Changes to the Computer Science & Engineering (CSE) Core
(Proposed)
(Date: October 19, 1999)
(Approved by CIS faculty on: November 22, 1999)

Summary

Section 1 provides background behind the development of the new core. Section 2 summarizes the new core. Section 3 details the changes being proposed to the CSE program to be consistent with the new core and to take advantage of the flexibility it provides to improve the program; the section also summarizes the rationale for the proposed changes.

1. Background

1. Ensuring that students have a solid grounding in the common scientific principles underlying much of engineering, while at the same time allowing flexibility to individual programs to somewhat tailor the set of required and optional courses to the needs of the specific discipline as well as the interests of the individual students. For example, one program might require two courses in physics and two in chemistry, while another might require three courses in physics and one in chemistry, and yet another program might require two in physics and one each in chemistry and biology, etc.

2. Ensuring, similarly, that students have a solid grounding in the common mathematical principles underlying much of engineering, while at the same time allowing flexibility to individual programs to somewhat tailor the set of required and optional courses to the needs of the specific discipline and the interests of the individual students. For example, while one program might require a course on differential equations, another might instead require a course on discrete mathematics.

3. Ensuring that students, in their freshman year, receive a broad introduction to ideas from a variety of engineering disciplines, partly to help them choose a major, and partly to get them excited about careers in engineering; and further ensuring that students in each branch of engineering receive some additional exposure to ideas from other branches of engineering.

4. Ensuring that students start taking courses in their major area as early as possible.

5. Ensuring that the total number of credit hours in each program be such that it can be completed by reasonably well-prepared students in about four years.

Following extensive discussions involving faculty, students, advising staff, as well as industry representatives over two or three years, including an all-day retreat (in Spring '98) attended by members of each of these groups, a core committee of the college drafted a proposal for a new engineering core during Spring '99. After feedback from various groups, the proposal was further revised, and approved by the college faculty in Fall '99. Individual programs such as CSE were asked to come up with plans for changes to their programs to be consistent with the new core. These plans will have to be approved by the concerned departments, then forwarded to the College Committee on Academic Affairs for its approval, and finally to the University Council on Academic Affairs for its approval.

2. New Engineering Core

The central core consists of the following courses:

• Math 151, 152, 153, 254 (20 credit hours).
• IE 1, 2 (6 hours).
• Phys 131, 132 (10 hours).
• Chem 121 (5 hours).

The selected core consists of specified topics in three distinct areas, these being additional science, mathematics & statistics, and general engineering. A minimum of nine courses, one each from nine distinct topics (from the specified ones) must be included in the selected core; at least one topic is required to be from additional science, at least two from mathematics & statistics, and at least four from general engineering.

The central core is intended to provide the common background in mathematics, science, and engineering needed by all engineers. The selected core is intended to provide additional grounding in these areas but at the same time provide flexibility to individual programs to tailor this part of the curriculum to include topics that are most appropriate to the specific discipline, and to enable programs that wish to do so, to allow students to choose some of these courses based on their specific interests.

3. Proposed Changes to the CSE Curriculum

On the basis of its deliberations, the committee proposes the following changes to the CSE program:

• Replace `Phys 133 and Chem 125' by `One of Phys 133, Chem 125, or Bio 113; Bio 113 is recommended'.
  Note: Phys 133 and Bio 113 are each 5 credit hours, Chem 125 is 4 hours (a future version is expected to be 5 hours).

• Replace `EG 166' by `IE 1 and IE 2'.
  Note: EG 166 (Engineering Graphics) is 4 credit hours, IE 1 and IE 2 are 3 hours each.

• Replace `Math 415' by `One of Math 415, 568, or 571'.
  Note: Math 415 (4 hours) is the currently required course on differential equations. Math 568 and 571 (3 hours each) are courses on linear algebra.

• Replace `ME 410, ME 500, and MSE 405' by `One of ME 410, ME 500, or MSE 405'.
  Note: Mech Eng. 410 is 4 credit hours, as is Mech Eng 500; and Mat. Sc. & Eng. (MSE) 405 is 3 hours.

• Add Math 566.
  Note: Math 566 (3 hours) is a second course on discrete mathematics.

Note that the CSE program, with these changes, will be consistent with the new core requirements: All of the courses in the central core, i.e., Math 151, 152, 153, 254, IE 1, 2, Phys 131, 132, and Chem 121, are required, as specified by the college requirements. For the selected core, the college requirements specify that courses (at least 3 credit hours each) in at least nine topics must be included. Of these, at least one must be from Additional Science, the topics listed in this category being biology, chemistry, geology, physics, and advanced chemistry; at least two must be from Mathematics & Statistics, the topics in this category being complex variables, discrete mathematics, linear algebra, ordinary differential equations, numerical methods, partial differential equations, probablity & statistics, and vector analysis; and at least four must be from General Engineering, the topics here being engineer in society, programming, computer or information science, statics, dynamics, strength of materials, materials, engineering economics, thermodynamics, and electrical topics. With the changes proposed above, Phys 133, Chem 125, or Bio 113 will count as one Additional Science course. Math 366 (discrete math), CIS 541 (numerical methods), Stat 427 (probability & statistics), & one of Math 415, 568, or 571 (ordinary differential equations or linear algebra) will count as four courses in Mathematics & Statistics. And CIS 221 (programming), CIS 222 (computer or information science), EE 300 (electrical topics), ISE 504 (engineering economics), & one of ME 410, MSE 205/405, or ME 500 (statics, materials, thermodynamics respectively) will count as five courses in General Engineering. This adds up to total of ten courses (compared to the required minimum of nine courses) in these three categories, with each category including or exceeding the required minimum number of courses. Thus the college requirements for both the central core and the selected core are satisfied under this proposal.

In arriving at this proposal, the committee tried to address a number of issues:

1. Our exit surveys and alumni surveys have suggested that there may be more coverage of physics and chemistry in the curriculum than is necessary; specifically, the surveys indicated that the second chemistry course should perhaps not be required.

2. On the other hand, biological sciences and bio-technology seem to be increasingly important but the curriculum does not allow students to take courses in biology even as an option.

3. The surveys also suggested that the coverage of calculus-based mathematics was more than necessary; specifically, requiring a course on differential equations of all students seemed to be overkill. Many faculty agreed with this but felt, on the other hand, that the coverage of discrete mathematics was somewhat inadequate.

4. Our surveys also indicated that students would benefit from a greater exposure to business practices and economic issues than is currently provided in the curriculum.

5. Another common issue that the surveys stressed was the importance of sharpening the communication skills, both oral and written, of our graduates.

6. While the broad background our students acquired in various engineering disciplines seemed to be worthwhile, our surveys indicated that students would benefit considerably if the curriculum provided more room for advanced courses in computer science, especially given the rapid pace of change in the field.

The proposal to replace `Phys 133 and Chem 125' by `One of Phys 133, Chem 125, or Bio 113' addresses issues (1) and (2). The proposals to replace `Math 415' by `One of Math 415, Math 568, 571', and to add Math 566 address issue (3). The addition of 5 hours to the technical electives portion addresses issue (6) although admittedly it comes at the expense of reducing the exposure that our students have to other engineering topics (the replacement of `EM 400, MSE 405, and ME 500' by `One of EM 400, MSE 405, and ME 500'). But note that students do get considerable exposure to topics in electrical engineering since they are required to take a sequence of electrical engineering courses (EE 206, 261, 300, 309, 320, 567), and this part of the curriculum will remain unchanged under the proposal.

The replacement of `EG 166' by `IE 1, and IE 2' should help address issue (5) since one of the goals of the IE 1, IE 2 sequence is to focus on communication skills. The committee also felt that the recent increased stress on communication in CIS 601 (the required course on professional and ethical issues in computing) should help with the development of our students' communication abilities. IE 1 and IE 2 should also help balance the reduction in coverage of general engineering topics (resulting from requiring only one of EM 400, MSE 405, and ME 500, rather than all three) since exposing students to ideas from a variety of engineering disciplines is another focus of the IE 1, IE 2 sequence.

The proposal does not address issue (4). There does not seem to be any suitable business course that would be appropriate for the CSE program. This is, in fact, a college-wide issue; survey results from other programs in the college indicate the same need for greater exposure to business practices. Perhaps the most effective solution would be for the college to work with the College of Business to develop a new course, or possibly a two-quarter sequence, dealing with business practices for engineers. If and when that happens, we will consider replacing (or supplementing) ISE 504 (Engineering Economic Analysis) with the new course(s).

A description of the new program that will result if these proposals are adopted is available. This may be compared with the current program.

Overall, the Undergraduate Studies Committee feels that the proposed changes to the CSE curriculum will result in a stronger program and one that better meets the needs of its constituents.

Comments on the proposal are welcome.

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