Full-Scale Redesign of ECE Undergraduate Curriculum at Duke University based on the theme of Integrated Sensing and Information Processing

1. Integrating Sensing and Information Processing Leslie M. Collins (PI), Professor and Chair Gary A. Ybarra (Co-PI), Professor of the Practice and Director of Undergraduate Studies Lisa G. Huettel (Co-PI), Associate Professor of the Practice and Director of Undergraduate Labs in an ECE Undergraduate Curriculum ISIP EOTF 2.0, Olin, 4.1.09

4. Computational Methods EGR 53 Fundamentals of ECE ECE 27L Digital Systems ECE 52L Signals and Systems ECE 54L Electromagnetics ECE 53L Microelectronic Devices and Circuits ECE 51L Computer Engin 150’s Emag 170’s SP, Comm, Controls 140’s, 180’s Microelectronics 116, 210’s Photonics 120’s 2 ECE Technical Electives ISIP Theme-Based Design Elective 7 Technical Electives: 4 Concentration Electives (2+2, 2+1+1, or 3+1) + 2 ECE Technical Electives + 1 Design Course New ECE Program Design/Analysis II COMPSCI 100E Curriculum

7. Integrated Design Challenge Huettel et al., ASEE 2007

10. Design and Project Course Issues TA Support: TA’s must be committed, knowledgeable, good comm. Cost: $50-$75 per student Faculty Time (creating new projects, guiding projects, lab manuals) Subjective Grading: Students have difficulty w/ qualitative assessment Specific Course-Faculty Dependencies: Course champion Scalability Issues: Number of students reduces flexibility Project Management: Teaching these skills can take precious time! Limited Time: Difficult to teach all aspects in one semester