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- The meeting was called to order at 2:03pm
- Minutes from September 9, 2015 were approved.
- Zhu gave an overview of her proposed course, ECE498HZ: Power Distribution System Analysis.
- Distribution systems are a large part of the power industry and is an area that many of our power students work after graduation. ECE 476 covers transmission systems, but does not adequately address distribution systems.
- Zhu expects about 50% of the students currently enrolled in ECE 476 to be interested in this course and enroll in the spring semester.
- Kudeki asked how much of a dependence on the material in ECE 476 the proposed course actually had. Zhu replied that there was not really anything substantial required from ECE 476 and that having that as a prerequisite was more to ensure that the enrolled students were seriously interested in the material. Hiran pointed out that having ECE 476 as the prerequisite would make the course enrollment more selective. Kudeki cautioned against stringing together 400-level courses as prerequisite chains if the topics do not actually require them, as this limits the number of students who can enroll. However, he also pointed out that most power students tend to take all of the available power classes, so this may not be a problem. Makela suggested that, for the first-time offering, the prerequisite remain as is (ECE 476), but for future offerings ECE 330 be used as the prerequisite. The committee agreed with this opinion.
- Zhu mentioned that in future iterations of the course, she would like to have an extra credit available for graduate students, but for the first time, this would not be an option.
- Kudeki asked about the MATLAB requirement, and whether this was to be the only acceptable programming language for the course. Zhu stressed that students would need to be comfortable with coding in an environment such as MATLAB to study some of the distribution models. Kim asked if these were realistic examples (e.g., models that can run on a single node), or if industry required multi-processor type simulations/models. Zhu replied that industry likely would require computing capacities of hundreds of nodes, but the models to be used in the course were useful analogies.
- The course was approved as proposed. The committee suggested that Zhu consider revising the course prerequisite requirement to ECE 330 in the next iteration of the course, pending her experience in the first iteration.
- The committee discussed the proposed course, ECE498RS: Networking for Big Data. Srikant was not present for the discussion.
- Makela asked how this fit into the department's developing big data curriculum. Kudeki stated that we are seeing good growth in this area and that there is not a similar course on campus. The proposed course focuses on big data processing within a datacenter, rather than a globally distributed system. The course leverages a book Srikant is working on. The book will be at a higher level than the proposed course.
- Veeravali stated that he had talked to Srikant about a concern regarding the level of optimization knowledge required of the students and that no optimization course was prerequisite. Veeravali reported that Srikant stated that the optimization material would be taught as needed and a ECE 313-level background would be sufficient for incoming students. Minin mentioned that the recently-approved ECE498MR would serve as a good prerequisite for this course once/if it becomes a permanent course.
- A discussion about the programming prerequisites ("programming in matlab and C") ensued. Specifically, the committee raised the question of how MATLAB and C would actually be used in the course, as the syllabus mentioned topics in MapReduce/Hadoop and Apache Spark, but not necessarily MATLAB or C. Kim pointed out that the syllabus indicated that much of the programming would be on optimization over networks, rather than on Hadoop, but this was somewhat unclear to the committee. Perhaps MATLAB and C were the interfaces? Kudeki pointed out that a "programming" prerequisite was not allowed. Our students are required to gain proficiency in scientific computing as part of the recently revised curricula. Does this satisfy the prerequisite, or is a more detailed knowledge or experience required?
- Minin brought up the point that some of our students take ECE 313 very early in their career in the department. Is the intention that these students (who may be early Juniors) should be able to take this course? It was suggested that ECE 220 might be added as a prerequisite to ensure the intellectual maturity of enrolled students and some experience in programming.
- The committee decided not to vote on the course. Makela will contact Srikant to gain clarification on the following two points:
- How do MATLAB and C play into the course (and is it really an "and" - both are required - as stated in the prerequisite). How will MATLAB and C interface with the MapReduce/Hadoop topics specified in the syllabus?
- Does Srikant have an opinion on having ECE 220 as a prerequisite? Does he expect students at the Junior level to be able to succeed in this course?
- Makela asked how this fit into the department's developing big data curriculum. Kudeki stated that we are seeing good growth in this area and that there is not a similar course on campus. The proposed course focuses on big data processing within a datacenter, rather than a globally distributed system. The course leverages a book Srikant is working on. The book will be at a higher level than the proposed course.
- Levinson brought up the topic of revisiting the need for an early, formal scientific computing course.
- Kudeki pointed out that the lack of such a course is partially due to lack of space in the curriculum. Adding such a course would require removing requirements or electives elsewhere in the curriculum. There might be a possibility of adding 1 credit back on to ECE 110 (which was recently reduced from 4 credits to 3) that might address this.
- Kim asked if there is a college-required computing course. Kudeki replied that there are at least three. CS 125 (CS students only), CS 101 (everyone except for CS and ECE students), and ECE 220. CS 101 broadly serves the non-CS/ECE majors, recently removed C from the material, and is entirely a MATLAB-based course now.
- Kudeki stated that there was a college-level committee focused on scientific computing. Makela will request a copy of that committee's report for discussion in a later meeting.
- Makela stated that he will put this topic on the agenda for a later meeting, after the committee discusses some of the charges from Sanders; specifically course delivery in introductory courses and preparation for the external evaluation in the spring semester.
- It was pointed out that the discussion of scientific computing requires a more balanced representation of EE and CE at the curriculum committee meetings. Recent attendance has skewed towards EE. Minin suggested convening a subcommittee.
- The meeting was adjourned at 2:57pm.
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