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
[email protected]
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.
