Fairfield University by wuyunyi

VIEWS: 14 PAGES: 21

									   Faculty (Criterion 6)
       o Responsibility:
               Coordinator: Dr. Al-Mouhamed
               Members: Dr Abel-Aal and Mr. Shazli
       o Action Plan:



            -   Discuss the adequacy of the size of the faculty and draw conclusions in that
                regard.

            -   In support of those conclusions, describe the extent and quality of faculty
                involvement in interactions with students, in advising, in service, in
                professional development, and in interactions with industry.

            -   Discuss the competence of the faculty members to cover all of the
                curricular areas of the program and draw conclusions in that regard.

            -   In support of those conclusions, describe the education, diversity of
                backgrounds, engineering experience, teaching experience, ability to
                communicate, enthusiasm for developing a more effective program, level of
                scholarship,      participation     in    professional      societies, and
                registration/licensure as Professional Engineers of faculty members.

            -   The information contained in Appendix I presents                 supporting
                documentation and will be useful to the evaluation process.

            -   Complete Table 1-3, Faculty Workload Summary, and summarize the
                course load and other activity for each faculty member for the full academic
                year in which the Self-Study Report is being written. An updated report for
                the current year is to be provided at the time of the visit.

            -   Complete Table I-4, Faculty Analysis, which summarizes information about
                each faculty member.

            -   In Appendix I.C, provide current summary curriculum vitae for all faculty
                members with the rank of instructor and above who have primary
                responsibilities for course work associated with the program. Include part-
                time and adjunct faculty members. The format should be consistent for
                each curriculum vita, must not exceed two pages per person, and, at a
                minimum, contain the information listed below:

                        -   Name and Academic Rank


                                          1
                             -   Degrees with fields, institution, and date
                             -   Number of years of service on this faculty, including date of
                                 original
                             -   appointment and dates of advancement in rank
                             -   Other related experience—teaching, industrial, etc.
                             -   Consulting, patents, etc.
                             -   State(s) in which registered
                             -   Principal publications of last five years
                             -   Scientific and professional societies of which a member
                             -   Honors and awards
                             -   Institutional and professional service in the last five years
                             -   Professional development activities in the last five years




           o Editorial work delivery deadline: Wednesday, November 29, 2006




                                  Fairfield University
Faculty

Faculty in the Computer Science, Software Engineering and the Computer Engineering programs
provides instruction for Computer Engineering majors.
Faculty members from the Computer Science Department teach courses in beginning
programming and data structures. They also teach software engineering electives. There are three
full time faculty members in the Computer Science department, Adam King, Ed O’Neill, and
Peter Spoerri.
Faculty from the Software Engineering Department teach courses in beginning programming,
data structures, required software engineering courses, and software engineering electives, as in
Section 5.1. The department draws upon the services of several adjunct faculty members when
needed to complete its offerings. These professors are very strong in their areas of expertise.
They all work in industry and have years of practical experience.
Faculty members from the Computer Engineering department teach several courses, as outlined
in Table 5-A.
1.1 Coverage of Program Curriculum
There are 11 faculty members that teach for the Computer Engineering (CR) program, 3
associate professors, 7 assistant professors, and 1 senior instructor. The chair, Douglas Lyon, is
on a full time basis, as are three Computer Science faculty. The rest of the faculty members are


                                                2
long-term adjuncts teaching in both the undergraduate and graduate software engineering
programs.
Table 5-A illustrates the level of professional expertise of the Computer Engineering faculty and
their primary responsibility in covering areas of the curriculum domains. It is clear from this
table that the faculty covers adequately the curriculum domains that frame software engineering
education at Fairfield


Table 0-A Engineering Faculty Teaching in the Computer Engineering Program: Professional Expertise and
Curricular Responsibilities
                                                                             Object-
                                    Area of Professional       Computer                 Signal
  Faculty              Degree                                                Oriented                Visualization
                                    Expertise                  Engineering              Processing
                                                                             Design

  Sergent, Jerry       PhD          Electronic Packaging           X


  Denenberg, Jeffrey   PhD          Circuits                       X


  Botosani, Paul       PhD          Automation                     X


  Lyon, Douglas        PhD          Computer Engineering                          X         X             X


  Beal, Jack           PhD          Solid State Physics            X


  Tsacoyeanes, James   PhD          Physical optics                               X


  Wojna, Robert        BSEE, BSME   Electromechanical              X

                                    Physics, Optics,
  Poultney, Sherman    PhD                                                                  X
                                    System Engineering

  Weiman, Carl         PhD          Computer Engineering                                    X


  Ramachandran, Rama   MS           Comp. Sci.                     X              X


  Angelo, Ray          MS           Networking                     X              X


  Corcoran, Joe        PhD          Comp. Sci                      X              X




Table I-3 and Table I-4, in Appendix I, illustrate the Faculty Workload and provide a Faculty
Analysis, respectively. These data provide further information on the work schedules and
academic and professional status of the faculty.
1.2 Faculty-Student Interactions
The program chair is actively involved in advising, and he and his faculty participate in student
mentoring and tutoring, program and curriculum development, and in laboratory planning and
usage. Additionally, faculty in the computer science program with the computer engineering
curriculum advisory group, provide further insights into the requirements and aspects of a state-
of-the-art software engineering program.
The frequent interactions between students and faculty are prescribed by the protocol described
in the ACQIP document, and are also helped by prevalent small class sizes. The chair’s office
welcomes all students, at all times. Similarly the offices of the Dean and associate Dean maintain


                                                           3
healthy lines of communication with all engineering students. Further interactions are realized
through the Engineering Student Society of the School of Engineering. Members meet monthly,
and regularly invite School of Engineering faculty to participate and interact with students.
Interactions may be initiated by students and by students-at-risk forms. Corrective actions are
recommended or the program chair in consultation with the students and followed up by all
concerned to ensure students’ success in overcoming obstacles. Furthermore, the students’
advisor meets with advisees, before course registration, to review the student’s plan of study and
advise them on the selection of courses. The advisor reviews whether satisfactory progress is
being made or not, and counsels the students who might be at risk of probation or suspension.
Finally the School of Engineering maintains a regular academic counseling service held daily,
Monday to Thursday, starting at 6:30 pm, and daily tutorial service during the same period of
time.
1.3 Service, Professional Development and Industrial Relations
As with all faculties at Fairfield University, service to the Computer Engineering program, the
School of Engineering, and to Fairfield University is required among the Software Engineering
faculty. Indeed, such service becomes part of the annual evaluation process and may be used for
purposes of tenure, promotion and annual extraordinary merit pay increases. With regard to the
latter, faculty annual adjustments at Fairfield University include sustain merit and extraordinary
merit increases, which reflect a faculty member’s high quality performance in, teaching, research
and service. In the School of Engineering, this merit system is based on a quantitative measure of
performance of individual faculty members, agreed upon by the faculty and the Dean. The
service component reflects work in academic committees, student recruiting and counseling,
service to professional societies, program and curriculum development, and mentoring of
students to assist with their personal and professional development.
University service and committee assignments are summarized in the Faculty Curriculum Vitae
(see Appendix I.C.).
The School of Engineering provides one faculty development workshop each semester and
encourages its faculty to present papers at technical conferences and scientific workshops.
Faculty development results also from participation in ACQIP. From the planning stages for
quality instruction (prescribed syllabus format, course learning goals, specification of outcomes,
choice of pedagogy including two-way input, assessment of the learning environment) to
assessment of students’ achievement and one’s own classroom experiences, there is a faculty
development process that is continuous and dynamic leading to insights into cognition and
suitable pedagogical methodology.
Both full-time and adjunct faculties maintain lines of interaction with industry. The adjuncts,
employed in industrial technology, are in constant communication with the engineering
workplace and assist the School of Engineering to remain alert to the academic underpinnings of
developing technology and new trends. Full time faculty members are equally in touch with
industry, practicing lifelong learning via their professional journals, professional societies and
research. They also receive input on engineering education needs from the program curriculum
advisory groups that often include alumni of the School.
Further interactions with industry are maintained through projects adopted for the purposes of
the Senior Design course, and through the placement of engineering students as interns. Finally,


                                                4
the School of Engineering Advisory Board serves as a medium that also connects the School’s
programs to industry practice and trends. In its overseeing capacity the Board reviews programs
and provides input for further progress. School of Engineering graduates often find employment
in the same groups of companies that maintain relations with the School of Engineering.
Computer Engineering faculty are active participants in the outcomes assessment process. They
also participate in program and course planning. They gather data, perform outcomes
assessment, contribute to the end-of-term wrap-up sessions, provide data on student academic
status during each term, and conform to the pedagogical requirements articulated in the ACQIP
document accompanying this self-study report. Finally, the faculty provides input to the Dean’s
office each term, with regard to their satisfaction with the instructional environment and facilities
at their disposal. A copy of the survey form appears in Appendix III.
1.4 Faculty Involvement in Program Assessment
Each member of the Computer Engineering faculty participates in the Assessment and
Continuous Quality Improvement Process (ACQIP) described in detail in the accompanying
document. This process was first set up in 1997 and continued to evolve through the intervening
years to the present. Several of the faculty have been participants to the process since its
inception, and have thus developed the necessary knowledge and authority to guide the evolution
of their respective programs, including content and implementation, and assist more recent
colleagues to adopt the spirit and mindset required for a successful outcomes assessment. Fig 3,
p.14 in the ACQIP document as well as Figure 3-B under Criterion 3, summarizes the Program
and Course-level Planning and Assessment action steps. The leftmost column describes Planning
by the faculty, the middle column shows the data provided by the faculty, and the rightmost
column follows the path for assessment and innovation.
The Computer Engineering faculty actively participates in ACQIP. In addition to assessing
student learning (Forms B, C, D, E), noteworthy are also the data from the end-of-term program
Wrap-up Session Form and those from the Instructional Facilities survey form. In the former, the
faculty records the high points of the course during the academic term and special problems
encountered that would need to be resolved. The latter provides personal impressions of the
quality of the physical environment and educational aids, including laboratory instrumentation,
contributing to or inhibiting good student learning. Copies of those survey forms are shown in
Appendix III. The results are placed in the program portfolio.
1.5 Conclusion
This section described the sufficiency and expertise of the faculty in the Computer Engineering
program. We have shown that we have enough faculty members to cover the curricular areas,
and that we have an ample student-faculty ratio. Further, all faculty members are able to
contribute to program and university service. Finally, our faculty is very active in industry as
professional practitioners. This leads to employment opportunities for our students and
contributes to the professional development of our faculty.
Appendix I, subsections A, B and C contain tabular data, course syllabi and faculty resumes.
This supplemental data, along with the survey forms of Appendix I-4 and the ACQIP document
summarize the program and course-level assessment for the Computer Engineering program.




                                                 5
5. Faculty
Section 5.1 provides background information since last visit and section 5.2 provides information
on faculty resources.
5.1 Background Information: Departmental Changes and Updates since Last ABET Visit
In response to the needs of our constituencies a new concentration in Computer Engineering was
established in 2004. In the same year the name of the department was changed from Electrical
Engineering to Electrical and Computer Engineering Department. This change is to reflect the
newly established concentration within the program. It is also to attract students interested in
pursuing Computer Engineering at the Saint Louis University. One of the departmental future
goals is to establish and seek a separate accreditation of Computer Engineering Program along
side the Electrical Engineering Program in the next ABET cycle. Department in consultation
with its various constituencies has established a process to meet the requirements of ongoing
program assessment and improvement.
Personnel Changes are as follow:
2. Dr. William Ebel Joined the department in July 1, 2000.
3. Dr. Thomas Bush left the department in 2001.
4. In 2002 Dr. David Barnett accepted a position in the newly established Biomedical
Engineering Department as Chair.
5. Dr. Kyle Mitchell joined the department as a tenure track assistant professor in July 1,


                                               6
2004.
6. Computer Science Department at Parks College was closed in 2003.
7. In 2003 Drs. Dennis Bouvier and Ann McNamara, CS faculty, joined the Electrical and
Computer Engineering Department.
8. Dr. Bouvier left the University in June of 2005.
9. In July 1, 2005 Dr. McNamara Joined the Engineering Technology Department at Parks
College.
10. In June 2005 Mr. James Tucker, technician, resigned from his position.
11. In September 2005 the College hired Mr. Emile Damatte to oversee safety across all labs,
compliance with OSHA rules, machine shop instructions, etc.

5.2 Faculty Resources
The Department of Electrical Engineering has the services of 5 full time dedicated, highly
qualified, and motivated Faculty with diverse backgrounds (refer to Table 5A). The faculty
consists of following ranks:
Professor: Dr. Habib Rahman
Associate Professor: Drs. William Ebel, Roobik Gharabagi, and Huliyar Mallikarjuna
Assistant Professor (tenure track): Dr. Kyle Mitchell
The faculty of the department with their diverse backgrounds has been effective in delivering a
quality instruction to students.
Faculty is involved in all aspects of the operation of the department. The faculty have received
financial support to attend ABET workshops to be educated about the ABET processes. The
ECE faculty understands the importance of developing and implementing an effective process
for evaluation, assessment, and continuous quality improvement of the program, its educational
objectives and outcomes. The department with faculty cooperation has been successful in
establishing an effective evaluation, assessment and continuous quality improvement processes.
The department encourages and supports faculty development by providing funds to participate
in professional societies and travel to professional meetings and conferences. The department
pays for the membership of professional societies (IEEE and ASEE) and also pays for the
subscription of relevant journals. Junior faculty continues to receive support from the department
faculty in pursuit of tenure and promotion. Junior faculty is given reduced load for the first three
years in order to establish research and scholarly activities. Junior tenure track faculty receives
start up funds from the college to establish his/her research infrastructure.
The following table provides expertise of the department faculty and their specialized and
general teaching assignments.



ECE Faculty     Teaching                    Teaching           Research
                (Area of Expertise)         (Common            Interests
                EENG                        areas)
                                            EENG
William Ebel    Signals and Systems         101, 210, 211,     Error Codes. Digital and Cellular
                301                         212                Communication, Simulation
                Communication               490, 491
                403                         plus electives



                                                 7
                EE Electives
                Digital Signal
                Processing, Cellular
                and Digital
                Communication
Roobik          Semiconductor Devices     101, 210, 211,    Solid State Electronics, Small
Gharabagi       303                       212, 205, 206,    Geometry Device Modeling,
                Electronics Circuit       305, 306, 490,    Integrated Circuits, and
                Design 309                491               Engineering Education
                Electronics Circuits      plus electives
                Lab. 310
                Digital IC Design 419


                EE Electives

Faculty depth in Computer Engineering: Maintaining a sufficient number of faculty proficient
in the computer engineering area has been a departmental priority for many years, given the large
amount of student interest and the centrality of computer engineering across the curriculum and
the profession. The move to the ECE major highlights the importance of this. Currently eight
faculty, as indicated on the above list are active in computer engineering. This number is more
than sufficient to deliver the computer engineering courses. However, many of these faculty also
work in other areas, and the department continues to have a high priority goal of adding more
faculty whose principal specialty is in computer engineering.
Engineering Experience: Most of the faculty have significant commercial engineering
experience. This has been extremely helpful in bringing the “real world” of engineering into the
classroom and project environments.
Teaching experience: Among our faculty, the number of years of teaching experience ranges
from one to over 30. Overall, the faculty have a rather even distribution of experience within
that range. There is also a good range of experience within each subarea of EE, so that new
faculty are generally not “starting from scratch” in their specialty area. Four of the full-time
faculty have won the prestigious and competitive Trustees’ Award for Outstanding Teaching.
Ability to communicate: This parameter represents diverse attributes, ranging from English
language ability to inter-personal skills, to the ability to motivate a large class. All faculty
possess good basic abilities in English communications, and as demonstrated by teaching awards
and student evaluations, many have exceptional abilities to reach everyone in their classes in
ways that stimulate learning.
Enthusiasm for developing more effective programs: This is demonstrated by the number of
new courses and other initiatives that have been introduced recently. The largest such effort is
the complete overhaul of the introductory courses, putting a four-course sequence beginning in
the freshman year in place. Other innovations include the new design course, redevelopment of
the signals courses, continual updating of the computer engineering courses, and the substantial
assessment program.
Scholarship: Fifteen faculty published a technical paper or made a scholarly presentation in the
most recent year for which data are available. A total of approximately 20 journal papers, 50
conference papers are published annually, as well as an average of close to one book per year


                                               8
and several patents per year. Thirty-seven external proposals were submitted in 2000-01 and 17
grants totaling $1.9M were received. The intensity of scholarly activity among faculty varies
widely; the most significant factor is that essentially all faculty are engaged in significant
scholarship, and all are engaged in undergraduate education.
Participation in professional societies: Several faculty are very active in professional societies,
particularly the IEEE, as indicated in the Appendix. These activities include work on standards
committees, organizing of conferences, and editing of journals, in addition to paper publication.
Registration as professional engineers: Traditionally, registration has not been widespread
among electrical engineers, and this is reflected on the ECE faculty. At present, four faculty are
registered.
Faculty resumes are included in the Appendix. WPI sets basic expectations with regard to
teaching, scholarship and service as defined in our Faculty Handbook. Untenured faculty are
reviewed every year with direct oral and written feedback from the Department Tenure
Committee. The teaching quality of the tenured faculty is also reviewed by department heads.
All faculty submit annual reports reviewed by department heads and the Provost. Annual merit
raises at WPI are determined by these reviews of performance, with particular attention to the
quality of teaching.




Purdue
Criterion 5: Faculty



Every successful and vibrant academic program has its foundation and support from a
dedicated faculty; this certainly holds true for the Department of Electrical and Computer
Engineering Technology. The faculty defines, implements, and successfully
accomplishes all the academic attributes and dynamics of an ever growing academic
discipline. The discipline of Electrical and Computer Engineering Technology has shown
an exponential growth over the years. Toward this growth and change, the faculty of
academic institutions in its role of developing and disseminating of knowledge has
played a key decisive role. The Department of Electrical and Computer Engineering


                                                 9
Technology of Purdue University Calumet is such a showcase of professional and
scholarly endeavors coupled with a dedicated concern for teaching that successfully
translates into students’ learning.


The seven full-time members of the faculty of the Department of Electrical and
Computer Engineering Technology constitute a seasoned and highly competent group
of educators. The faculty average over 18 years of teaching and over 10 years of
industrial experience in the field of Electrical and Computer Engineering. Two of the
faculty are registered Professional Engineer (PE) and another is a Certified Clinical
Engineer. In addition, the faculty hold memberships and are active in one or more
professional societies.


The faculty is endowed with diversity in the discipline of Electrical and Computer
Engineering Technology. Our faculty has professional mastery in the areas of (i)
Biomedical Electronics and Instrumentation, (ii) Computer Systems Hardware/Software
Design, (iii) Digital and Analog Control Systems, (iv) Data and Digital Communication,
(v) Digital Signal Processing, (vi) Packaging of Analog and Digital Systems, (vii) Power
Systems, Power Electronics and Power Machinery, (viii) Process Control
Instrumentation, (ix) Networking, and (x) Fiber Optic Communication. Furthermore, the
faculty has supplemental interest in the areas of (i) Robotics, (ii) Fuzzy Logic and its
implementation, (iii) Agro-Electronics and many emerging fields of technology.


Industrial experience of the faculty is continuously being augmented with active
consulting to industry. The faculty is engaged in scholarly endeavors and is constantly
presenting and publishing papers in professional conferences and journals of high
reputation. Furthermore, the faculty is attending workshops, short courses and seminars
to keep current with the emerging developments in their fields of interest.


Every semester the faculty assesses their teaching effectiveness by evaluating the
feedback from the students. In our self-assessment we find the faculty of our
department compares well and excels in academic training, teaching effectiveness,
scholarly endeavors and service to industry and community. The faculty strongly
believes that a caring attitude and responsiveness to the students’ needs is paramount.
They also believe that the knowledge and experience that the graduates carry with them
will establish their professional reputation in the industrial community at large.


Criterion 5.a: Faculty Analysis

Faculty Analysis is provided in Table VI. This includes rank, qualification experience,
professional practice and professional associations of the full-time and part-time faculty
of The Department of Electrical and Computer Engineering Technology. Additionally the
current curriculum vitae for all the faculty members with the rank of instructor and above


                                           10
who have primary responsibilities for the technical course work associated with the EET
program is provided in Appendix VI.




                                          11
Table VI. Faculty Analysis
                                                                                                                       Level of activity (high, med, low, none)*
                                                              Years of Experience                                      in:
                                                                                                        Professional




                               FT or PT
                                          Degrees Earned                                                registration
                                          Degree, Year &      Govt./Industry   Teaching   This          (Indicate      Professional   Professional   Work     in
Name               Rank                   Institution         Eng/ET           Eng/ET     Institution   State)         Development    Society        Industry


                                          PhD. EE - 1991
                                          Univ. of Illinois
                                                                                                                                      High
                                          MS    -    1970                                                                                            High
Jai P. Agrawal     Professor   FT                             17 years         18 years   15 years                     High           IEEE       &
                                          BS    -    1968                                                                                            Consulting
                                                                                                                                      ASEE
                                          Indian Inst of
                                          Tech


                                          M.A.Sc. - 1978
                                          University   of                                                              Med                           Med
                                                                                                                                      Med
                                          Waterloo                                                                     Attend                        Consulting
Ashfaq Ahmed       Professor   FT                             6 years          25 years   23 years      P.E (IN)                      Membership
                                          BSEE - 1972                                                                  Workshop                      as need
                                                                                                                                      ASEE IEEE
                                          University   of                                                              Conference                    basis
                                          Karachi


                                          Ph.D. - 1985
                                          Ohio       State
                   Associate              MSEE - 1980                                                                                 Medium
Essaid Bouktache               FT                             3 years          18 years   13 years                     High                          None
                   Professor              Ohio State                                                                                  ASEE




                                          MSEE - 1983
                                          ILL Inst of Tech
                                          BSEE - 1978
                                          ILL Inst of Tech                                                             High           High           High
                   Associate
Omer Farook                    FT         BSME -      1973    14 years         21 years   21 years                     Workshop                      Consulting
                   Professor                                                                                                          ASEE & IEE
                                          Chicago     Tech                                                             Conference                    Industry
                                          LME     -   1970
                                          Govt Poly Tech



                                                                               12
*Refer to Faculty Vitae for details.




Table VI. Faculty Analysis (Continued)
                                                                                                                               Level of activity (high, med, low, none)*
                                                                      Years of Experience                                      in:
                                                                                                                Professional
                                       FT or PT




                                                  Degrees Earned                                                registration
                                                  Degree, Year &      Govt./Industry   Teaching   This          (Indicate      Professional   Professional   Work     in
Name                      Rank                    Institution         Eng/ET           Eng/ET     Institution   State)         Development    Society        Industry


                                                  PhD.    -   1987
                                                  Cleveland     St.
                                                  Univ.
                                                  MSEE - 1982                                                                  High
                          Assistant                                                                                                           High           High
Masoud Fathizadeh                      FT         Univ. Of Toledo     20 years         10 years   10 years      P.E.           Conference
                          Professor                                                                                                           IEEE           Consulting
                                                  BSEEI. - 1978                                                                Transaction
                                                  Univ of Science
                                                  & Techology


                                                  MSEE - 1984
                                                                                                                                                             High
                                                  Texas      A&M                                                               High
                                                                                                                                              High           Argonne
Akram Hossain             Professor    FT         BEEE - 1987         8 years          19 years   18 year                      2 Research
                                                                                                                                              IEEE, IAS      National
                                                  Univ.        of                                                              Publications
                                                                                                                                                             Laboratory
                                                  Chittagong


                          Associate               MSEE - 1963                                                                                 Medium
Chandra Sekhar                         FT         Univ         of     19 years         24 years   24 years                     High                          Medium
                          Professor                                                                                                           ASEE
                                                  Pennsylvania
                                                                                       13
                                                  DMIT - 1961
                                                  Madras Inst of
                                                  Tech.
                                                  BS      -   1958
                                                  Univ of Madras




                                                  MS     -    2001
                          Visiting                DePaul      Univ
Kelvin Hagan                           PT                               8 years          1 year     8 years                      Low             Medium        Medium
                          Instructor              BS     -    1993
                                                  Purdue Univ
*Refer to Faculty Vitae for details.




Table VI. Faculty Analysis (Continued)
                                                                                                                                 Level of activity (high, med, low, none)*
                                                                        Years of Experience                                      in:
                                                                                                                  Professional
                                       FT or PT




                                                  Degrees Earned                                                  registration
                                                  Degree, Year &        Govt./Industry   Teaching   This          (Indicate      Professional   Professional   Work     in
Name                      Rank                    Institution           Eng/ET           Eng/ET     Institution   State)         Development    Society        Industry


                                                  MBA        -   1994
                                                  Ill. Inst. Of Tech.
                          Guest                   BSEE - 1979                                                     P.E.       -   High           Low            Med
Melvin Jackson                         PT                               35 years         10 years   9 years
                          Lecturer                Ill. Inst. Of Tech.                                             Illinois       Prof CEU       NFPA           Consulting




                                                  BSEET -      1999
                          Guest                   Purdue
Benjamin Marrero                       PT                               30 years         6 years    6 years                      Low            None           High
                          Lecturer                University
                                                  Calumet




                                                                                         14
                          Guest             BS     -     2002
Scott Miller                           PT                                  2 years   2 years                 Low        Medium   Medium
                          Lecturer          Indiana Univ


                                             MSBA - 1974
                                            Indiana U. N.W.
                                            BSEE - 1967                                          FCC                             High
                                                                                                             Med
                          Advisor/          Valparaiso Tech                                      Federal
Edward Perosky                         FT                       31 years   20 yrs    5 years                 Advising   None     Govt Sub
                          Instructor        ASEE - 1965                                          License
                                                                                                             Forum               Contractor
                                            Valparaiso Tech.                                     Comm/Amtr




                                            MA     -   2002
                                            DePaul     Univ
                          Limited           BS     -   1997
                                            Calumet College                          2     1/2
William Robinson          Term         PT                       28 years   8 years                           Medium     Medium   Medium
                                            AS     -   1976                          years
                          Lecturer
                                            Thornton Comm.
                                            College

*Refer to Faculty Vitae for details.




                                                                           15
Criterion 5.b: Faculty Member’s Background and Competencies

The ECET department has the following breakdown of competencies and background, which
adequately covers the curricular areas of the program. The faculty member’s background and
competencies are further elaborated in individual faculty curriculum vitae.


Curricular areas of the program
The ECET department’s program of Electrical Engineering Technology covers the following areas:
   1. Circuit Theory
   2. Analog Electronics
   3. Digital Electronics
   4. Embedded System Design
   5. Biomedical Electronics and Instrumentation
   6. Telecommunication
   7. Networking
   8. Computer System Design
   9. Hardware Software Integration
   10. Process Control and Instrumentation
   11. Power and Power Electronics
   12. Digital Signal Processing

Each faculty member has a primary and shared responsibility in the above curricular areas of the
program, which is reflected in Table VII. The faculty conducts research and publishes in their respective
areas of interest as evidenced in the faculty curriculum vitae.


Table VII. Curricular Areas of The Program And Faculty Responsibilities

Curricular Areas      Primary Faculty Supportive and Oversight                Faculty
                      Member          Member(s)


Circuit Theory        Prof. C. Sekhar      O Farook, A Ahmed, J Agrawal
Analog Electronics    Prof. J. P. Agrawal A Ahmed, C Sekhar, M Fathizadeh
Digital Electronics   Prof. A. Ahmed       O Farook, M Fathizadeh
Embedded System Prof. A. Ahmed             O Farook, E Bouktache
Design
Biomedical          Prof. C. Sekhar        O Farook, J Agrawal
Electronics     and
Instrumentation
Telecommunication Prof. J. P. Agrawal O Farook, M Fathizadeh, E Bouktache




                                                   16
Networking            Prof.            E. O Farook, A Ahmed, J Agrawal
                      Bouktache

Computer System Prof. O. Farook            A Ahmed
Design
Hardware Software Prof. O. Farook          J Agrawal
Integration
Process     Control Prof. A. Hossain       M Fathizadeh, C Sekhar
and
Instrumentation
Power and Power Prof.                  M. A Ahmed, J Agrawal, A Houssain
Electronics     Fathizadeh
Digital    Signal Prof.                E. O Farook, J Agrawal
Processing        Bouktache


Criterion 5.c: Faculty Student Ratio

The Department of Electrical and Computer Engineering Technology is well balanced in terms of
serving a student body of 222 students with a faculty that consists of 7 full time faculty and 4 - 5 part
time visiting lectures. In the ECET department, students and faculty have an open line of
communication, and students are very comfortable asking faculty questions outside of class time.
Faculty members have posted office hours, but students freely call upon faculty outside of those hours.
Additionally, the department has a full-time student academic adviser. The adviser’s presence frees up
faculty to engage in student learning endeavors and research.


Criterion 5.d: Industrial Experience, Professional Practice and Technical Currency of Faculty

As shown in Table VI, Faculty Analysis and individual faculty curriculum vitae, all full and part-time
faculty of the department of ECET have rich academic credentials, diverse industrial experience,
engaging professional practice, and technical currency to support the program.


Criterion 5.e: Professional Development of Faculty

Goal II of the Purdue University Calumet Strategic Plan states: Purdue University Calumet will promote
and support excellence of faculty and staff. To achieve this goal, the following has been done:


      Establish an office for Faculty Development in Academic Affairs
      Create a Center for Instructional Excellence
      Increase faculty scholarship (grants and contracts, publications, presentations)
      Develop a plan for staff development




                                                   17
(Source: Chancellor’s Goals for 2004-05)


The institution has achieved the following as reported in the Chancellor’s 2003 – 2004 Annual Report.


   1. Created a Faculty Development plan and allocated $180,000 to implement it in 2004-05
   2. Conducted the first Purdue Calumet Forum on Research
   3. Supported professional development program at monthly "Faculty Club" lunches
   4. Identified niche areas of academic excellence around faculty expertise and provided support for
      seeking applications-focused sponsored research
   5. Developed conceptual frameworks for Water Institute, Center for Energy Efficiency and
      Reliability and Center for Minorities and Women in Construction
   6. Identified administrative professional staff to reallocate into a staff development program

(Source: Chancellor’s 2003 - 2004 Annual Report)


The Department of Electrical and Computer Engineering Technology provides faculty up to $ 750.00 for
attending a workshop or conference. Though not sufficient to cover all expenses, it does soften the
economic hardship, which a faculty member has to incur for publishing and presenting. This
mechanism has been used for attending training workshops and for conference presentations.


Criterion 5.f: Empowerment of Faculty Over Program Objectives

The Department of Electrical and Computer Engineering Technology faculty exercise academic
freedom. The faculty has complete authority to define, revise, implement, and achieve program
objectives. Input is sought from the students, alumni, Industrial Advisory Committee and the employers
of our alumni in the implementation of program objectives.


Criterion 5.g: Faculty Workload Summary

Please see Table VIII, Faculty Workload Summary, for program faculty members having a full-time
equivalent (FTE) assignment in the program for the Spring 2005 semester.


Table VIII. Faculty Workload Summary

                                        Range                       Average
              Credit Hours              6-12                        12
              Contact    Hours    Per 10-18                         15
              Week
              Laboratory Size           10-20                       14



                                                   18
               Class Size               6-24                       14
               Advisees                 0                          0


12 credit hours and 12-15 contact hours per week is considered as a normal full time teaching load.
Full time is defined as teaching four, three credit hour courses.
             Full time teaching load: 12 Credit Hours
               Full time contact hours: 12-15


Criterion 5.h: Classes Taught by Faculty Members

A listing of classes taught by each faculty member including those scheduled to be taught during the
Fall Semester 2005 is provided in Table IX.


Table IX. ECET Faculty Course Assignment
Faculty/Staff Member     Courses Taught                 Courses Scheduled for
                                                        Fall 2005 Semester
Full-Time Faculty
Prof. Jai P. Agarwal        ECET 154, ECET 210, ECET 303, ECET 413,
                            ECET 303, ECET 384, TECH 581
                            ECET 397, ECET 413,
                            ECET 490, ECET 491,
                            ECET 499, TECH 581
Prof. Ashfaq Ahmed          ECET 100, ECET 109, ECET 109, ECET 159,
                            ECET 159, ECET 209  Lecture, ECET 209D
                            ECET 265, ECET 365
Prof. Essaid Bouktache      ECET 110, ECET 204, ECET 392, ECET 465
                            ECET 210, ECET 265,
                            ECET 303, ECET 354
                            (209), ECET 365, ECET
                            384, ECET 392, ECET
                            413, ECET 465, ECET
                            490, ECET 491, ECET
                            499
Prof. Omer Farook           ECET 100, ECET 110, ECET 445, ECET 456,
                            ECET 109, ECET 159, ECET 210
                            ECET 209, ECET 210,
                            ECET 384, ECET 413,
                            ECET 445, ECET 455,
                            ECET 456, ECET 490,
                            ECET 491, ECET 499



                                                  19
Prof . Masoud Fathizadeh   ECET 100, ECET 110, ECET 397, ECET 109,
                           ECET 109, ECET 159, ECET 491, ECET 100
                           ECET212, ECET 217,
                           ECET 262, ECET 312,
                           ECET 462, ECET 397
Prof. Akram Hossain        ECET 109, ECET 159, ECET 217, ECET 362,
                           ECET 217, ECET 262, ECET 315
                           ECET 296, ECET 362,
                           ECET 490, ECET 491
Prof. Chandra Sekhar       ECET 102, ECET 152, ECET 102, ECET 410
                           ECET 310, ECET 410,
                           ECET 490, ECET 491
Guest Lecturers
Ed Perosky                 ECET 100, ECET 262, ECET 100, ECET 490
                           ECET 490
William Robinson           ECET 265, ECET 367, ECET 265, ECET 367
                           ECET 465
Kelvin Hagan               ECET 109, ECET 110        ECET 110
Benjamin Marrero           ECET 110                  ECET 110
Melvin Jackson             ECET 152, ECET 154, ECET 214, ECET 152,
                           ECET 212, ECET 214  ECET 154
Scott Miller               ECET 110                  ECET 110




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