Curriculum Assessment Plan
Computer Engineering Program Self-Study Report
SELF-STUDY
QUESTIONNAIRE
(Excerpted)
Computer Engineering
College of Engineering & Technology
University of Nebraska-Lincoln
Engineering Accreditation Commission
Accreditation Board for Engineering and Technology
111 Market Place, Suite 1050
Baltimore, Maryland 21202-4012
Phone: 410-347-7700
Fax: 410-625-2238
e-mail: [email protected]
www: http://www.abet.org/
Computer Engineering Program Self-Study Report
Table of Contents
iEngineering Accreditation Commission
AAccreditation Summary1
A.1Program Educational Objectives1
A.1.1Department Mission1
A.1.2Statement of Program Objectives1
A.1.3Implementing the Program Objectives2
Courses and Activities Contributing to the Outcome3
A.2Program Outcomes and Assessment4
A.2.1Statement of Program Outcomes4
A.2.2Mapping Outcomes to Objectives and ABET 2005-2006 Criteria for Accrediting Engineering Programs5
A.2.3Outcomes-Level SPAR Procedures5
A.3Professional Component5
A.3.1Design Experience6
A.3.1.1Software Design Experience6
A.3.1.2Hardware Design Experience6
A.3.1.3Integrated Design Experience8
A.3.2Curricular Components9
A.4Faculty9
A.5Program Criteria10
Computer Engineering Technical Electives15
Humanities & Social Sciences16
Required are at least16
Recent CSCE 496 Special Topics16
TitleArea16
Formal Admission16
Typical Eight Semester Schedule17
Program Self-Study Report
for Computer Engineering
A Accreditation Summary
A.1 Program Educational Objectives
This section defines and motivates the Program Educational Objectives, in the context of the departmental mission statement. It also identifies the program constituencies and the process by which their input into the objectives is obtained.
A.1.1 Department Mission
The CSE Department embraces its unique role in the land-grant mission of the University of Nebraska—Lincoln (UNL). The Department shares in UNL’s three missions of teaching, research, and service; mirrors its comprehensiveness in spanning both computer science and computer engineering and in offering BS, MS, and PhD degrees; focuses its commitment to the pursuit of new, basic and applied knowledge; and contributes to the dissemination of knowledgethroughout the state and beyond.
In the baccalaureate degree programs, our mission is to educate our graduates with the skill, knowledge, creativity, and vision to be nationally competitive for professional practice in the commercial, industrial, and governmental sectors and for post-graduate education leading to careers in research and academia.
A.1.2 Statement of Program Objectives
The Computer Engineering baccalaureate degree program at the University of Nebraska – Lincoln is designed to prepare graduates for professional practice in commerce, industry, and government and for post-graduate education to enter careers in research and academia.
The focus of the program is integrated hardware/software system design. Increasingly, diverse systems, products, and processes depend on computers for design, control, data acquisition and other functions. The computer engineer is the one person with the range of expertise to view a computer-based system as a complete, integrated system and to make the necessary global design decisions. To prepare our graduates to take their place in this environment, and consistent with this focus, the following educational objectives have been established for the Computer Engineering baccalaureate program.
1. A graduate must be able to view the computer systems as an integrated continuum of technologies and to engage in integrated system-level design.
Therefore, graduates shall demonstrate mastery in the areas of mathematics, logic design, computer organization and architecture, operating system kernels, systems programming, and systems design.
2. A graduate must be able to work with professionals in related fields over the spectrum of system design.
Therefore, graduates shall have a broad foundation in computer science, physical sciences, engineering principles, and digital electronics.
3. A graduate must be able to quickly adapt to new work environments, assimilate new information, and solve new problems.
Therefore, graduates shall be adept in the areas of communication, teamwork, and problem solving and develop breadth of expertise.
4. A graduate must have the background and perspective necessary to pursue post-graduate education.
Therefore, graduates shall possess a depth of knowledge in some focus area and the critical thinking skills necessary to pursue advanced research, and develop a foundation for life-long learning.
5. A graduate must understand the social, political, and environmental aspects of professional practice.
Therefore, graduates shall have a broad educational background in professional ethics, the humanities, and the social sciences, to enable them to function as informed, responsible, and ethical members of the profession and society.
6. A graduate must be integrated into the world of practicing professionals for collaborations, mutual support, and representing the profession to government and society.
Therefore, graduates shall have a continued and varied participation in professional organizations such as ACM and IEEE.
A.1.3 Implementing the Program Objectives
To ensure that Program Objectives are achieved, the SPAR procedure establishes a direct mapping from Program Objectives to Program Outcomes and from Program Outcomes to the curriculum. The Program Outcomes (defined Section B.3.1) are thus the pivotal elements in the SPAR process. Because the Program Outcomes are more concrete than the Program Objectives, they are easier to map into specific course topics.
As shown in Table 2, each Program Outcome maps directly to one or more Program Objectives, as well as to ABET 2005-2006 Criteria for Accrediting Engineering Programs 3, 4, and 8. Similarly, individual courses and activities are mapped directly to Program Outcomes. Thus, Program Outcomes are the link between the curriculum and the Program Objectives. Table 2 summarizes these relationships.
Table 1: Relationships between Outcomes, Objectives, ABET Criteria, and Curriculum [4]
Out-come
Prog. Object
ABET Criteria
Courses and Activities Contributing to the Outcome
1.a
1
4(a), 8
MATH 106, 107, 208, 221, 314, 380; CSCE 235
1.b
2
4(a), 8
CHEM 111; PHYS 211, 212/222
1.c
2
4(b), 8
PHYS 212/222; ELEC 121, 215/233, 216/234, 316, 361/307
2.a
1
4(b), 8
CSCE 230/230L, ELEC 370
2.b
1, 2
4(b), 8
CSCE 155, 156, 230/230L, 251, 310, 351
2.c
1
4(b), 8
CSCE 230/230L, 351, 430, ELEC 478
3.a
3, 4
3(a, e)
CSCE 488, 489
3.b
3, 4
3(b, e)
CSCE 310, 488; ELEC 307
3.c
3
3(e, k)
CSCE 230L, 430, 488, 489; ELEC 307, 478
3.d
1, 3
3(c, e), 4(b)
CSCE 488, 489
4.
4
3(j)
Technical Elective Tracks (12 hrs, 3 or 4 areas)
5.
3
3(g)
JGEN 200/300; CSCE 230, 310, 488, 489
6.a
5
3(h, j), 4(c)
Humanities and Social Sciences Requirements (18 hrs)
6.b
5
3(f)
ENGR 400; CSCE 488
6.c
3
3(d)
CSCE 230L, 488, 489
6.d
4
3(i)
CSCE 488, CSE departmental research colloquiums, Undergraduate research experiences through UNL’s UCARE (Undergraduate Creative Activities and Research Experiences) program, ACM/IEEE membership, Annual ACM Programming Contests, and ACM sponsored research competitions.
A.2 Program Outcomes and Assessment
Program Outcomes are specific academic achievements derived from the Program Objectives. Thus, the Program Outcomes act as a link between Program Objectives and the curriculum, and provide a means for assessing accomplishment of the Program Objectives and ABET criteria.
A.2.1 Statement of Program Outcomes
1. Graduates will demonstrate mastery of the mathematical foundations and familiarity with the scientific foundations of computer engineering. These include:
a) Mastery of discrete mathematics, differential and integral calculus, differential equations, probability and statistics, linear algebra, and numerical analysis;
b) Familiarity with the fundamentals of inorganic chemistry, along with classical and modern physics, including electricity, magnetism, electromagnetic theory, optics, and solid-state semiconductor physics; and
c) Familiarity with electrical circuits, electronic circuits, and solid-state electronic devices.
2. Graduates will possess depth of knowledge in topics critical to system-level design, including both hardware and software design and hardware/software tradeoffs. These include:
a) Mastery of digital logic design, including logic families and contemporary digital technology;
b) Mastery of computer programming, including data structures, algorithms, and proficiency with representative programming languages; and
c) Mastery of the topics necessary to design combined hardware/software systems, including computer organization and architecture, systems programming, operating system kernels, and the interdependencies between these topics.
3. Graduates will be able to identify, formulate, and solve computer engineering problems, and shall demonstrate:
a) The capacity to apply theoretical knowledge in solving advanced, practical problems;
b) The ability to design and conduct experiments and to analyze and interpret data;
c) Proficiency with current tools and techniques for both hardware and software design; and
d) The ability to design, implement, and document integrated hardware/software solutions to realistic computer engineering problems.
4. Graduates will possess a depth of knowledge in one selected area of more advanced computer engineering topics, such as system-level architectures, software systems, hardware design implementation, communications and distributed systems, or computer engineering applications.
5. Graduates will demonstrate proficiency at communicating their technical knowledge and accomplishments in both written and oral forms and in styles consistent with industry norms.
6. Graduates will demonstrate an understanding of contemporary social, political, cultural, organizational and ethical issues and the demands they place upon a computer engineer over his/her professional lifetime. These include:
a) A broad education in the humanities and social sciences, in order to understand the impacts of his/her professional activities in the broader societal context;
b) An understanding of the range of ethical, legal, environmental, and safety issues relevant to computer engineering;
c) The ability to work with others, including interdisciplinary teams; and
d) An understanding of the importance of and opportunities to engage in life-long learning.
A.2.2 Mapping Outcomes to Objectives and ABET 2005-2006 Criteria for Accrediting Engineering Programs
Table 2 (Section B.2.6) shows the relationships between the Program Outcomes and other program requirements. The table shows how each Program Outcome listed in Section B.3.1 serves to implement one or more of the Program Objectives listed in Section B.2.3. The table also shows how each outcome fulfills the ABET 2005-2006 Criteria for Accrediting Engineering Programs 3(a)–3(k), 4(a)–4(c), and 8.
A.2.3 Outcomes-Level SPAR Procedures
· Several changes to the curriculum and required courses, including:
· ELEC121 Introduction to Electrical Engineering I has been added to the curriculum as a required course to better prepare CE students for ELEC215/216 and CSCE230/230L,
· Dropping ELEC362/363 Digital Electronics/Digital Electronics Lab, replacing it with ELEC361/307 Advanced Electronics and Circuits/Electrical Engineering Lab. I,
· The introduction of two new courses, one in Embedded Systems and one in File and Storage Systems, which are in the process of being made into regular courses,
· Dropping ELEC476/492 Introduction to Digital System Design/Digital System Design Lab, and replacing and enhancing its function with ELEC478 Microprocessor Hardware, Software, and Interfacing, ELEC307 Electrical Engineering Lab I, and CSCE230L.
A.3 Professional Component
In Appendix I.A, Table I-1 shows the basic-level curriculum in a semester-by-semester, sequence. Table I-2 in Appendix I.A lists the courses with information about sections offered during the 2004-05 academic year. Course specifications for required and technical elective courses (with a syllabus of each class) are included in Appendix I.B.
The curriculum draws upon courses in both the Computer Science and Engineering Department and the Electrical Engineering Department in order to provide a balanced view of hardware and software in computer engineering, including hardware-software trade-offs and modeling techniques for both hardware and software. The Program integrates studies in programming languages, algorithms and data structures, circuits and digital systems, computer organization and architecture, software design and testing, and operating systems. Elective courses in engineering topics offer depth in system-level architecture, software systems, design implementation, communications and distributed systems, and computer engineering applications.
As described in this section, the curriculum builds a sequence of design experiences though courses dealing in hardware and software that cover the fundamental elements of the design process including establishing objectives and criteria, synthesis, analysis, construction, testing, and evaluation. Capping the design component of the Program is the Senior Design Course, in which students working in small groups undertake a major design project. This experience requires the demonstration of creativity, open-ended problem solving in the face of realistic constraints, the use of design theory and methodology, and the consideration of performance and cost issues.
A.3.1 Design Experience
As shown in Table I-1 of Appendix I.A, hardware and software design experiences begin early in the curriculum and grow in scope and complexity as the courses become more advanced. Lower-level courses lay the foundations of mathematics, the sciences, design theory, problem-solving techniques, and documentation methods. Several required and elective upper-level courses build on this foundation, providing hands-on design experiences that take into account the constraints that professional designers encounter in real-life. The sequence of design experiences culminates in the capstone design course CSCE489.
A.3.1.1 Software Design Experience
In CSCE351, students use assembly languages, OS (e.g., Linux and Windows) primitives and system calls to do assignments that design and implement operating system kernels. These OS kernels cover fundamental OS concepts such as user space management, concurrency management, processes and threads control, I/O management, hardware and software interfacing. Students implement their design in real systems or simulated environment.
A.3.1.2 Hardware Design Experience
Several courses involve hardware design and require students to design circuits, logic, and systems of increasing complexity. These courses include ELEC121 Introduction to Electrical Engineering I, CSCE230L Computer Organization Lab, ELEC 215/233 Electronics & Circuits I/Lab, ELEC216/234 Electronics & Circuits II/Lab, ELEC316 Electronics & Circuits III, ELEC361/307 Advanced Electronics & Circuits/EE Lab I, ELEC370 Digital Logic Design, and ELEC478 Microprocessor Hardware, Software, and Interfacing.
The first meaningful hardware design experience for students occurs in their second semester in CSCE230L Computer Organization Laboratory. As a result of the 1999 Outcomes-Level SPAR process, a laboratory (CSCE230L) has replaced CSCE231 to reinforce logic design and assembly programming. In this lab course, students conduct experiments involving the following three essential aspects of computer hardware design: (1) Arithmetic and Logic Level Implementation: Basic logic design of combinational and sequential logic, schematic capture, implementation of a control-datapath design using the register-transfer-level (RTL) notation; (2) Assembler Language Programming: assembling, loading, & linking in one assembler language, with simplified applications involving flow of control, arrays, loops, procedure calls, parameter passing, and floating point arithmetic; and (3) Introduction to team work and written & oral communication, in the context of the design, implementation, and verification of a single-cycle RISC processor realizing a substantial subset of the instruction set.
The initial hardware design experience is further reinforced in the following upper-division required courses: ELEC307 Electrical Engineering Lab I, ELEC316 Electronics & Circuits III, ELEC361/307 Advanced Electronics & Circuits/EE Lab I, ELEC370 Digital Logic Design, and ELEC478 Microprocessor Hardware, Software, and Interfacing. The digital electronics lectures and laboratory aim to provide an appreciation for the technological differences in design implementation and to introduce the notion of precise timing analysis. Students design and implement small logic and memory circuits in various technologies (CMOS, TTL, ECL, and GaAs) and learn to measure their static and dynamic electrical parameters in the laboratory. Interface circuitry design and layout design for power-line noise reductions also are introduced.
The digital logic design and digital system design courses form a sequence in logic design theory and practice. The digital logic design course (ELEC370) builds on the basic knowledge of logic design and Boolean algebra from computer organization (CSCE230/230L) to delve into the design and analysis methods for combinational and synchronous and asynchronous sequential circuits. The digital-systems design course extends this to the design and implementation of finite state machines using PLD and FPGA components. It introduces the design and implementation of a datapath and controller for a simple computer while addressing issues involved in implementing a hardwired controller compared to a micro-programmable one. Further, it provides basics of hardware description languages by illustrating state-machine synthesis from register-transfer level descriptions. Modeling and simulation of digital systems using VHDL and Mentor Graphics CAD tools provide challenging digital design projects for the students.
The microprocessor hardware, software, and interfacing course (ELEC478) serves to combine the elements of theory and techniques introduced in ELEC370 and CSCE230L with the practice of design. In this course, students learn to appreciate the differences between various microprocessor architectures and to carry out microprocessor-based designs involving a combination of hardware and software components and interfacing between them.
Several elective courses allow students to explore hardware design in greater depth. Both of the VLSI design courses, ELEC470 Digital and Analog VLSI Design and CSCE434 VLSI Design, are heavily laboratory oriented. ELEC470 course emphasizes both digital and analog and cell-level design using CAD tools. The CSCE course concentrates on system-level design issues. Students undertake a substantial design as a group project and carry the implementation down to the mask level, making tradeoffs between area and time. The implementation process is aided by use of tools for high-level synthesis, design verification, testing, and design-for-testability. The newly introduced courses in embedded systems and in file and storage systems add more systems level design experiences to the curriculum.
A.3.1.3 Integrated Design Experience
The curriculum culminates in CSCE489 Senior Design Project, which provides a significant design experience. For this project, students are organized into teams to undertake a substantial design project supervised by the instructor. All teams undertake a broadly defined design problem containing aspects of both software and hardware design. To ensure that the student has achieved a sufficient level of background knowledge, the prerequisites to the course are JGEN200 or 300 Technical Writing, ELEC361 Advanced Electronics & Circuits, ELEC478 Microprocessor Hardware (possible co-requisite if available only once a year), Software, and Interfacing, CSCE430 Computer Architecture, and CSCE488 Computer Engineering Professional Development.
CSCE489 projects are of sufficient complexity as to require team members to partition and coordinate their efforts for successful completion. Each team is treated as a separate company which is in competition with the other teams (companies). The instructor plays the role of Project Manager. As such, s/he is not directly involved in the design or implementation of the project. Rather, his/her role is purely managerial and advisory. Other faculty members may be asked to play the roles of Customer Representatives at one or more points during the semester.
Written technical reports and oral presentations are essential parts of this course. Each team must produce three written reports during the semester, in a writing style consistent with IEEE journals. Each written report is accompanied by an oral presentation in which all team members must participate.
1. The first report is a Project Proposal, presented to the Project Manager (instructor). In this proposal, the team must show a clear understanding of the problem, describe their general approach, and discuss specific design issues and solution options.
2. The second report is a Progress Report, also presented to the project manager and the Customer Representatives. It describes progress to date, options selected, deviations from the original proposal, and plans for completing and testing the project.
3. The third report is a Final Proposal presented to the Project Manager, the Customer Representatives, and the rest of the class. This report details the design, testing, cost, and performance of the project. A demonstration normally also is required.
In addition to technical issues, the students are exposed to wider issues relevant to professional practice. Any attempt at sabotage, industrial espionage, or theft of intellectual property is grounds for the immediate awarding of an “F” for the course and/or the filing of formal charges with the Judicial Affairs office. Students are warned against plagiarizing designs from the published literature. However, borrowing and adapting public domain ideas or concepts is permitted as long as they properly credit the originators of those ideas. Students have had to employ industry standards (e.g. IEEE Floating-Point Standard 754, and the GIF and BMP image file conventions) and have in some cases had to deal with copyright permissions. Students also have had to learn about project-specific safety limits, e.g. audible noise levels. Several teams in the last few years have taken their projects to national contests, such as the Microsoft ChallengE and IEEE CSIDC, with some advancing to the final rounds.
A.3.2 Curricular Components
The basic components of Criterion 4 are well satisfied in the curriculum. One full-year of study in the Computer Engineering major is equivalent to 32 credit hours. Table I-1 in Appendix I.A lists the details of the curriculum and the relationships of individual courses to the basic technical components of Criterion 4.
(a) Engineering Topics: Students must take 66 credit hours (or 2.06 years) of engineering topics courses:
· 28 credits of electrical engineering, including two 1-credit and one 2-credit laboratories,
· 26 credits of computer science and engineering courses which qualify as engineering topics, including 3 credits in the capstone design course, and
· 12 credits of technical electives from a specified list of engineering courses.
In CSCE489 Computer Engineering Senior Design, students are organized into teams to undertake a substantial design project proposed and supervised by the instructor. The project complexity is sufficient to require teamwork for successful completion. Written and oral technical presentations are essential parts of this course. Specifically, each design team must make three oral presentations and submit corresponding written reports. Each individual must carry a proportionate share of the load for each presentation and report. In grading, the quality of the design presentation is weighted equally with the quality and correctness of the design itself.
A.4 Faculty
The UNL baccalaureate computer engineering program draws upon both the Computer Science and Engineering Department and the Electrical Engineering Department to give students a balanced view of hardware and software in computer engineering.
The CSE Department faculty cover computer science theory and algorithms; software design, programming, and testing; computer organization and architecture; operating systems; computer communications, networking, and distributed systems; computer applications; and system-level design. The CSE faculty is broadly competent in these areas, so that almost every faculty member can teach almost every required course. Faculty members have individual interests that make them especially qualified in specific areas.
· Computer science theory and algorithms — Cohen, Deogun, Dwyer, Riedesel, Scott, and Variyam
· Software design, programming, and testing — Cohen, Dwyer, Elbaum, Goddard, Henninger, and Rothermel
· Operating systems — Daniel, Goddard, Samal, and Srisa-An
· Computer communications, networking, and distributed systems — Costello, Goddard, Jiang, Lu, Ramamurthy, Wang, and Xu
· System-level design and implementation —Jiang, Scott, Seth, and Srisa-An
· Computer organization and architecture — Jiang, Seth, Srisa-An, and Wang
· Computer applications —Choueiry, Reichenbach, Revesz, Samal, Sincovec, Soh, Swanson, and Surkan
For the computer engineering baccalaureate program, the EE Department faculty cover electrical engineering theory and design including electrical and electronic circuits, signals and systems; semiconductor devices and waves; digital electronics and systems; and communications systems and signal processing. The EE faculty is broadly competent in these areas and every faculty can teach all the required courses in the program. Areas of faculty special expertise are listed below.
· Electrical and electronic circuits — Boye and Balkir
· Signals and systems —Asgarpoor and Varner
· Semiconductor devices and waves — Bahar, Ianno, Lu, Snyder, Soukup, Williams, and Woollam
· Digital electronics and systems — Nelson and Vakilzadian
· Communications systems and signal processing — Hoffman, Perez, Sayood, and Varner
A.5 Program Criteria
As required by Criterion 8, the Computer Engineering degree program covers the breadth of topics relevant to the degree. This is accomplished by combining the strengths and resources of existing programs in Computer Science and Electrical Engineering. As shown in Table 3, the curriculum covers traditional computer science topics (algorithm, software, and programming), traditional electrical engineering topics (electronics and hardware), and topics in hardware/software integration. The integration of hardware and software in design and operation is presented throughout the curriculum and culminates in a three-credit, capstone Computer Engineering Senior Design Project (CSE489).
The program achieves depth by requiring 12 credit hours of study in specified technical electives. These electives must be chosen from five elective “tracks”: System-Level Architecture, Software Systems, Design Implementation, Computer Communication and Distributed Systems, and Computer Engineering Applications.
The Program draws on faculty expertise in both the CSE and EE Departments to provide comprehensive coverage of these topics. The faculty expertise in computer science topics including computer theory and algorithms, software engineering, and programming, in electrical engineering including electronics and hardware, and in hardware/software integration is outlined in Section B.5 and documented in Tables I-3 and I-4 in Appendix I.A and Appendix I.C.
Table 2: Computer Engineering Topics, Breadth of Coverage
Software and Programming
Electronics and Hardware
Hardware/Software Integration
CSCE155 Intro. to Comp. Sci. I
ELEC121 Intro. Elect. Engr. I
CSCE230 Computer Organization
CSCE156 Intro. to Comp. Sci. II
ELEC215/233 Elec &. Ckts I/Lab
CSCE230L Computer Org. Lab.
CSCE235 Discrete Structures
ELEC216/234 Elec.& Ckts II/Lab
CSCE430 Computer Architecture
CSCE310 Data Struct. & Algo.
ELEC304 Signals & Systems
CSCE351 O.S. Kernels
CSCE340 Numerical Analysis
ELEC316 Elec. & Ckts III
ELEC478 μProc HW/SW interface
ELEC361/307 Adv.Elec.&Ckts/Lab
CSCE489 Senior Design Project
ELEC370 Digital Logic Design
Mathematics and science are used extensively in required courses, for example in algorithm analysis (e.g., CSCE310 Algorithms and Data Structures), circuit analysis (e.g., ELEC215,216 Electronic & Circuits I,II and EE 361 Advanced Electronics & Circuits), digital logic design (e.g., ELEC370 Digital Logic Design and ELEC478 Microprocessor Hardware, Software, and Interfacing), and systems analysis (e.g., CSCE351 Operating System Kernels). Probability and statistics concepts are applied to engineering problems in many classes, including CSCE230 Computer Organization (e.g., yield equations, performance metrics, and cache hit-ratios), CSCE310 Data Structures and Algorithms (e.g., algorithm performance), ELEC316 Electronics & Circuits III (e.g., particle distributions and quantum mechanics), CSCE430 Computer Architecture (e.g., instruction frequencies), and CSCE351 Operating System Kernels (e.g., page fault analysis and queuing models). CSCE340 Numerical Analysis I provides valuable perspectives on mathematical computing.
Course No.
Title
No. of Sections
Avg. Section Enrollment
Type of Class
Offered in Year 04/05
Lecture
Laboratory
Recitation
Other
ELEC 121
Introduction to Electrical Engineering I
2
46
80%
20%
ELEC 215
Electronics and Circuits I
2
38
100%
ELEC 216
Electronics and Circuits II
2
39
100%
ELEC 233
Introductory Electrical Laboratory I
6
28
100%
ELEC 234
Introductory Electrical Laboratory II
5
38
100%
ELEC 304
Signals and Systems
2
46
90%
10%
ELEC 306
Electromagnetic Field Theory
2
40
100%
ELEC 307
Electrical Engineering Laboratory I
4
34
100%
ELEC 316
Electronics and Circuits III
2
45
100%
ELEC 361
Advanced Electronics and Circuits
1
14
100%
ELEC 370
Digital Logic Design
2
48
100%
ELEC 416
Materials and Devices for Computer Memory, Logic, and Display
0
0
100%
ELEC 417
Integrated Circuits
0
0
100%
ELEC 462
Communication Systems
1
19
75%
25%
ELEC 463
Digital Signal Processing
1
16
75%
25%
ELEC 464
Digital Communication Systems
1
16
100%
ELEC 465
Introduction to Data Compression
1
16
100%
ELEC 469
Analog Integrated Circuits
1
15
75%
25%
ELEC 470
Digital and Analog VLSI Design
1
14
75%
25%
ELEC 476
Intro. to Digital System Design
1
18
100%
ELEC 478
Microproc. HW, SW, & Interfacing
1
10
100%
ELEC 479
Digital Systems Org. & Design
0
0
100%
Bachelor of Science in
Computer Engineering
Advising Brochure
for2005-2006
Department of
Computer Science & Engineering
College of Engineering & Technology
256 Avery Hall
http://cse.unl.edu
rev: Mar. 11, 2005
Computer Engineering Program
Computer Science & Engineering Courses:hours
CSCE 155,156Intro to Computer Science I,II8
ISCSCE 230,230LComputer Organization / lab4
CSCE 235Introduction to Discrete Structures3
CSCE 251Unix Programming1
ISCSCE 310Data Structures & Algorithms3
CSCE 340Numerical Analysis I3
CSCE 351Operating System Kernels3
CSCE 430Computer Architecture3
CSCE 488Comp Eng Prof Dev1
ISCSCE 489Comp Eng Senior Design3
32
Electrical Engineering Courses:
ELEC 121Intro Elect. Engr. I3
ELEC 215,233Electronics & Circuits I / lab4
ELEC 216,234Electronics & Circuits II / lab4
ELEC 304Cont Time Signals & Systems3
ELEC 316Electronics & Circuits III3
ELEC 361,307Adv. Electronics & Circuits / lab5
ELEC 370Digital Logic Design3
ELEC 478Microprocessor Applications3
28
Mathematics Courses:
ISMATH 106,107,208 Anal Geom & Calculus I,II,III14
ISMATH 221
Differential Equations3
ISMATH 314
Appl Linear Alg (Matrix Th)3
STAT 380(or IMSE 321 or ELEC 305) Statistics3
23
Other Supporting Courses:
PHYS211,212,222General Physics I,II & lab9
ISCHEM 109 General Chemistry 4
ISJGEN200 or 300Technical Writing3
CS/EE
Tech Electives (3 or 4 areas)12
ENGR400Professional Ethics1
ENGR010,020Frosh, Soph Eng Seminars0
Humanities/Social Science18
130
Double Major with Elec. Engr.: add ELEC 222, 306, 494,
and coordinate choice of ELEC 495 and CSCE 489. -1-
Computer Engineering Technical Electives
1-System-level Architecture:
CSCE:432High Performance Proc. Archs.so
496Cluster & Grid Computingse
ELEC:476Intro Digital Systems Designs
479Digital System Org & Designse
2-Software Systems:
CSCE: *322Programming Language Conceptsf
IS361Software Engineeringfs
IS378Human Computer Interactions
425Compiler Constructionf
429Parallel Algorithms (& Distrib Prog)fo
*451Operating Systems Principles s
464Internet Prog & Syss
3-Design Implementation:
CSCE:434VLSI Designfo
ELEC: +306Electromagnetic Field Theoryfs
416Mat & Dev for Comp, Mem, Log, & Disp?
417Integrated Circuits?
469Analog Integrated Circuits?
470Digital & Analog VLSI Designs
4-Comm & Distributed Systems:
CSCE:462Communication Networkss
455Distributed Operating Systemsfe
477Cryptography & Computer Securityf
ELEC:462Communication Systemsf
463Digital Signal Processingf
464Digital Communication Systemss
465Intro to Data Compressionso
5-Comp Eng Applications:
CSCE:410Information Retrieval Systemsse
413Database Systemsfsu
421Found. Of Constraint Procfo
470Computer Graphicss
472Digital Image Processingf
473Computer Visionso
IS475Multiagent Systemsfe
IS476Artificial Intelligences
IS478Machine Learningfe
479Intro to Neural Networkss
* Deficiencies for the graduate program!
+ Needed for Elect Engr (double) major! (also ELEC 222, 494)
-2-
Humanities & Social Sciences
Area CHuman Behavior, Culture & Social Orgs
Area EHistorical Studies
Area FThe Humanities
Area GThe Arts
Area HRace, Ethnicity and Gender
Area IOther (Approved in advance only!)
Required are at least
· 6 courses from the areas listed above
· 5 courses in areas C-H (max of 3 hrs in area I)
· 4 of the areas C-H represented (may skip one area)
· 2 courses in the same department (may be different areas)
· 1 Integrative Studies (IS) course (9 IS required in all, remaining 8 are already included in the program)
Recent CSCE 496 Special Topics
TitleArea
Adv. Compiler Construct. (spring)Software Sys
Algorithmics+Applications
Clustered Computing (spring)System Level Arch
Data & Network Security (spring)Comm & Distrib Sys
Data MiningApplications
Distrib Storage Computing (spring)Comm & Distrib Sys
Embedded Systems (spring)Design Implem
File & Storage SystemsSystem Level Arch
GIS and Document ImagingApplications
Performance Anal. of OOP Systems (fall)System Level Arch
Queueing Models for Comp & Net System Level Arch
Semantic Web Technologies (spring)Software Sys
VLSI Physical DesignDesign Implem
Simulation ScienceApplications
Steganography (summer)Applications
Systems Administration (fall)Software
Formal Admission
Required prior to taking upper level engineering courses!
· 43 – 61 hours applicable to the program completed
· Cumulative and latest semester GPA at least 2.500
· Grade of C+ or higher in
- MATH thru 208- PHYS thru 212/222
- ELEC thru 215/233- CSCE thru 156, 230, 235
-3-
Typical Eight Semester Schedule
Fall 1Spring 1
CSCE155CS I4CSCE156CS II4
CSCE251Unix1CSCE230/LComp Org4
MATH106Calc I5MATH107Calc II5
ELEC121Elec Engr 13PHYS211Gen Phys I4
HumSoc
#13
17
ENGR010Seminar0
16
Fall 2Spring 2
CSCE235Discrete3CSCE310Algos3
MATH208Calc III4MATH221Diff Eq3
PHYS212/222Gen Phys II5CHEM109Gen Chem I4
ELEC215/233Circuit I4ELEC216/234Circuit II4
ENGR020Seminar0HumSoc
#23
16
17
Fall 3
Spring 3
CSCE351Op Sys Ker3CSCE430Comp Arch3
STAT380Stat & Prob3MATH314Linear Alg3
ELEC370Dig Elec3ELEC361Adv Elec3
ELEC316Circuit III3ELEC307Elec Lab I2
JGEN300Tech Write3HumSoc
#3, #46
15
17
Fall 4
Spring 4
CSCE340Num Analy3CSCE489Sr Design3
CSCE488CE Prof Dev1ELEC478Micro Appl3
ELEC304Sig & Sys3ENGR400Prof Ethics1
CS/EE
Techs6CS/EE
Techs6
HumSoc
#53HumSoc
#63
16
16
For assistance with general college requirements, contact the
CET Student Programs, 114 Othmer Hall, 472-3181.
http://www.nuengr.unl.edu/cet/students/
-4-
The Computer Engineering Program Pre-requisite Chart for CSCE/ELEC Courses
� Program Outcomes are enumerated in Section B.3.1 of this Self-Study Report.
� Program Objectives are enumerated in Section B.2.3 of this Self-Study Report.
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