.

Prerequisites(s)

None


Management: Quality and Competitiveness, by J.M. Ivancevich, P. Lorenzi, S.J. Skinner, and P.B. Crosby, 2ndEd., Irwin, USA, 1997

Course objectives

Developing critical thinking skills through challenging material and assignments.

Foster intelligent inquiry through assignments, participative lectures, team projects and library research.

Develop an integration and synthesis of knowledge through applications to case studies and individual assignments.

Promote a breadth of knowledge on international developments in quality and competitiveness with a holistic view of quality and its impact on businesses, organizations, nations and individuals.

Topics covered

Management in a Global Environment

Leadership

Leaders in Quality

TQM

Worker Involvement & Teams

Managing Production

Mass Production, JIT

Process Control

Production & Control

Environmental TQM

ISO 9000, ISO 14000 , Malcolm Baldridge Award

International TQM

Case Presentations




This course is one of several which satisfy the General Education Viewing a Wider World requirement.



This course directly addresses the societal awareness, professional and ethical awareness and continuous improvement philosophy portions of the third goal of the College of Engineering: Maintaining and enhancing an environment that fosters creative and critical thinking, student involvement, professional and ethical awareness, life-long learning, societal awareness and a continuous improvement philosophy.

MGT 360G Negotiation and Business Conflict Resolution: Theory & Practice


The basics of negotiation theory and practice covered including the use of quantitative methods and their realistic application in resolving disputes. Application of conflict resolution skills.

Prerequisites(s)

None


Lewicki, et al., Negotiations Readings, Exercises and Cases, 2nd Edition

Goldberg, et al., Dispute Resolution, Negotiations, Mediations and Other Processes, 2ndEdition

Course objectives

We all negotiate. We also all try to manage conflict - conflicts that we sometimes create; conflicts from which we often benefit. Surely society, in the long run, benefits from conflicts that eventually do get resolved. Sound negotiations, good conflict management & appropriate selection of an alternative dispute resolution technique can help institutions & individuals take, at least, baby steps forward in their search for justice &, perhaps, even success.

The objectives of this course are to help us better understand negotiations, conflict management and alternative dispute resolution techniques.

Topics covered

Negotiations

Conflict management

Conflict resolution

Alternative dispute resolution









Albert A. Blum of the Management Department & J. Eldon Steelman of the College of Engineering prepared this syllabus on September 16, 1999.

Course Information ME 329 Engineering Analysis II

INSTRUCTOR: Prof. B. NassersharifOffice: JH 117Phone: 646-3502Email: [email protected]

ASSISTANTS: TBA

OFFICE HOURS: M, W 8:30-10:00 AM

CATALOG DESCRIPTION:

Numerical methods for roots of linear and nonlinear equations, numerical integration, and the solution of ordinary differential equations with emphasis on software design and engineeringapplications.

PREREQUISITES: MATH 392, ME 260 (or ME 160), knowledge of FORTRAN or C

TEXT: Numerical Methods, Robert W. Hornbeck, Prentice Hall,Inc., 1975

CLASS SCHEDULE: Tu,Th 11:45-13:00

GRADES: Attendance [10%]

Homework/Projects [30%]

MidtermExams [2@15% each]

Final Exam [30%]

COURSE OBJECTIVES:

Students will become proficient in using numerical methods to formulate solutions to mathematical problems of interest to engineering

Students will become proficient in writing computer programs based on numerical algorithmsto arrive at numerical solutions to engineering problems

Students will become proficient with general principles of using computers to solve problems

TOPICS COVERED: Number Representation

Sources of Error

Roots of Equations

Interpolation

Taylor Series

Curve Fitting

Numerical Differentiation

Numerical Integration

Finite Difference Methods

Numerical Solution of Linear Algebraic Systems

Numerical Solution of ODEs

Numerical Solution of PDEs

Introduction to Finite Element Methods

RELATIONSHIP TOPROGRAM OBJECTIVES:

Program Objective A - To prepare students for successful careers and lifelong learning.

Program Objective B - To educate students thoroughly in methods of analysis, includingmathematical and computational methods appropriate for engineers to use when solving

problems.

Program Objective C - To develop skills pertinent to the design process, including students' ability to formulate problems, to think creatively, to communicate effectively, to synthesizeinformation, and to work collaboratively.

CONTRIBUTION TO PROFESSIONALCOMPONENT:

Introduces students to modern mathematical and computational methods involved in formulation and solution of engineering problems and the importance of computers inarriving at solutions and furthering engineering insight in complex problems.

POLICIES:

Homework assignments must include: 1. problem description,2. problem or solution to assumptions, 3. formulation of solution algorithm, 4. listing of computer program,5. results of computation including computer plots, 6. analysis of results, 7. discussion of how the programcould be further improved in the future.

All computer programs must be either in C or FORTRAN and must be well commented.

No late homework will be accepted.

Collaboration in the form of discussion of formulation of solutions or results is encouraged, however, eachindividual must work independently to create the solution, computer programs, and the homework report.

Grades will be assigned based on a normalized distribution curve

Attendance will be checked based on a Monte Carlo sampling at the beginning of each class session . Eachabsence will count as 1% reduction in the overall score calculation.

AUTHOR/DATE:

B. Nassersharif08/25/99

CS 473 Syllabus

· General Information, Office Hours, Etc.

· Grading Policies

· A Note on Incompletes

· Unacceptable Behavior

· Disabilities

General Information

Instructor

J. Pfeiffer, SH 136, 646-1605, [email protected]

Office Hours

To Be Determined and by appointment

Text

Patterson, D. and J. Hennessy, Computer Organization and Design: the Hardware/Software Interface, Second Edition, 1997

Prerequisites

at least C in CS 363, CS 370, and CS 372

Objectives

To study high level aspects of computer design, architecture, and organization. The course will study architecture from the standpoint of examining virtual machines intended to support high level languages, and the underlying implementation of these virtual machines.

Topics

· Performance

· Pipelining

· Memory Hierarchy

· Input/Output

Attendance

I do not take attendance, and your attendance in the course will not (directly) affect your grade. However, you are responsible for all material covered in class, and for turning in homework, whether you are present or not.

Grading

Your course grade will be based on two equally-weighted components:

· Assignments

· Exams

Your lowest homework grade will be dropped. As the lowest grades will be dropped, no late homework will be accepted..

The minimum requirement for a D in this class is to turn in at least half of the homework assignments, and take both of the exams.

Grades from A to F will be assigned on the basis of your performance on the assignments and tests, in comparison with the rest of the class and my evaluation of the quality of the work done by the class as a whole.

A running average will be maintained showing current class standings. This will show both a ``best-case'' and a ``worst-case'' scenario, with one showing results with lowest grades dropped and the other without.

A Note on Incompletes

The University's policy on assigning Incompletes on classes is stated in the Bulletin as: ``Instructors may assign I grades only if the student is unable to complete the course due to circumstances beyond the student's control that develop after the last day to withdraw from the course. Examples of appropriate circumstances include doocumented illness, documented death or crisis in the student's immediate family, and similar circumstances. Job related circumstances are generally not appropriate grounds for assigning an I grade.'' I have discovered (somewhat to my chagrin) that I grades are reviewed by the Dean's Office, and that these standards are being enforced at that level whether I want to assign an I or not.

Unacceptable Behavior

Assignments (including programs) in this class are to be completed individually. Copying of assignments is plagiarism and will not be tolerated.

Each student in this class will be given a copy of the Rules of Conduct in Computer Science Classes, and the department's Computer Use Policy. You will be responsible for being aware of the contents of these documents, as well as in the Student Code of Conduct, and following the policies in them.

Disabilities

If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office for Services for Students with Disabilities, located at Garcia Annex (phone: 646-6840). Appropriate accommodations may then be provided for you.

If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you ae encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. if you have general questions about the Americans With Disabilities Act (ADA), call 646-3333.

Last modified: Wed Jan 12 09:16:15 MST 2000

Ch E 361 Engineering Materials

Catalog Description

Bonding and crystal structure of simple materials. Electrical and mechanical properties of materials. Phase diagrams and heat treatment. Corrosion and environmental effects. Application of concepts to metal alloys, ceramics, polymers, and composites. Selection of materials for engineering design.

Prerequisite(s)

Grade of C or better in CHEM 111 or CHEM 114 or equivalent.

Textbook and other required material

Material Science and Engineering: An Introduction (5th Edition) W. D. Callister, Jr.

Reference: Materials Science and Engineering (3rd Edition) W. F. Smith

Course Objectives

At the conclusion of this course, it is expected that students will understand:

· The role of chemical bonding in material properties.

· Basic crystalline structure manipulation.

· Electrical properties of materials, including conductivity and semiconductivity.

· Analysis of materials for mechanical properties.

· Binary and ternary phase diagrams, and their applications.

· Heat treatments and engineering tools that allow for the design of heat treatments.

· Environmental effects on materials.

· Approaches to material selection based on material properties.

· Economic, environmental, and societal issues in Materials Science and Engineering.

Class/Laboratory Schedule

3 credit course, meets 2.5 hrs/week for 15 weeks plus a 2 hour final exam.

Topics covered

Atomic Structure & Bonding; Crystal Structure & Geometry; Crystalline Imperfections; Diffusion; Mechanical Properties; Dislocation Strengthening; Failure; Phase Diagrams ; Phase Transitions; Thermal Processing; Ceramics & Applications; Polymers & Applications; Composites; Electrical Properties of Materials; Corrosion; Material Selection; Economics

Contribution of course to meeting the professional component

This course is one of the “critical path” courses in the Ch E curriculum that satisfies the Professional Component requisite of one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.

Relationship of course to program objectives

Course is designed to meet the following numbered NMSU Ch E program objectives: (1) a solid foundation in the fundamentals of chemical engineering science, design and practice; (2) a sound base in chemistry, mathematics and physics; (5) opportunities to participate on multidisciplinary teams; (9) the skills to engage in life-long learning.

Document Preparation Information

prepared by Dr. M. G. Scarbrough, College Instructor, on January 2000.

Course Information ME 234 Mechanics-Dynamics

INSTRUCTOR: Gabe V. Garcia Office: JH 613 Phone: 646-7749 Email: [email protected]

ASSISTANTS: Grader to be determined

OFFICE HOURS: 3:30 - 4:30 p.m. MWF


Kinematics and dynamic behavior of solid bodies utilizing vector methods

PREREQUISITES: Math 192 and CE 233; Co requisite: Math 291

TEXT: Dynamics, 2nd Ed., Ginsberg, J.H. and Genin, J., PWS Publishing Co., 1995

CLASS SCHEDULE: Lecture 12:30 -1:20 p.m. MWF JH 204

GRADES: Class assignments 5% Class quizzes 15% Test 1 20 % Test 2 20 % Test 3 20 % Test 4 20 %

COURSE OBJECTIVES: · To provide the student with a working knowledge of classical physical dynamic principles.

· To provide the student with a working knowledge of applied mathematics.

· To provide students with a working knowledge in the evaluation of the kinematical andynamical behavior of rigid bodies.

TOPICS COVERED: PARTICLE MOTION

· Basic Kinematical Properties

· Path Variables

· Rectangular, Cylindrical, and Combined Coordinates Systems

· Relative MotionCoordina

· Pulley SystemsCombined Coordinates

· Equations of MotionRelative Motion

· Work - EnergyPulley Systems

· PowerEquations of Motion

· Linear Impulse-MomentumWork - Energy

· Central ImpactPower

· Angular Impulse-Momentum

RIGID BODY MOTIONLinear Impulse-Momentum

· Kinematics in Planar MotionCentral Impact

· Constrained MotionAngular Impulse-Momentum

· Instantaneous CenterKinematics in Planar Motion

· RollingConstrained Motion

· LinkagesRolling

Course Information ME 234 Mechanics-Dynamics

· Mass Moment of InertiaLinkages

· Equations of MotionMass Moment of Inertia

· Work - Energy

· Impulse-Momentum

· Moving Reference Frame

RELATIONSHIP TO PROGRAM OBJECTIVES:

Program Objective B - to educate students thoroughly in methods of analysis, including thmathematical and computational methods appropriate for engineers to use when solvinproblems.}[Enter Which Program Objectives Are Involved]

CONTRIBUTION TO PROFESSIONAL COMPONENT:

}[Enter Contribution to Professional Component Here]Introduces the students to classical physicadynamic principles and applied mathematics enabling them apply this knowledge to evaluate reaworld problems dealing with the kinematical and dynamical behavior of rigid bodies.

POLICIES: · }[Enter Course Policies Here]5 points will be added to the total course grade of studentwho complete all homework assignments using MathCad or an equivalent software package.

· Homework assignments are due at the beginning of class.

· Late homework assignments will not be accepted.

· Students cannot make-up missed quizzes

AUTHOR/DATE: }[Your Name]G.V. Garcia08/25/99

Course Information ME240 THERMODYNAMICS

INSTRUCTOR: DR. VINCENT CHOO Office: JH516 Phone: 6-2225 Email: [email protected]

ASSISTANTS: None

OFFICE HOURS: 2:30 - 3:30 PM


First and second laws of thermodynamics, irreversibility, applications to pure

substances and ideal gases.

PREREQUISITES: PHYS 215. 3 Credits.

TEXT: Fundamentals of Engineering Thermodynamics -- 4th edition

M.J. Moran and H.N. Shapiro, J. Wiley 2000

CLASS SCHEDULE: 1:30 -2:30PM, MWF

GRADES: Homework -- 15%, Test 1 -- 15%, Test 2 -- 20%, Test 3 & Final Exam -- 25%

COURSE OBJECTIVES: This introductory course is designed to develop the student's ability to solve problems invoclosed and open systems using basic thermodynamic concepts and procedures.

TOPICS COVERED: _________________________________________________________________________

Date Chapter Subject

_________________________________________________________________________

1/12, 1 Introduction

1/14, 19 2 Energy and the First Law of

1/21, 24 2 Thermodynamics

_________________________________________________________________________

1/26 Test 1 (1:30 - 2:30PM)

1/28, 31 3 Properties of a pure and

2/2, 4, 7, 9 3 Compressible substance

2/11, 14

_________________________________________________________________________

2/16, 18, 21 4 Control Volume

2/23, 25, 28 4 Energy Analysis

_________________________________________________________________________

3/1 Test 2 (1:30 - 2:30PM)

3/3, 6, 8 5 Second Law of

3/10, 13, 15 5 Thermodynamics

_________________________________________________________________________

3/17, 20, 22 6 Entropy

3/24, 27, 29, 31 6

4/3, 5, 7

Course Information ME240 THERMODYNAMICS

4/10 Test 3 (1:30 - 2:30PM)

_________________________________________________________________________

4/12, 14, 17 8 Vapor Power Cycle

4/19, 21 8

_________________________________________________________________________

4/24, 5/1, 3 9 Gas Power Cycle

5/5 9

_________________________________________________________________________

5/8 Final Examination (1:00 -3:00PM)

_________________________________________________________________________

RELATIONSHIP TO PROGRAM OBJECTIVES:

Program Objective B - to educate students thoroughly in methods of analysis, includingmathematical and computational methods appropriate for engineers to use when solving problem

CONTRIBUTION TO PROFESSIONAL COMPONENT:

Introduces the students to the fundamentals of thermodynamics.

POLICIES: · Homework is due every Friday. No late homework.

AUTHOR/DATE: Vincent ChooJuly 2, 2006

IE 311: Analysis of Engineering Data

Catalog Description

Methodology and techniques associated with identifying and analyzing industrial data. 3 credits.

Prerequisite

MATH 192 - Calculus and Analytic Geometry II, with a grade of at least C.

Textbook

Probability and Statistics for Engineering and the Sciences by J.L. Devore. Duxbury Press, fourth edition, 1995.

Course Objectives

By the end of the semester, students should be able to:

· Summarize a large set of numeric data, present the summary graphically and discuss the important features of the data

· Understand elementary probability theory and apply it to solve engineering problems

· Apply the most common discrete and continuous probability models to solve problems by choosing a plausible model and then evaluating an appropriate probability; recognize engineering situations for which the various models are appropriate

· Identify the properties of the normal distribution and understand its importance for probability and statistics

· Understand the concept of a random sample and evaluate the randomness of "real" sampling schemes; recognize how departures from true random sampling limit your ability to draw valid inferences from data

· Explain the concepts of interval estimation and tests of significance; carry out the standard procedures, evaluate the corresponding risks and formulate correctly worded statements of your results

Topics Covered

Descriptive statistics, elementary probability, discrete and continuous random variables, combinations of random variables, sampling, point and interval estimation, tests of hypotheses

Class Schedule

Forty-five 50-minute sessions, three per week, plus a two-hour comprehensive final examination


This course belongs to the portion of the curriculum designated as engineering topics. In keeping with this designation, the course:

· deals with the use of mathematics to analyze probabilistic models of engineering phenomena;

· presents engineering situations to which the various probability models apply; and

· introduces the thought process, vocabulary and procedures of statistical inference.

Relationship to the Program Objectives

Our overall objective is to enable our graduates to design, develop, implement and improve systems. The probability models and the statistical thought process introduced in IE 311 support quality improvement, methods engineering, the analysis of simulation output and the planning of engineering experiments.

IE 413: Engineering Operations Research

Catalog Description

Deterministic operations research modeling, including linear and integer programming. 3 credits.

Prerequisite

MATH 192 - Calculus and Analytic Geometry II, with a grade of at least C

Textbook

Introduction to Operations Research, Hillier and Lieberman, McGraw Hill, sixth edition, 1995.

Course Objectives

By the end of the semester, students should be able to:

· Set up a model that correctly presents the major features of a real situation

· Identify the limitations of a model and explain why such limitation occur

· Solve models based on linear programming and integer programming

· Interpret solutions of models in terms of the original problem

· Define technical terms, understand basic concepts and describe the algorithms for solving linear and integer programming, and

· Read, analyze and evaluate case studies that present applications of operations research.

Topics Covered

Modeling process, introduction to linear programming, simplex method, duality and sensitivity analysis, goal programming, transportation and assignment problems, network analysis, integer programming.

Class Schedule

Forty-five classes (Three 50-minute sessions per week) plus a two-hour comprehensive final examination.


This course belongs to the portion of the professional component designated as engineering topics. In keeping with this designation, the course integrates mathematics and computing to give the student a solid foundation in solving problems related to resource allocation, scheduling and distribution. The course presents modeling as an aid to decision-making and as a tool for assessing proposed changes to an engineering system. In this context, the course deals with economic and ethical issues associated with engineering decisions and their consequences. Because modeling involves eliciting various descriptions of a client's problem and leads to implementing changes in the client's situation, the course also deals with social and political aspects of the client's situation.

Relationship of the Course to the Program Objectives

This course supports IE Objective 1 by introducing students to the use of modeling as a tool for the design and improvement of integrated systems.

CE 233 - MECHANICS (STATICS) - SPRING 2000

CAGE Department

CATALOG DESCRIPTION: Engineering mechanics using vector methods.

INSTRUCTOR: John A. Tellez OFFICE: EC II, Rm 244

OFFICE PHONE: 646-3801 or 646-2471 OFFICE HOURS:

e-mail address: [email protected]

CLASS MEETING SCHEDULE AND LOCATION:

Lecture: Section 1 - 9:30 - 10:20 MWF in JH 204

Section 2 - 7:30 - 8:20 MWF in CE 103

PREREREQUISITES: Math 192 and cumulative GPA of 2.0

COREQUISITE: Physics 215

TEXTS: Bedford & Fowler, Engineering Mechanics-Statics (2ND Edition), Addison-Wesley Publishers, 1999

COURSE GOALS: Develop in the engineering student the ability to mathematically formulate practical statics problems through application of basic principles, solve the problems in an organized and logical manner, and review the solutions in terms of the physics of the problem.

SUMMARY OF COURSE OBJECTIVES: At the conclusion of the course the student will be able to apply a few basic, well-understood principles of engineering mechanics, rather than the use of special case formulas.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:

This course provides the student with the necesary background to preform entry-level professional work in engineering.

RELATIONSHIP OF COURSE TO PROGRAM OBJECTIVES: This course satisfies the basic mechanics components of the general engineering program.

Faculty Resumes

Resumes of the instructional faculty of the Klipsch School are given in this section. Resumes are presented for

• Borah, Deva

• Boehmer, Charles

• Cook, Jeanine

• Creusere, Charles

• Dawood, Muhammed

• DeLeon, Phillip

• Geyer, Gary

• Furth, Paul

• Giles, Michael K.

• Horan, Sheila B.

• Horan, Stephen

• Huang, Hong

• Jedlicka, Russell

• Johnson, Eric. E.

• Kersting, William

• Lyman, Raphael

• Mitra, Joydeep

• Ng, Kwong T.

• Paz, Robert

• Prasad, Nadipuram

• Ramirez-Angulo, Jaime

• Ranade, Satishkumar

• Smolleck, Howard

• Stochaj, Steven

• Taylor, Javin

• Voelz, David

Chuck Boehmer Adjunct Instructor

Education MSMn, US Naval Postgraduate School, Monterey, CA

MSAe, US Naval Postgraduate School, Monterey, CA

BA, Gonzaga University, Spokane, WA

US Naval Test Pilot School

Years of Service NMSU Electrical Engineering Department 2001-Present

Other Experience KinetX, Inc, Gilbert , AZ; 9/1996 – 6/1999

Lockheed-Martin Missiles and Space Co., Sunnyvale, CA; 10/1989 – 6/1996

US Navy; 7/1965 – 10/1989

Consulting, Patents None

States of Registration None

Principle Publications Last Fived Years

None

Scientific & Professional Societies

None

Honors & Awards None

Institutional & Procfessional Service Las Five Years

None

Professional Development Last Five Years

None

Dr. Deva K. Borah Assistant Professor

Education Ph.D. in Telecommunication Engineering, Australian National University, May 2000.

M.E. in Electrical Communication Engineering, Indian Institute of Science, Bangalore, India, March 1992.

B.E. in Electronics and Communications Engineering, Indian Institute of Science, Bangalore, India, September 1987.

Years of Service Assistant Professor: New Mexico State University, January 2000 – present.

Other Experience Lecturer: Gauhati University, India, November 1993 – January 1996.

Lecturer: Assam Engineering College, India, 1988-1990, 1992-1993.

Trainee, Indian Telephone Industries, Bangalore, India, Summer 1987.

Consulting, Patents D. K. Borah, “Smooth Phase Interpolated Keying,” a patent filed in July 2004 in US Patent and Trademark Office.

D. K. Borah and P. DeLeon, “Speaker Identification in the Presence of Packet Losses,” a patent filed in July 2004 in US Patent and Trademark Office.

States of Registration

Principal Publications Last Five Years

D. K. Borah and D. Voelz, “Cramer-Rao Lower Bounds on Estimation of Laser System Pointing Parameters by Use of the Return Photon Signal,” Optics Letters, Vol.31, pp.1029-1031, April 2006.

D. K. Borah, D. Voelz and S. Base, “Maximum Likelihood Estimation of a Laser System Pointing Parameters by Use of Return Photon Counts,” Applied Optics, vol. 45, pp.2504-2509, April 2006

D. K. Borah “Estimation of Frequency-Selective CDMA Channels with Large Possible Delay and Doppler Spreads,” IEEE Transactions on Vehicular Technology, 2006 (to appear).

Y. Liu and D. K. Borah, “Estimation of Fading Channels with Large Possible Delay Spreads,” IEE Electronics Letters, vol.39, pp.130-131, Jan. 2003.

D. K. Borah, “Smooth Phase Interpolated Modulations for Nonlinear Channels,” Proc. IEEE Globecom 2004, Dallas, Nov. 2004.


Member of the Institute of Electrical and Electronics Engineers (IEEE), 1996-present

Member of the American Society for Engineering Education (ASEE).

Honors & Awards

Institutional & Professional Service Las Five Years

Reviewed more than 50 journal papers and numerous conference papers for international journals and conferences

NSF panel review, 2004.

Program committee member/Editor-cum-reviewer for IEEE WCNC 2006, Las Vegas, IEEE ISSSTA 2004, Sydney etc.

MS and Ph.D. thesis examiner for overseas universities.


Attended more than seven international conferences during the last five years and gave oral/poster presentations.

Jeanine Cook Assistant Professor

Education New Mexico State University, PhD, 2002

University of Colorado, Boulder, MS, 1996

University of Colorado, Colorado Springs, BSEE, 1987

Years of Service NMSU Electrical Engineering Department, Assistant Professor 2002-Present

Other Experience McDonnell Douglas, Pueblo, CO, 8/1987 – 7/1993



Principle Publications Last Five Years


IEEE,

ACM

Honors & Awards AGEP Mentoring Award


Faculty Advisor, SWE


None

Charles D. Creusere Associate Professor

Education 1980-1985: University of California at Davis, B.S. in Electrical and Computer Engineering.

1989-1990: University of California at Santa Barbara, M.S. in Electrical and Computer Engineering.

1990-1993: University of California at Santa Barbara, Ph.D. in Electrical and Computer Engineering.

Years of Service 6. 5 years as a professor at New Mexico State University. 7. 6 years as a researcher at the Naval Air Warfare Center China Lake, CA 8. 4 years as a design engineer at the Navel Weapons Center China Lake, CA

Other Experience 9. Spring, 1999: Taught ECE 258B (Multirate DSP) at the University of California Santa Barbara as a visiting lecturer.

10. Summer 1992: Worked at Bell Labs in the DSP group.

Consulting, Patents 11. 2001-2003: Expert witness in the case of Laser Technology Inc. v. Nikon.

12. Patents: 2 patents (Patent Numbers 6,148,111 and 6,466,698) and a classified patent (awarded 1991).

States of Registration • None.


C.D. Creusere, "Motion compensated video compression with reducedcomplexity encoding for remote transmission," Signal Processing: Image Communications, Vol. 16, pp. 627-42, April 2000.

C.D. Creusere, "Understanding perceptual distortion in MPEG scalable audio coding," IEEE Trans. on Speech and Audio Processing, Vol. 13, No. 3, pp. 422-431, May 2005.

L. E. Boucheron and C.D. Creusere, "Lossless wavelet-based compression of digital elevation maps for fast and efficient search and retrieval," IEEE Trans. on Geoscience and Remote Sensing, Vol. 43, No. 5, pp. 1210-1214, May 2005.


13. Institute of Electrical and Electronic Engineers. 14. IEEE Signal Processing Society 15. IEEE Geoscience and Remote Sensing Society

Honors & Awards • Received competitively-awarded Department of Defense graduate Fellowship.Certificate of Merit for the outstanding technical paper awarded at the AIAA Missile Sciences Conference for the paper “Automatic target recognition directed image compression,” Nov. 1998.


• Associate Editor, IEEE Transactions on Image Processing, 2002-2005.

• Co-general chair for the 2004 IEEE Digital Signal Processing Workshop.


• Participated in an NSF Career Grant writing workshop for faculty at NMSU, May 2005.

Muhammad Dawood Assistant Professor

Education University of Nebraska-Lincoln, PhD, 2001

University of Nebraska-Lincoln, MSEE, 1998

NED University of Engineering and Technology, Karachi, Pakistan, BE, 1985

Years of Service NMSU Electrical Engineering Department, Assistant Professor 2005-Present

Other Experience Information and Telecommunications Technology Center, University of Kansas, 6/2002 – 7/2005





IEEE,



None


None

Phillip DeLeon Associate Professor

Education University of Colorado at Boulder Ph.D. in Electrical Engineering, December 1995. Master of Science in Electrical Engineering, December 1992. University of Texas at Austin Bachelor of Arts in Mathematics, August 1990. Bachelor of Science in Electrical Engineering, December 1989.

Years of Service Associate Professor, August 2001 – present Director, Advanced Speech & Audio Processing Laboratory, Sep. 2002 – Present Associate Director, Center for Space Telemetering & Telecommunications, Jan. 1999 – Present Assistant Professor, Jan. 1996 – Jul. 2001

Other Experience University College Cork, Ireland Department of Computer Science Visiting Professor, January 2002 – May 2002 AT&T Bell Laboratories, Murray Hill, New Jersey Acoustics Research Department Member Technical Staff (Cooperative Research Fellowship Summer Intern), Summer 1993, 1994

Consulting, Patents

States of Registration Not registered.


A. Daga, D. Borah, G. Lovelace and P. DeLeon, “Physical Layer Effects on MAC Layer Performance of

IEEE 802.11 a and b WLAN on the Martian Surface,” IEEE Aerospace Conference, 2006.

S. Berner and P. De Leon, “Subband Transforms for Adaptive, RLS Direct Sequence Spread Spectrum Receivers,”

IEEE Trans. Signal Processing, Volume 53, Number 10, pp. 3773 - 3779, Oct. 2005.

V. Chukkala, P. De Leon, S. Horan, and V. Velusamy, “Radio Frequency Channel Modeling for Proximity

Networks on the Martian Surface,” Computer Networks Journal (Elsevier), Volume 47, Issue 5, April 2005.

D. Borah, A. Daga, G. Lovelace and P. DeLeon, “Performance Evaluation of the IEEE 802.11a and b WLAN Physical Layer on the Martian Surface,” IEEE

Aerospace Conference, 2005.

D. Borah and P. DeLeon, “Speaker Identification in the Presence of Packet Losses,” IEEE DSP Workshop, 2004.

J. San Filippo and P. DeLeon, “Evaluation of Spherically Invariant Random Process Parameters as Discriminators for Speaker Identification,” IEEE DSP Workshop, 2004.

V. Chukkula, P. De Leon, S. Horan, and V. Velusamy, “Modeling the Radio Frequency Environment of Mars for Future Wireless, Networked Rovers and Sensor Webs,” IEEE Aerospace Conference, 2004.

A. Cahill, P. De Leon, C. Sreenan, “Link Cache Extensions for Predictive Routing and Repair in Ad Hoc Wireless Networks,” Fourth IEEE Conference on Mobile and Wireless Communications Networks, 2002.

N. Chen and P. De Leon, “Blind Image Separation through Kurtosis Maximization,” 35th Asilomar Conference on Signals, Systems and Computers, 2001.


Institute of Electrical and Electronics Engineers

Honors & Awards



Paul M. Furth Associate Professor & Associate Department Head

Education Ph.D. 1996, Johns Hopkins University, Electrical and Computer Engineering, Baltimore MD

M.S. 1991, Johns Hopkins University, Electrical and Computer Engineering, Baltimore MD

B.S. 1985, California Institute of Technology, Engineering (Electrical), Pasadena CA

B.A. 1984, Grinnell College, French, Grinnell IA

Years of Service 1995-present NMSU Electrical and Computer Engineering

Associate Department Head, 2002-present

Associate Professor, 2000-present

Assistant Professor, 1995-2000

Other Experience 1992-1995 JHU Applied Physics Lab Columbia, MD

Member of Associate Staff

1985-1989 TRW Technar Irwindale, CA

Project Engineer

Consulting, Patents Summer 2001-03 Motorola Phoenix, AZ

Consulting IC Designer

Design, simulation, and layout of switched-capacitor circuits for mixed-signal image processor. Design and simulation of audio amplifiers, power management circuits, linear regulators, and bandgap voltage references for a portable game player.

Summer 2000 JTA Research Seal Beach, CA

Consulting IC Designer

Designed, simulated, and laid out modules for a static RAM using CADENCE tools.



“High-Speed Centroid Circuits Implemented in Analog VLSI,” A. Bashyam, P.M. Furth, and M.K. Giles, IEEE International Symposium on Circuits and Systems 2004, Vancouver, WA, May, 2004.

“Test Setup for Static and Dynamic Measurements of an Image Centroid in an Adaptive Optics Integrated Circuit with Pixel Array,” A. Bashyam, M.K. Giles, and P.M. Furth, SPIE Optoelectronics 2004, San Jose, CA, January 2004.

“Fully Integrated Current-Mode Subaperature Centroid Circuits and Phase Reconstructor,” A.J. Ambundo and P.M. Furth, 10th NASA Symp. VLSI

Design, Albuquerque, NM, March 2002.

“Career development activities in a required engineering course,” P.M. Furth, 2001 ASEE Annual Conference, Albuquerque, NM, June 2001.


IEEE (Institute for Electrical and Electronic Engineers)

NMSU Teaching Academy


Institutional & Professional Service Last Five Years

Professional Service: reviewer for IEEE Symposium on Circuits and Systems, IEEE Transactions on Circuits and Systems, IEEE Transactions on Biomedical Engineering, IEEE Transactions on Engineering Education

Department Committees: Graduate Studies Committee (Chair), 2002-present, Faculty Search Committee for Computer Area (Member), 2001-02

College Committee: Engineering Physics ABET 2006 Committee (ECE Representative), 2005-present, ABET 2006 Committee (ECE Representative), 2004 – 2005


Conference participant at IEEE International Symposium on Circuits and Systems, Vancouver, WA, May, 2004

Conference participant at ASEE Annual Conference, Albuquerque, NM, June 2001

Conference participant at NMSU Science, Engineering, and Technology Education Conferences, Las Cruces, NM, January 2001-2005.

Workshop participant in NMSU Instructional Peer Coaching Workshops, Las Cruces, NM, Spring Semester, 2004 & 2006.

Gary S. Geyer Adjunct Instructor

Education MSEE University of Southern California 1971

MSAE University of Southern California 1971

BSEE Ohio State University 1966

Years of Service NMSU Electrical Engineering Department 2001-Present

Other Experience 1966-1992 Space Development/ Program Management USAF

1992-1999 Program Management Lockheed Martin.

Consulting, Patents 1999- Present Various Aerospace and Commercial Companies



None


None



None


None

Michael K. Giles Professor

Education Ph.D. in Optical Sciences, University of Arizona 1976

MSEE Brigham Young University 1971

BSEE Brigham Young University 1971

Years of Service NMSU Department of Electrical and Computer Engineering 1982-Present

Other Experience 1971-1977 Electronics Engineer/ Michelson Laboratory, US Navy

Research Electronics Engineer/ White Sands Missile Range, US Army

1980-1982 Research Physicist (Optics), Air Force Weapons Lab, USAF.

Consulting, Patents 1982-Present Consulted for various government agencies

Photoparametric Amplifying Upconverter, U.S. Patent No. 3,937,979, 1976.

Photoparamp Array Multiplexer, U.S. Patent No. 4,051,364, 1977.

Kalman Filter Preprocessor, U.S. Patent No. 4,512,119, June 14, 1985

Adaptive Optics Wavefront Measurement and Correction System, U.S. Patent No. 5,684,545, Nov. 4, 1997.

Characterization of Collimation and Beam Alignment, U.S. Patent No. 5,978,053, Nov. 2, 1999.

Passive Coherence Reduction, Patent Application, Serial No. 60/704,780, Filed Aug. 1, 2005.



J. Rha, D. G. Voelz, and M. K. Giles, “Reconfigurable Shack-Hartmann wavefront sensor,” Optical Engineering, Volume 43, pp. 251-256, January 2004.

C. Ting, D. G. Voelz, and M. K. Giles, “Effectiveness of High-Order Adaptive Optics in Ground-Based Stellar Interferometry," Optical Engineering, Volume 45, pp. 026001-1 to 026001-6, February 2006.


Optical Society of America

SPIE, The International Society for Optical Engineering

Honors & Awards Paul and Valerie Klipsch Distinguished Professorship, The Klipsch School of Electrical and Computer Engineering, New Mexico State University, 2002 to present.

Fellow of SPIE, Elected in Dec. 2004


Co-chair of the SPIE International Conference on Advanced Wavefront Control 2004-2005

Chairman of the SPIE International Conference on Advanced Wavefront Control 2006


Sabbatical work with FGAN/FOM in Ettlingen, Germany, Aug 2003-Jan 2004

Sheila B. Horan College Associate Professor

Education Ph.D. (E.E.), New Mexico State University, May 1985.

M.S.E.E., New Mexico State University, May 1978.

B.A. Franklin and Marshall College May 1976.

Majors: Mathematics and Physics

Minor: Education

Years of Service 20 years at New Mexico State University

College Associate Professor, Klipsch School of Electrical and Computer Engineering, 1998.

College Assistant Professor, Klipsch School of Electrical and Computer Engineering, 1986.

Other Experience

Academy for Understanding Research Opportunities, Robotics & Aerospace (AURORA) NSF grant 2005 - 2008

Bridges for Engineering Education (BEE) NSF research grant, 2002-2004

Research Projects: AFOSR: Funded for 2 years, $100K

Science Analyst, Science and Technology Corp., Sept 1986 - Dec. 1986.

Science Analyst, Physical Science Laboratory, January 1986 - June 1986.

ASEE Summer Faculty Research Fellow, Navy Research Laboratory, summer 1981.

Consulting, Patents

None.


None.

Principle Publications of Last Five Years

S. Horan and S.B. Horan, “Application of Data Compression to Frame and Packet Telemetry”, International Conference for Telemetering, October 2003

Compression of Telemetry in Lossless Compression Handbook, Khalid Sayood, published 2002.

S. Horan, “The BEST way to recruit and retain students”, 2001 NMSU Science, Engineering, & Technology Education Conference, NMSU, January 2001


Institute of Electrical and Electronics Engineers (IEEE)

American Society of Engineering Education (ASEE)

Honors and Awards

Eta Kappa Nu (HKN), 1977.

Tau Beta Pi, 1999 .

Klipsch School of Electrical and Computer Engineering outstanding service award, Dec. 2001.

SCIAD of the Year award, May 2001.

Decade of Dedicated Service Award, Tombaugh Elementary School, 2000

Phi Delta Kappa Certificate of Recognition for the Science Intern Program being a service to education, May 1996

Dr. Sheila Horan Science Room named at Clyde W. Tombaugh Elementary School, 1994

Las Cruces Association of Classroom Teachers Certificate of Appreciation, May 1994.


NM BEST (Boosting Engineering, Science and Technology – robot competition) director, Jan 2001 – present.

Freshman advisor for the Klipsch School, 1998 - present.

NMSU ECE Undergraduate Studies Committee, 1998-present.

Vice-Chair of the Telemetering Standards Coordination Committee (2005)

Chair of the Coding and Data Compression committee for the Telemetering Standards Coordination Committee (TSCC)

NSF proposal evaluator July 2004, 2003

Chaired committee to design the Engineering Design competition for MESA, 2002

Gamma Beta Phi Honor Society advisor, 2000- 2002.

SCIAD (Science Advisor) for Las Cruces Public schools, currently assigned to Tombaugh Elementary school.

“Girls Can” workshop presenter. Participated in presenting basic concepts of communications/signal processing and circuits to mid-school girls.


Teaching for critical thinking May 25, 2006

Peer Coaching semester activity Spring 2006

Critical Thinking Jan 10, 2005

Responding to diversity Jan 10, 2005

Student learning Jun3 29, 2005

Active Learning July 19, 2005

Designing for ABET July 20, 2005

Attended Writing Across the Curriculum Workshop, May 2002.

Attended Satellite Teleconferences on Teaching, Assessing, and Critical Thinking, 2002

Stephen Horan Professor and Department Head

Education 1984, PhD Engineering, New Mexico State University, Las Cruces, NM

1981, MSEE, New Mexico State University, Las Cruces, NM

1979, MS Astronomy, New Mexico State University, Las Cruces, NM

1976, AB Physics, Franklin & Marshall College, Lancaster, PA

Years of Service 2005 – present, Department Head

1996 – 2005, Professor of Electrical and Computer Engineering

1991 – 1996, Associate Professor

1986 – 1991, Assistant Professor

Other Experience 1984 – 1986, Space Communications Co., White Sands Ground Terminal, NM

Consulting, Patents Patent with T. Shay et. al, U.S. Patent Office Patent no. 6,778,779 covering the “Full-Duplex Optical Communication System” issued on August 17, 2004.



S. Horan, “Telemetry,” in The Electrical Engineering Handbook 3rd ed., R. Dorf, ed. Boca Raton: CRC Press, in press.

R. Wang, B. Gutha, S. Horan, Y. Xiao, and B. Sun, “Which Transmission Mechanism is Best for Space Internet: Window-Based, Rate-Based, or a Hybrid of the Two?,” IEEE Wireless Communications, Dec. 2005, p. 2 – 9.

S. Horan, “Telemetry Systems,” in The Engineering Handbook 2nd ed., R. Dorf, ed., Boca Raton: CRC Press, 2004, pp 154-1 – 154-6.

C. Force and S. Horan, “Earth Orbiting Satellites, Data Receiving and Handling Facilities,” in Encyclopedia of Space Science and Technology, Hans Mark, ed., New York: Wiley, 2003.

S. Horan, Introduction to PCM Telemetering Systems, 2nd ed., Boca Raton: CRC Press, 2002.

R. Wang and S. Horan, “Impact of Van Jacobson Header Compression on TCP/IP Throughput Performance over Lossy Space Channels,” IEEE Trans. on Aerospace & Electronic Systems, Vol. 41, No. 2, April 2005, p. 681 - 692.

V. Chukkala, P. De Leon, S. Horan, and V. Velusamy, “Radio Frequency Channel Modeling for Proximity Networks on the Martian Surface,” Computer Networks, Vol. 47, Issue 5, April 2005, p 751-763.

S. Horan, A. Chakraborti, S. Muddasani, and S. Narina, “Testing MDP in a Simulated Space Channel Environment,” Computer Networks, Vol. 46, No. 3, 22 October 2004, p. 363-374.

S. Horan, “Non-Tracking Antenna Performance for Inertially Controlled Spacecraft Using TDRSS,” IEEE Trans. on Aerospace & Electronic Systems, Vol. 39, No. 4, October 2003, p 1263 - 1269.

S. Horan, “The Potential for Using LEO Telecommunications Constellations to Support Nanosatellite Formation Flying,” International Journal of Satellite Communications, 20, 2002, p. 347 - 361.

S. Horan and R. Wang, “Design of a Space Channel Simulator Using Virtual Instrumentation Software,” IEEE Trans. Instrument and Measurements, Vol. 51, No. 5, October 2002, p. 912-916.


American Institute for Aeronautics and Astronautics (Senior Member)

Institute of Electrical and Electronics Engineers (Senior Member)

American Society for Engineering Education

American Association for the Advancement of Science

Honors & Awards El Paso Corporation Foundation Award for Teaching Excellence, April 2003

University Research Council Award for Exceptional Achievements in Creative Scholarly Activity, August 2005


General Chairman, International Telemetering Conference, 2002.

Technical Committee, Space Internet Workshop III, June 2003.

Technical Committee, Space Internet Workshop IV, June 2004.

Faculty representative to the Federal Demonstration Partnership, 2002 - present; “Minority University/Emerging Research Institution” working group co-chair.

Universities Space Research Association Science and Engineering Education Council, 2003 – present; member of “Access to Space” working group.

Department Promotion and Tenure Committee, 1999 - 2005

Member, Engineering Research Center Advisory Committee, 1999 - 2004.

College Promotion and Tenure Committee, 1999 - 2005; Chair, 2000 - 2001

Member, Dean of Engineering Search Committee, 2003 - 2004.

University Research Council, member 2000 - 2005, Executive Committee 2001-2005, Chair 2002 - 2003; Interim Chair 2004.

Chair, Overhead Committee, 2001-2002.

Member, Disclosure Statement Committee, 2002.

Member, PI Certification Committee, 2002-2003.

PI Certification Training, 2003 – present

ITAR Training, 2003 – present.

Member, Vice Provost for Research and Economic Development Search Committee, 2004.

Member, Conflict of Interest Committee, 2004

Member, Conflict of Interest Policy Committee, 2004

Member, Faculty Senate IDC Special Committee, 2004


None.

Hong Huang Assistant Professor

Education Ph.D., EE, Georgia Institute of Technology, 2002

M.S., EE, Georgia Institute of Technology, 2000

B.Engr. Engineering Physics, Tsinghua University, China, 1985

Years of Service 2003-now, Assistant Professor, Klipsch School of Electrical and Computer Engineering, New Mexico State University

Other Experience 1998-2002 Research Assistant, Elec. and Comp. Engr., Georgia Tech

1996-1998 Lecturer, Chengdu Institute of Information Technology, Chengdu, China

1985-1996 Engineer and Project Manager, Junda Instruments, Inc., Chengdu, China

Consulting, Patents None.

States of Registration None.


Peer-reviewed journal publications:

H. Huang, “Mechanisms to Mitigate Inefficiency in Greedy Geographical Routing in Wireless Ad-hoc Networks,” to appear in IEEE Communications Letters

H. Huang and J. A. Copeland, “Optical networks with hybrid routing,” in IEEE Journal of Selected Areas in Communication, Vol. 21, No. 7, 2003.

H. Huang and J. A. Copeland, “A series of Hamiltonian cycle based solutions to provide simple and scale mesh optical network resilience,” in IEEE Communications, Vol. 40, No. 11, 2002.

Peer-reviewed conference publications:

H. Huang, “An agent-based method for sampling distributed phenomena in a sensor net,” to appear in Proc. IEEE Vehicular Technology Conference (VTC), 2005.

G. Mokashi, H. Huang, B. Kuppireddy, and S. Varghese, “A Robust Scheme to Track Moving Targets in Sensor Nets Using Amorphous Clustering and Kalman Filtering,” to appear in Proc. IEEE Milcom, 2005.

J. Mullen and H. Huang, “Impact of Multipath Fading in Wireless Ad Hoc Networks,” to appear in Proc. ACM International Workshop on Performance Evaluation of Wireless Ad Hoc, Sensor, and Ubiquitous Networks (PE-WASUN), 2005.

H. Huang, “Adaptive Geographical Routing in Wireless Ad-hoc Networks,” in Proc. IEEE Vehicular Technology Conference (VTC), 2004.

S. Ramakrishnan, H. Huang, J. Mullen and M. Balakrishnan, “Impact of Sleep in Wireless Sensor MAC Protocol,” in Proc. IEEE Vehicular Technology Conference (VTC), 2004.

M. Balakrishnan, S. Ramakrishnan, and H. Huang, “Energy-aware sensor MAC protocols,” in the Prof. International Telemetry Conference (ITC), 2004.

J. Mullen, Hong Huang, and Smriti Rangan, “Efficient Models of Fine-Grain Variations in Signal Strength,” in the Prof. OPNETWORK, 2004.

H. Huang, “Composable Geographical Routing,” in Proc. IEEE Vehicular Technology Conference (VTC), 2003.

H. Huang, “Dynamic Hybrid Optical Network Routing Based on Transport Cost,” in Proc. International Conference on Communication, Internet, and Information Technology (CIIT), 2003.

H. Huang and J. A. Copeland, “Multi-domain mesh optical network protection using Hamiltonian cycles,” in Proc IEEE HPSR, 2002, selected as Best Papers.

H. Huang and J. A. Copeland, “Open optimization of mesh WDM optical networks with bandwidth from exchange market,” in Proc. IEEE International Conferences on Telecommunications (ICT), 2001.

H. Huang and J. A. Copeland, “Hamiltonian cycle protection: a novel approach to mesh WDM optical network protection,” in Proc. IEEE High Performance Switching and Routing (HPSR), 2001.

H. Huang and J. A. Copeland, "Hybrid wavelength and sub-wavelength routed optical networks," in Proc. IEEE Globecom, 2001.


Member, IEEE, Computer Society

Honors & Awards Best Papers Award, IEEE High Performance Switching and Routing Conference, 2002

Amelio Prize, for Excellent Academic performance, Georgia Tech, 1999

Excellent Graduates, for Ranked 1st in Class of 20 on graduation, Tsinghua Univ. 1985


Reviewer of: IEEE Journal of Selected Areas in Communication, IEEE Communications Letters, OSA Journal of Optical Networks, Journal of Computer Communications

Committee member of: 2 Ph.D exams, 4 MS exams


Russell Jedlicka Associate Professor

Education PhD New Mexico State University, Las Cruces, NM; December 1995 MSEE New Mexico State University, Las Cruces, NM; January 1979 BSEE Kansas University, Lawrence, KA; January 1977.

Years of Service Associate Professor Klipsch School of Electrical and Computer Engineering/New Mexico State University/Las Cruces/NM 1999 - present,

Other Experience Branch Manager, Electromagnetic Systems/Physical Science Laboratory/New Mexico State University/Las Cruces/NM; 6/83 to 12/89, 10/91 to 7/99 Member of the Technical Staff, Ball Aerospace Systems Division/Boulder/CO; 6/80 to 1/82

Consulting, Patents



Uhl, B. H., A. Canabal, M. Funk, R. P. Jedlicka, “Low-Cost, Single-Layer Binary Phase-Shift Keyed Microstrip Patch Antenna for System Power Reduction,” Accepted for presentation at the IEEE AP-S International Symposium and USNC/URSI Radio and Science Meeting, Albuquerque, NM, July 2006.

Sturdevant, I., B. Stewart, C. Burgess, R. P. Jedlicka, “Comparison of Low-Cost Shielding Materials,” Accepted for presentation at the IEEE AP-S International Symposium and USNC/URSI Radio and Science Meeting, Albuquerque, NM, July 2006.

Sturdevant I., M. J. Berry, O. Dominguez, and R. P. Jedlicka, “Site Measurements of Electromagnetic Mitigation Techniques,” Accepted for presentation at the IEEE AP-S International Symposium and USNC/URSI Radio and Science Meeting, Albuquerque, NM, July 2006.

Ryan M. Christopher*(1), Earl Cason(1), and Russell P. Jedlicka, “Empirical Investigation of Loaded Microstrip Antenna Performance Parameters,” Accepted for presentation at the IEEE AP-S International Symposium and USNC/URSI Radio and Science Meeting, Albuquerque, NM, July 2006.

Berry, M. J., R. Williams, D. Ramierz, and R. P. Jedlicka, “Low-Cost, Multi-beam Antenna System for Direction Finding,” Accepted for presentation at the IEEE AP-S International Symposium and USNC/URSI Radio and Science Meeting, Albuquerque, NM, July 2006.�

Scientific & Professional Institute of Electrical and Electronic Engineers

Societies Eta Kappa Nu Sigma Xi Who’s Who in American Colleges and Universities

Honors & Awards


Undergraduate Studies Committee

Faculty search committee


William H. Kersting Professor

Education MSEE Illinois Institute of Technology 1965

BSEE New Mexico State University 1959

Years of Service 44 years at New Mexico State University

Professor, Klipsch School of Electrical and Computer Engineering 1974-Preset

Associate Professor, Klipsch School of Electrical and Computer Engineering 1960-1974

Director, Electric Utility Management Program, 1968-Present

Assistant Professor Klipsch School of Electrical and Computer Engineering 1962-1969

Other Experience Distribution Engineer, El Paso Electric Company 1959-1962.

Consulting, Patents • Partner – WH Power Consulting.

States of Registration none.


“Causes and effects of voltage unbalance in induction motors”. Presentation for 2000 IEEE Rural Electric Conference, Louisville, KT May 2000

Associate Editor, Distribution Systems- “Handbook in Electric Power Engineering” March 2000, CRS press

“Distribution Feeder Modeling and Analysis”, CRC press.

“Underground wye-delta transformer analysis”, 1999 IEEE Rural Electric Conference, Indianapolis, Indiana, May 1999

“Transformer models for computer aided radial distribution systems analysis”, 1999 IEEE Power Industry Computer Applications Conference

“A new approach to modeling three-phase transformer connections”, 1998 IEEE Rural Electric Conference, St. Louis, MO, April 1998


IEEE.

Honors & Awards Fellow – IEEE

Westhafer Excellence in Teaching Award 1976

EII Power Engineering Educator Award 1979.


IEEE Fellow Evaluation Committee - Chair.


None.

Joydeep Mitra Associate Professor

Education • Ph.D., 1997, Texas A&M University, College Station, TX • B.Tech (Hons.), 1989, Indian Institute of Technology, Kharagpur, India.

Years of Service • Aug 2004–present: Associate Professor, ECE, NMSU • Aug 2003–Aug 2004: Assistant Professor, ECE, NMSU

Other Experience • Aug 2000–Aug 2003: Assistant Professor, ECE, ND State Univ, Fargo, ND • May 1997–July 2000: Senior Consulting Engineer, LCG Consulting, Los Altos,

CA

Consulting, Patents “Standby Generator Integration System,” with J. A. Jorgenson, D. L. Stuehm and

T. Shaner. Patent pending; application filed October 2003.


Research Grants Last Five Years

• Federal Grants $475,000 • Industrial Grants $90,000

Principal Publications Last Five Years

“IEEE Tutorial on Electric Delivery System Reliability Evaluation.” IEEE, 2005. Publication number 05TP175. (Editor and chapter co-author.)

“IEEE Standard Definitions for Use in Reporting Electric Generating Unit Reliability, Availability and Productivity.” IEEE Standard 762-2005. To be published. (Co-author.)

“Reliability Stipulated Microgrid Architecture Using Particle Swarm Optimization,” with S. B. Patra and S. J. Ranade, Proceedings of the 9th

International Conference on Probabilistic Methods Applied to Power Systems, Stockholm, Sweden, June 2006.

“A Probabilistic Search Method for Optimal Resource Deployment in a Microgrid,” with M. R. Vallem and S. B. Patra, Proceedings of the 9th

International Conference on Probabilistic Methods Applied to Power Systems, Stockholm, Sweden, June 2006.

“Designing a Sufficient Reactive Power Supply Scheme to Multi-Islands in a Microgrid,” with S. A. Al-Askari and S. J. Ranade, Proceedings of the IEEE-PES Annual General Meeting, Montreal, Canada, June 2006.

“A Self-Supporting Microgrid Architecture Achievable with Today’s Technology,” with S. J. Ranade, (Panel Paper), Proceedings of the Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

“Distributed Generation Placement for Optimal Microgrid Architecture,” with M. R. Vallem and S. B. Patra, Proceedings of the IEEE-PES Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

“A New Intelligent Search Method for Composite System Reliability Analysis,” with S. B. Patra and R. Earla, Proceedings of the IEEE-PES Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

“Sizing and Siting of Distributed Generation for Optimal Microgrid Architecture,” with M. R. Vallem, Proceedings of the 37th annual North American Power Symposium, Ames, IA, Oct 2005.

“Optimal Allocation of Shunt Capacitors Placed in a Microgrid Operating in the

Islanded Mode,” with S. A. Al-Askari and S. J. Ranade, Proceedings of the 37th annual North American Power Symposium, Ames, IA, Oct 2005.

“A Dynamic Programming Based Method for Developing Optimal Microgrid Architectures,” with S. B. Patra and S. J. Ranade, Proceedings of the 15th Power System Computation Conference, Liege, Belgium, Aug 2005.

“Microgrid Architecture: A Reliability Constrained Approach,” with S. B. Patra and S. J. Ranade, Proceedings of the IEEE-PES Annual General Meeting, San Francisco, CA, June 2005, pp 2055–2060.

“Identification of Chains of Events Leading to Catastrophic Failures of Power Systems,” with S. J. Ranade and R. Kolluru, Proceedings of the IEEE International Symposium on Circuits and Systems — 2005, Kobe, Japan, May 23–26, 2005, pp 4187–4190.

“A Particle Swarm Based Method for Composite System Reliability Analysis,” with R. Earla and S. B. Patra, Proceedings of the 36th annual North American Power Symposium, Moscow, ID, Aug 2004, pp 294–298.

“Recent Experience with Directed Mentoring and Laboratory Development in the Electric Power Area,” with S. J. Ranade and H. A. Smolleck, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.

“Applications of Reliability Analysis to Power Electronics Systems,” with C. Singh and P. N. Enjeti, Proceedings of the India International Conference on Power Electronics, Mumbai, India, Dec 2002.


Senior Member, IEEE Member, IEEE Power Engineering Society, IEEE Industry Applications Society, IEEE Standards Association

Honors & Awards • IEEE-PES Technical Committee WG Recognition Awards 2003 and 2005. • The NSF Career Award, 2002. • The 1994–95 Outstanding Assistant Lecturer Award (Department of

Electrical Engineering, Texas A&M University), April 1995. • The Jagadis Bose National Science Talent Search Scholarship (India), July

1985 to June 1989.


• Associate Director, Electric Utility Management Program, New Mexico State University.

• Member, Power Systems Faculty Search Committee (2006–), Ph.D. Qualifying Exam Coordination Committee (2006–), Graduate Committee, ECE Dept (2005–); Associate Dean (Academic) Search Committee, College of Engineering (2005).

• Member of several IEEE-PES Committees, Subcommittees and Working Groups; Chair of Student Meetings Subcommittee; Vice-Chair of Reliability, Risk and Probability Applications Subcommittee.

• Organized and Chaired an IEEE Tutorial, Organized a Symposium, Taught a Short Course; chaired several technical sessions at conferences.

• Reviewer: NSF Panel Reviews (2001, 2006); Paper reviews for several IEEE journals and conferences and other international journals and conferences; Book reviews for publishers.

• Several invited lectures in USA, Canada and India.


• Four research workshops • Four teaching workshops • Eighteen conferences

Kwong T. Ng Professor

Education Ph.D., Electrical Engineering, The Ohio State University, Columbus, OH, 1985.

M.S., Electrical Engineering, The Ohio State University, Columbus, OH, 1981.

B.Eng. (Hons.), Electrical Engineering, McGill University, Montreal, Canada, 1979.

Years of Service 16 years at New Mexico State University, 1990-2006

Professor, Klipsch School of Electrical and Computer Engineering, 1995.

Associate Professor, Klipsch School of Electrical and Computer Engineering, 1990.

Other Experience PI, “Integrated EEG and Brain Mapping for Brain-Machine Interfaces in Security Monitoring,” Los Alamos National Laboratory, 2005-2007.

Integrate electroencephalography with brain mapping in order to identify the mental functions and corresponding brain activity regions most effective for brain-machine interfaces.

PI, “Electrical Defibrillation Analysis,” American Heart Association, 2003-2006.

Combine numerical modeling with experimental studies to analyze electrical defibrillation.

PI, “Parallel Computer Modeling of Defibrillation,” National Institutes of Health, 1998-2002.

Use massively parallel computers to perform large-scale simulations that will elucidate the mechanisms of defibrillation.

PI, “Undergraduate Computer-Aided Electromagnetics and Microwave Laboratory,” National Science Foundation, 1992-1995.

Upgrade an existing microwave laboratory to enhance the students’ learning experience in the electromagnetics and microwave area.

PI, “Electromagnetic Modeling of Cavity-Backed Conformal Slot Antennas,” Sandia National Laboratories,” 1990-1992.

Use the Finite-Difference-Time-Domain technique to model cavity-backed slot antennas.

PI, “Numerical Analysis of Defibrillation,” National Institutes of Health Subgrant, 1989-1996.

Perform numerical analysis of defibrillation and integrate the numerical results with experimental data.

Assistant Professor, University of Virginia, Charlottesville, VA, 1985-1989.

Perform teaching and research in the electromagnetics and microwave area.



None


O.C. Deale, K.T. Ng, and B.B. Lerman, “Calibrated current divider network for precision current delivery during high-voltage transthoracic defibrillation,” IEEE Trans. Biomed. Eng., vol. 52, pp. 1970-1973, 2005.

K.T. Ng and R. Yan, “Three-dimensional pseudospectral modelling of cardiac propagation in an inhomogeneous anisotropic tissue,” Med. & Biol. Eng. & Comput., vol. 41, pp. 618-624, 2003.

O.C. Deale, K.T. Ng, E.J. Kim-Van Housen, and B.B. Lerman, “Simplified calibration of single-plunge bipolar electrode array for field measurement during defibrillation,” IEEE Trans. Biomed. Eng., vol. 49, pp. 1211-1214, 2002.

O.C. Deale, K.T. Ng, E.J. Kim-Van Housen, and B.B. Lerman, “Calibrated single-plunge bipolar electrode array for mapping myocardial vector fields in three dimensions during high-voltage transthoracic defibrillation,” IEEE Trans. Biomed. Eng., vol. 48, pp. 898-910, 2001.

Z. Zhan and K.T. Ng, “Two-dimensional Chebyshev pseudospectral modelling of cardiac propagation,” Med. & Biol. Eng. & Comput., vol. 38, pp. 311-318, 2000.



American Society for Engineering Education (ASEE)

Honors & Awards Paul W. and Valerie Klipsch Distinguished Professor

Who’s Who Among America’s Teachers

Who’s Who in Science and Engineering


NMSU ECE Undergraduate Studies Committee

NMSU ECE Graduate Studies Committee

NMSU ECE Promotion and Tenure Committee

NMSU ECE Department Head Search Committee

NMSU ECE Faculty Search Committee

Reviewer, IEEE Transactions, Med. & Biol. Eng. & Comput., Review of Scientific Instruments


Presenter, IEEE EMBS Society Annual Conference

Presenter, Biomedical Engineering Society Annual Meeting

Robert Paz Associate Professor

Education Ph.D, Electrical Engineering, May 1991, University of Illinois

M.S., Electrical Engineering, May 1987, University of Illinois

B.S., Electrical Engineering, May 1985, New Mexico State University

Years of Service Associate Professor, New Mexico State University, 7.5 years

Assistant Professor, New Mexico State University, 7.5 years

Teaching Assistant, University of Illinois, 2 years

Other Experience 1984-1987, Summer Intern, Eastman Kodak Company, Rochester, NY

1988-1990, Summer Research Assistant, Coordinated Science Laboratory, University of Illinois.

Consulting, Patents None.



• R.A. Paz (2006), “Robust Ripple-Free Deadbeat Tracking,” submitted for consideration at the 2006 Automatic Control Conference.

R.A. Paz (2005), “Control Design for Undergraduate Students I: Practical System Identification” submitted to IEEE Transactions on Education.

• R.A. Paz (2005), “Control Design for Undergraduate Students II: Practical Tracking” submitted to IEEE Transactions on Education.

• R.A. Paz (2005), “Deadbeat Tracking with Robustness I: Performance” submitted to International Journal of Controls for consideration.

• R.A. Paz (2005), “Deadbeat Tracking with Robustness II: Robustness” submitted to International Journal of Controls for consideration.

• R.A. Paz (2000), “Simple Computational Methods for Frequency Domain Robustness Measures” Proceedings of the American Controls Conference 2000, Chicago, pp 3360-3364

• R.A. Paz (2000), “Simple Computational Methods for Polynomial Interpolations” Proceedings of the American Controls Conference 2000, Chicago, pp 3365-3369.


Institute of Electrical and Electronic Engineers (IEEE)

Control Systems Society of the IEEE, Member of the Technical Committee on Robust Control (TCRC), and the Technical Committee on Education

Eta Kappa Nu, Gamma Chi Chapter Advisor

Tau Beta Pi, Engineering Honor Fraternity

Sigma Xi, The Scientific Research Society

Honors & Awards none.


Westhafer Award Selection Committee (3yrs)

HKN Chapter Advisor (7 years)

Klipsch School Undergraduate Studies Committee (member, 2yrs and Chair, 2yrs)


none

Nadipuram R. Prasad Associate Professor

Education New Mexico State University, Electrical and Computer Engineering Ph.D.,1989 New Mexico State University, Electrical and Computer Engineering M.S., 1988 Massachusetts Institute of Technology, Electrical & Computer Science, S.M., 1971 Mysore University, Electrical Engineering B.E., 1966

Years of Service Associate Professor, August 1995 – present Assistant Professor, August 1990 – Jul. 1995

Other Experience 1981 to 1985 Manager American Electric Power Service Corporation, Columbus, OH 1976 to 1981 Senior Engineer American Electric Power Service Corporation New York, NY 1967 to 1976 System Planning Engineer Chas. T. Main, Inc 1966 to 1967 Engineering Trainee, General Electric Company of India, India

Consulting, Patents Patent with T. Shay et. al, U.S. Patent Office Patent no. 6,778,779 covering the “Full-Duplex Optical Communication System” issued on August 17, 2004.



“Machine Intelligence in Decision-making (MInD) Automated Generation of CB Attack Engagement Scenario Variants”, S&T for Chem.-Bio Information Systems, Albuquerque, November 2005.

Prasad, N. R., DiVita, J. Morris, R., “A Systems Approach to Task Prioritization in Complex Dynamical Systems” InTech’04, Conference on Intelligent Technologies, Houston, TX, Dec. 2004.

Some Practical Applications of Soft Computing and Data Mining, H. T. Nguyen, N. R. Prasad, V. Kreinovich, Contributed Chapter to Data Mining and Intelligent Computing, A. Kandel, Ed., Kluwer Academic Publishers, 2000.

First Course in Fuzzy Control and Neural Control, H. T. Nguyen, N. R. Prasad, Carol Walker, Elbert Walker, CRC Press, 2002.


Institute of Electrical and Electronics Engineers

Honors & Awards Globalization Award/Center for International Programs, NMSU/April 2002.

NASA Administrator’s Fellowship Program Award, July 2003.


None.


None

Jaime Ramírez-Angulo Professor

Education Ph.D. Electrical & Computer Engineering, University of Stuttgart, Germany, 1982.

MSEE. Center for Research and Advanced Studies (CINVESTAV) National Polytechnic Institute, Mexico. 1976.

BSEE. National Polytechnic Institute, Mexico. 1974.

Years of Service New Mexico State University, 1990-present

Other Experience

Assistant Professor, Texas A&M University, 1985-1990

Researcher, National Institute for Astrophysics Optics and Electronics 1982-84

Consulting, Patents

Consulting Engineer, NASA/ACE Las Vegas, NM, 1997-1999. Texas Instruments Summer 2000, Oakk Ridge National Labs: Summer 1997

Design Analog Microlectronics Fuzzy Hardware. Patent: iDD pulse response test method for analog and digital VLSI systems


None.

Journal Publications 2006

“A Compact Low-Voltage Class AB Analogue Buffer,” Antonio Torralba, Ramón G. Carvajal, Mariano Jiménez, Fernando Muñoz, and Jaime Ramírez-Angulo, IEE Electronics Letters, vol. 42, No. 3, Feb. 3, 2006

“Compact Power-Efficient Class AB CMOS Exponential Voltage to Voltage Converter,” De La Cruz-Blas, C. A., López-Martín, A. J., and Ramirez-Angulo, J., Electronics Letters, “IEE Electronics Letters, vol. 42, No. 3, Feb. 3, 2006.

“New Low-Voltage Class AB/AB CMOS Op-Amp with Rail-to-Rail Input/Output Swing, J. Ramírez-Angulo, Milind S. Sawant, S. Thoutam A. J. López-Martín and R. G. Carvajal, IEEE Transactions on Circuits and Systems II, Volume 53, Issue 4, April 2006 Page(s):289 - 293

“The Universal Op-Amp and Applications in Continuous-time Linear weighted Voltage addition,” J. Ramirez-Angulo and F, Ledesma, IEEE Transactions on Circuits and Systems II , Volume 53, Issue 5, May 2006 Page(s):283 - 285

“Highly Linear Programmable Balanced Current Scaling Technique in Moderate Inversion,” A. J. López-Martin, J. Ramírez-Angulo, C. Durbha, and R. G. Carvajal, IEEE Transactions on Circuits and Systems II , Volume 53, Issue 4, April 2006 Page(s):283 - 285.

Jaime Ramírez-Angulo, Annajirao Garimella, Lalitha Mohana Kalyani Garimella, Antonio J. Lopez-Martin and Ramon G. Carvajal “New Input Offset Compensation Scheme with Reduced Sensitivity to Charge Injection and Leakage,” Electronics Letters, Volume 42, Issue 6, 16 March 2006 Page(s):340 - 341)

J. Ramírez-Angulo, A. J. Lopez-Martin, A. Garimella, L. Garimella, and R. G. Carvajal , “New Gain Programmable Current Mirrors Based on Current Steering,” Electronics Letters, (in print)



Honors and Awards

IEEE Fellow for contributions to design methodologies for analog signal processing integrated circuits(January 2000)

URC University Research Council Award for exceptional achievements in creative scholarly activities: March 2002 (awarded yearly to four NMSU researchers) Westhafer award for Excellence in Research and Creativity: May 2002 (highest faculty award at New Mexico State University awarded every two years for research and creative activities). Paul and Valerie Klipsch Distinguished Professor October 2002. Two papers in list of 100m most downloaded papers of IEEE. NMSU Most outstanding Ph.D. Student 2004 (Gladys Omayra Ducoudray) was my student, NMSU Most outstanding MS. Student 2006 was my student (Lalitha Garimella)


NMSU ECE Graduate Studies Committee, and Promotion and Tenure Committee 1998-present.

Project evaluator for Spanish Science Ministerium, and for MexicianScience Council

CONACYT-INAOE Tenure and Promotion committee

NMSU ECE Tenure and Promotion review Committee, 1998-99. 2002-2006

Steering Committee, Midwest Symposium on Circuits and Systems, 1993-present.

Reviewer, IEEE Transactions on Circuits and Systems I and II, IEEE Journal of Solid State Circuits, 1992- present.

IEEE Analog Signal Processing Committee


Satish J. Ranade Professor

Education Ph.D., University of Florida, July 1981.

MSEE, New Mexico State University, August 1977.

B. E., Indian Institute of Science, Bangalore (India), August 1976.

B.Sc., Saugar University, Sagar (India), September 1973.

Years of Service 1981- (25 Years)

Other Experience Public Service Company of New Mexico( Temporary, Summer/Winter 1984)

Consulting, Patents EMA, Inc., Optimization of Pumping in Water Systems

EDSA, Power system analysis software

Sandia National Laboratories, Inverters for Renewable Energy and Storage

Method to enhance transient lodability of inverters” (2 patents applied for in 2004 )



L. Jentgen, R. Riddle, C. Conrad, S. Ranade, W. Grayman, E. Von Sacken , B. Dayyaani, K. Stone,”Energy and Water Quality Management Systems Promise Significant Energy and Water Quality Benefits”, World of Water Conference, Las Vegas, Dec. 2001

L. Jentgen, R. Riddle, C. Conrad, S. Ranade, W. Grayman, E. Von Sacken , B. Dayyaani, K. Stone, “New Software Tools for Real-Time Energy Optimization for Water Utilities”, IMTECH conference, Denver, June 2002

“Extending Transient Loadability of Distributed Energy Resources using Electro-chemical Capacitors”, Electric Energy Storage and Applications (EESAT), San Francisco, CA, March 2002

“Directed Mentoring: A program of Industry-University Collaboration to Revitalize Electric Power Engineering Education”, with H.A. Smolleck, Proc. ASEE 2003 annual conference, Nashville, TN, June 2003

Grady, Liu, Marz, Ranade Ribeiro and Xu“Impact of Aggregate Linear Load Modelng on Harmonic Analysis A Comparison of Common Practice and Analytical Models” IEEE Transactions on Power Delivery, Vol.18, N0. 2, April 2003, pp.625-630

“Directed Mentoring Program and Power Laboratory” with H.A. Smolleck, and J. Mitra Proc. ASEE 2003 annual conference, Nashville, TN, June 2004

“Extending Transient Loadability of Distributed Energy Resources using Electro-chemical Capacitors”, Electric Energy Storage and Applications (EESAT), San Francisco, CA, March 2003

Mechenbier, Ellis, Curtner, Ranade,”Design of An Under Voltage Load Shedding Scheme”, Proc. IEEE Power Engineering Society General Meeting, Denver, June 2004

S. J. Ranade, R. Kolluru, J. Mitra, “Identification of chains of events leading to catastrophic failures of power systems,” International Symposium on Circuits

and Systems, Kobe, Japan, May 23-26, 2005.

Joydeep Mitra, Shashi B. Patra, Satish J. Ranade, "Microgrid Architecture: A Reliability Constrained Approach", IEEE Power Engineering Society General Meeting June12-16 2005, San Francisco.

Joydeep Mitra, Shashi B. Patra, Satish J. Ranade, "A Dynamic Programming Based Approach for Developing Optimal Microgrid Architectures", PSCC 2005, June 2005, Leige, Belgium

Deepak R. Sagi, Satish J. Ranade and Abraham Ellis,” Physically Based Load Composition Estimation”, Proceedings of the 37th annual North American Power Symposium, Ames, IA, Oct 2005.

S. A. Al-Askari , S. J. Ranade, J. Mitra, “Optimal Allocation of Shunt Capacitors Placed in a Microgrid Operating in the Islanded Mode,” Proceedings of the 37th annual North American Power Symposium, Ames, IA, Oct 2005.

J. Mitra, S. B. Patra and S. J. Ranade, “Reliability Stipulated Microgrid Architecture Using Particle Swarm Optimization,” to be presented at the 9th International Conference on Probabilistic Methods Applied to Power Systems, Stockhom, Sweden, June 2006.

J.Mitra, S.J. Ranade, “A Self-Supporting Microgrid Architecture Achievable with Today’s Technology,” Panel Paper to be presented at the Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

S. Ranade, D. Sagi, A. Ellis, “Identifying Load Inventory from Measurements”, to be presented at the IEEE-PES Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

S. Ranade, “Load Understanding and Model Development” to be presented at the IEEE-PES Transmission and Distribution Conference and Exposition, Dallas, TX, May 2006.

S. A. Al-Askari, S. J. Ranade, J. Mitra“Designing a Sufficient Reactive Power Supply Scheme to Multi-Islands in a Microgrid,” to be presented at the IEEE-PES Annual General Meeting, Montreal, Canada, June 2006.


IEEE Senior Member

Honors & Awards IEEE PES T&D Committee Distinguished Service Award, 2006

PNM Chair in Utility Management, NMSU, 2004

Klipsch Distinguished Professor, NMSU, 2002


NMSU Faculty Senate

Klipsch P&T Committee.

IEEE Power Engineering Society

Technical Program Chair 2005-2006 T&D Conference and Exposition

Program Coordinator T&D Committee

Elected Secretary T&D Committee for 2007-2009


NMSU GRASP for teaching improvement

Attended or Taught in five short courses.

Howard A. Smolleck

Professor

Education PhD, University of Texas at Arlington, 1975

MSEE, University of Texas at Arlington, 1970

BSEE, University of Texas at Arlington, 1969

Years of 27 years at New Mexico State University, 1979-2006

Service (Professor, Klipsch School, 1990-present)

(Associate Professor, 1979-1990)

5 years at Old Dominion University (Assistant Professor), 1974-1979

Other Adjunct Professor, Old Dominion University, 1995-present

Experience

Consulting, Consultant, power quality, Los Alamos National Laboratory (1993-1998)

Patents Consultant to numerous legal firms on electric safety cases and issues

States of Registration New Mexico (PE), and Virginia (PE)

Principal Publications of Last Five Years

In 2004, I was contracted by Engineering Press/Dearborn/Kaplan to rewrite the book EIT Electrical Review, originally by Lincoln D. Jones. The new work was published in early 2005 by AEC Kaplan Education and carries my name as “Contributing Author”.

David L. McKinnon and Howard A. Smolleck, “Influence of rotor residual flux on the measurement of inductance and its possible use as an impending fault indicator”, presented at the Electrical Manufacturing Expo (EMCW2004 Technical Conference) Sept 20-22, 2004, Indianapolis, Indiana.

H. A. Smolleck, N. R. Prasad, B. Powell, B. Jayanti, S. Manshad, S. Divakarla, “Development and use of a software learning tool for instruction in alternating-current fundamentals”, Sixth Interamerican Conf. on Engr. and Tech. Educ. (Intertech 2000), June 14-16, 2000, Cincinnati, Ohio.

H. A. Smolleck and S. J. Ranade, “Directed Mentoring: A program of industry-university collaboration to revitalize electric power engineering education”, Proc. Of the ASEE Annual Conference and Exposition, Nashville, TN, June 22-25, 2003.

H. A. Smolleck and S. J. Ranade, “Recent Experience with Directed Mentoring and Laboratory Development in the Electric Power Area”, Proc. Of the ASEE Annual Conference and Exposition, Salt Lake City, UT, June 20-23, 2004.


Institute of Electrical and Electronics Engineers (IEEE) (Senior Member)

American Society of Engineering Education (ASEE)

National Society of Professional Engineers

Tau Beta Pi, Eta Kappa Nu, Alpha Chi (honor societies)

Honors and Awards Ralph R. Teetor Educational Award, presented in Detroit by the Society of Automotive Engineers (1982)

Second-place winner in Zenith Data Systems Masters of Innovation national competition (1992). Awarded two Zenith Masters Port 386 notebook computers.

Elected from regular to honor membership in Alpha Chi National Honor Scholarship Society in recognition of services at the local and regional levels of Alpha Chi (1979).


Chair, Working Group, T. Burke Hayes Student Prize Paper Award,

IEEE Power Engineering Society

Member, Technical Sessions Subcommittee, Power Systems Education Committee, IEEE Power Engineering Society

Editorial staff, Electric Power Systems Research Journal

Reviewer for several IEEE Transactions and for Electric Power System Research Journal

Received award at the final plenary session of the Alpha Chi National Conference in Washington, DC in Spring 2004 for 25 years of service as sponsor on two college campuses and for national committee work.

Professional Development Last Five years

Attended ASEE and IEEE/PES national meetings, at least one or two per year, and presented papers at these meetings and at FIE.

Have taught short courses at Los Alamos National Laboratory, Jefferson Labs, Old Dominion University, Naval surface Warfare Center, NMSU, Farmington Electric Utilities, etc.

Steve Stochaj Professor

Education B.A. Physics & Mathematics, Franklin and Marshall College, Lancaster, PA (1983)

Ph.D. Physics, University of Maryland, College Park, MD (1990)

Years of Service Professor, New Mexico State University, 2005 - present.

Associate Professor: New Mexico State University, 2001 – 2005.

Director of the Particle Astrophysics Lab: New Mexico State University, 1996 - present.

Assistant Professor: New Mexico State University, 1996 - 2001.

College Assistant Professor: New Mexico State University, 1990 - 1996

Other Experience NASA Graduate Research Fellow: Goddard Space Flight Center / University of Maryland, 1987 - 1990.

Consulting, Patents none

States of Registration none


NIGHTGLOW: an instrument to measure the Earth’s nighttime ultraviolet glow—results from the first engineering flight, Barbier, L. M., et al., Astroparticle Physics, 22 (2005) 439.

High-Energy Deuteron Measurement with the CAPRICE98 Experiment}, Papini, P., et al., Astrophysical Journal 615 (2004) 259.

PAMELA: a satellite experiment for antiparticles measurement in cosmic rays} Bongi, M., et al., IEEE Transactions on Nuclear Science 51 (2004) 854.

Simulation study of the silicon-tungsten calorimeter for ACCESS, Bravar, U., et al., Astroparticle Physics, 19, (2003) 463.

Energy spectra of atmospheric muons measured with the CAPRICE98 balloon experiment}, Boezio, M., et al., Physical Review D, 67, (2003) 072003.

Measurements of the absolute energy spectra of cosmic-ray positrons and electrons above 7 GeV, Grimani, C., et al., Astronomy and Astrophysics, 392, (2002) 287..


American Physical Society

IEEE

ASEE

Honors & Awards Donald C. Roush Excellence in Teaching Awards 2004

Bromilow Award for Research Excellence 2005


Undergraduate Studies Committee

Departmental P&T Committee

College P&T Committee

ABET Departmental Coordinator


Teaching Academy Seminary and Talks.

Javin M. Taylor Professor Emeritus

Education PhD, University of Wyoming, 1970

MSEE, University of Southern California, 1962

BSEE, University of Illinois, 1957

Years of Service 2002–Present -- Professor Emeritus, Klipsch School

1987–1989 – Head, Klipsch School

1983–2002 -- Professor, Klipsch School.

1977–1983 – Associate Professor, Klipsch School.

1976-1977 – Visiting Associate Professor, Klipsch School

Other Experience 1970 – 1976 -- Associate Professor, University of Missouri – Rolla.

1970 – Lecturer and Assistant Professor, California State College at Los Angeles

1969-1970 – Research Engineer, Rockwell.

1966-1969 – Instructor and Research Engineer, University of Wyoming.

1962-1966 – Engineering Specialist, Litton Industries.

1959-1962 – Engineer, TRW

1957-1959 – Field Engineer, Hughes Aircraft Company

Consulting, Patents Consultant, White Sands Missile Range, 1976--1979

Lecturer and Program Reviewer, Electrical and Computer Engineering Department, Kuwait, University, 1989.

ABET Program Evaluator, EE and Comp. Eng. ,1988-1994.

Internal Review, Computer Science and Engineering, University of Quebec at Hull.

Internal Review, Electrical and Computer Engineering, University of Texas at Arlington.



None since retirement.


IEEE, Senior Member.

Honors & Awards None since retirement.


Occasional Teaching, Active in University and Klipsch School Advancement.


None since retirement.

David G. Voelz Associate Professor Education Ph.D., Electrical Engineering, University of Illinois, 1987

M.S., Electrical Engineering, University of Illinois, 1983

B.S., Electrical Engineering, New Mexico State University, 1981

Years of Service 8/01 – present: New Mexico State University, Associate Professor, Electrical and Computer Engineering

Other Experience 10/86 – 8/01: Air Force Research Laboratory, Senior engineer/Project chief scientist.

Consulting, Patents Consulting, Trex Enterprises, Inc., 8/04-8/05

Consulting, Akamai Physics, Inc., 12/05 - present

Consulting, MZA Associates, 4/06 - present


Principle Publications Last Fived Years

J. Rha, D. G. Voelz, and M. K. Giles, “Reconfigurable Shack-Hartmann wavefront sensor,” Opt. Eng. 43, 251-256, 2004.

T. J. Schulz and D. G. Voelz, “Signal recovery from autocorrelation and cross-correlation data,” J. Opt. Soc. Am. A 22, 616-624, 2005.

M. T. Gruneisen, R. C. Dymale, J. R. Rotgé, D. G. Voelz, and M. Deramo, “Wavelength-agile telescope system with diffractive wavefront control and acousto-optic spectral filter,” Opt. Eng., 44, 104204, 2005.

C. Ting, D. G. Voelz, and M. K. Giles, “Effectiveness of High-Order Adaptive Optics in Ground-Based Stellar Interferometry," Opt. Eng. 45(2), 2006.

D. K. Borah, D. Voelz, and S. Basu, "Maximum-likelihood estimation of a laser system pointing parameters by use of return photon counts," Appl. Opt. 45, 2504-2509, 2006.

D. K. Borah and D. G. Voelz, "Cramer-Rao lower bounds on estimation of laser system pointing parameters by use of the return photon signal," Opt. Lett. 31, 1029-1031, 2006.


SPIE – The International Society for Optical Engineering

OSA – The Optical Society of America

Honors & Awards Fellow of SPIE, 1999

Logicon Golden Quill award; co-author of best technical paper - Logicon Inc., 1997

Engineering Excellence Award, Optical Society of America, 1995

Air Force Special Service Citation, 1994

Air Force Systems Command Science and Engineering - Advance Technology, 1990

Giller Award - highest technical achievement award for the AFRL, 1988


Departmental: Ph. D. Qualifying Exam Committee, 2004

University: University Research Council, College of Engineering Representative, 2005 – 2007.

Conference Chair, SPIE International Symposium on Optical Science and Technology, Free-Space Laser Communication, 2001-2005.

Conference Program Committee, SPIE International Symposium on Optical Science and Technology, Unconventional Imaging. 2005-present.

Conference Program Committee, SPIE International Symposium on Optical Science and Technology, Advanced Wavefront Control: Methods, Devices, and Applications, 2001-2005.

Evaluation Committee, SPIE Rudolph Kingslake medal, award for best paper in Optical Engineering journal, 2001-present.


None.

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