1. CEN Curriculum Committee January 26, 2012 Subcommittee Notes Rob Fox

2. Goals Unified core curriculum for all CEN majors Ready for ABET: To COE Curriculum Committee by end of spring semester Two possible approaches: 1.Identify differences and commonalities and patch them 2.Fundamental restructuring to make this the best possible program

3. Issues in Current Core Just a few differences in the core between CEN and CEE tracks (CEN Requirements.pdf, CEE Requirements.htm)CEN Requirements.pdf CEE Requirements.htm Some CEE (ECE track) course numbers are out of date The most significant issues revolve around the computer programming requirements

4. Programming Requirements Plans of study: CEN Tracking.pdf, CEE Tracking.htmCEN Tracking.pdfCEE Tracking.htm CEE requires C++, chosen from a list CEN requires Java, two entry points COP3502/3503 or COP3504 CEN embeds C++ in COP3530 Data Structures COP3530 Syllabus (right?) COP3530 Syllabus Some issues with existing plan for COP3502/ COP3503

5. COP3502/COP3503 Issues CEN plan of study shows both classes in freshman year: 3000-level classes not allowed in first year Requires commitment too early in students’ careers Complicates changes of major Conflicts with Santa Fe College plan COP3502 is taught only to those with no programming experience, who then take COP3503 Students with programming experience take only COP3504 Courses named: “... for CIS Majors”

6. Quick Fix Solutions Require all students to take C++ in sophomore year, and then COP3504 or Require all students to take a remedial programming course (possibly COP3502) prior to sophomore year, then all take COP3504 Monitor to ensure C++ is adequately covered

7. Comparison of CEN/CEE Tracks CEN track includes Linear Algebra, Numerical Analysis and Network Fundamentals, 12 CISE electives CEE track requires Solid-State Devices, Circuits 2 and both Signals and Systems and Electronics Circuits (CEN requires one or the other), 17 ECE electives Easy fix would be to make some or all of these optional from either side, eliminate the tracks Same disadvantages of quick fixes to the core

8. Problems with Quick-Fix Solutions Similar quick fixes are possible to coordinate beyond these core changes Assuming we plan to make more substantial changes later, we saddle all students advisors with a transitional “catalog year” Could lose momentum for more substantive changes Example of a top-to-bottom curriculum revision: New Georgia Tech CE Curriculum.htmlNew Georgia Tech CE Curriculum.html